Overcoming Low Expectations: Lizzy’s Educational and Professional Journey

Introduction

Navigating life with a disability involves overcoming barriers and lowered expectations. This article delves into how expectations impact the academic, professional, and social lives of individuals with disabilities, focusing on Lizzy’s journey as a central example. It explores how lowered expectations shape the experiences of people living with disabilities.

Lizzy’s Journey: Enthusiastic Learner to Overlooked Student

Lizzy’s insatiable curiosity and sharp intellect were evident to both her family and educators, who admired her knack for absorbing information and skillfully dissecting complex ideas, particularly in science and literature. However, as Lizzy progressed in school the revelation of a mild learning disability introduced unforeseen obstacles. Despite her past accomplishments, Lizzy encountered a troubling shift in expectations and support, leading to a mounting sense of unease regarding her academic participation.

Lizzy noticed she was consistently given easier tasks and excluded from more demanding projects, which made her feel undervalued and unsure of her abilities. This highlights how educational settings can strongly impact an individual’s confidence and motivation. The shift was subtle at first—with fewer challenging assignments and more “busy work” that did not stimulate her mind.

Teachers would often speak to her in overly simplistic terms, and classmates began to view her through the lens of her disability rather than her abilities. Lizzy’s story serves as a poignant illustration of lowered expectations for individuals with disabilities—a phenomenon that can significantly influence their academic, professional, and social lives.

The Origins and Implications of Lower Expectations

The roots of lower expectations for individuals with disabilities often stem from entrenched perceptions and stereotypes. Throughout history, people with disabilities have been seen through a lens of pity or charity rather than as capable individuals with potential (Kart & Kart, 2021).

This perspective significantly shapes how they are treated in different environments, resulting in reduced performance expectations from teachers, employers, and even family members. These lowered expectations can manifest as self-fulfilling prophecies, where the individual’s perceived limitations are reinforced and amplified by the absence of opportunities and challenges offered to them.

Academic Implications

In school, Lizzy’s teachers often assigned her simpler tasks and provided less challenging material, believing they were being supportive. However, this well-meaning practice ultimately limited her academic growth. Research has consistently shown that teachers’ expectations significantly impact students’ performance (Rubie-Davies et al., 2015). Students for whom teachers have high expectations tend to perform better, while those with lower expectations tend to perform worse, especially for students with disabilities.

Research by Rubie-Davies et al. (2015) revealed that students with disabilities often received less demanding academic assignments compared to their peers. This practice hindered their intellectual development and adversely affected their academic performance. Similarly, Alquraini and Gut (2012) emphasized the crucial role of teachers’ expectations, suggesting that low expectations for students with disabilities might discourage them from engaging in advanced coursework. This restriction limits their educational opportunities and potential for growth, ultimately affecting their future education and career prospects.

Lizzy’s personal experience resonates with these findings, illustrating how diminished expectations can impede academic growth and erode self-confidence over time. The pattern of lowered expectations Lizzy faced in school extended into her professional life.

Professional and Social Consequences

As Lizzy transitioned into the workforce, she encountered lowered expectations from employers. Despite her qualifications and dedication, she was often passed over for promotions and given menial tasks. This experience mirrors findings from a study about job satisfaction among individuals with disabilities, which highlighted significant disparities in job satisfaction and expectations compared to their peers without disabilities (Pagán & Malo, 2009). These discrepancies stem from the limited expectations employers place on individuals with disabilities, adversely affecting their career development and overall job satisfaction.

Lizzy’s professional journey highlights the adverse consequences of diminished expectations on career progression and personal fulfillment. When employers fail to recognize the potential of employees with disabilities, they miss out on the unique perspectives and talents these individuals bring to the table. The lack of opportunities for advancement and professional development can lead to lower job satisfaction and higher turnover rates among employees with disabilities. Research by Lindsay et al. (2018) found that employees with disabilities were often relegated to entry-level positions with limited scope for growth, regardless of their qualifications or experience. This systemic issue not only affects their career trajectories but also impacts their economic stability and professional identity.

Socially, Lizzy’s peers often underestimated her capabilities, which significantly affected her self-esteem. Internalizing these low expectations reduced her confidence and motivation to strive for higher achievements. Social interactions for individuals with disabilities are often shaped by others’ perceptions and attitudes, which can either uplift or hinder their integration and self-perception.

To counteract these challenges, Lizzy found a supportive community that believed in her abilities. She joined a local book club where her insights and analytical skills were highly valued. This positive reinforcement helped her regain confidence, showcase her strengths, and ultimately challenge and change her peers’ perceptions. Her experience demonstrates the importance of supportive environments in countering the negative effects of lowered expectations and fostering a sense of belonging and capability.

Building on this foundation, Lizzy took on a leadership role in an organization advocating for individuals with disabilities. Using her personal experiences to educate others, she raised awareness about the capabilities of people with disabilities and demonstrated her own skills. This role allowed Lizzy to challenge the low expectations she had encountered and redefine what it means to live with a disability.

Through her advocacy work, Lizzy not only promoted greater awareness but also provided a platform for showcasing the potential and achievements of individuals with disabilities.

Connecting Themes and Conclusion

The themes of expectations and achievement are deeply interconnected. The level of expectation set by teachers, employers, and peers can significantly influence the achievements of individuals with disabilities.

High expectations can lead to greater academic and professional success, while low expectations can limit potential and perpetuate a cycle of underachievement. This connection underscores the importance of fostering positive and realistic expectations for individuals with disabilities to enable them to reach their full potential.

Lizzy’s experience highlights the profound impact of lowered expectations on individuals with disabilities. These expectations shape their academic, professional, and social lives, often limiting their opportunities and achievements. By challenging and changing these low expectations, individuals with disabilities can achieve their full potential and contribute meaningfully to their communities. It is essential to recognize and address the biases and stereotypes that lead to these lowered expectations, promoting a more inclusive and empowering environment for all.

References

• Kart, A., & Kart, M. (2021). Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature. Education Sciences, 11(1), 16. Retrieved from https://www.mdpi.com/2227-7102/11/1/16
• Lindsay, S., Cagliostro, E., & Carafa, G. (2018). A systematic review of the benefits of hiring people with disabilities. Journal of Occupational Rehabilitation, 28(4), 634-655. https://doi.org/10.1007/s10926-018-9756-z
• Pagán, R., & Malo, M. A. (2009). Job satisfaction and disability: lower expectations about jobs or a matter of health? Spanish Economic Review, 11, 51–74. https://doi.org/10.1007/s10108-008-9043-9
• Rubie-Davies, C. M., Hattie, J., & Hamilton, R. J. (2015). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 85(3), 431-451. https://doi.org/10.1111/b