“My family labeled me as feeble or mildly mentally retarded.” (BC6)

“ People see the disability and don’t expect much of you but you expect a lot of yourself – so it’s really an unfair assessment.” (BC12)

The participants recognized that their teachers had no experience working with people with disabilities, were mostly ill-prepared and not adequately supported to address academic issues and disability. This lack of experience and ability is reflected in some of the participant’s comments:

“ The teachers told my parents that I was too much trouble.” (BC9)

“ Teachers paid attention to the “best” ones and the “worst” ones were left behind.” (NB5)

“ Teachers seemed insulted if you asked a question – took it personally.” (NB2)

“ I was told that I was never gonna do anything, go to College, excel academically.” (BC2)

“ School considered me lazy, unteachable, told me I was unemployable, not prepared to waste time or money on me.” (BC6)

Several participants spoke of the option of segregated classes in school often in derogatory terms related to the stigma of being grouped with others with a diversity of physical and mental disabilities.

“ Mum didn’t want me relegated to the “opportunity class” – those were for retards.” (NB2)

“ They wanted to put me in the “crayola” class, so I quit.” (NB3)

“ I was in “special” class, I was never in regular class, I needed a slower pace, more attention … it’s O.K. in a sheltered learning environment, but you still have to cope with the outside world.” (BC12)