Fires in the Mind

Social genius and ‘disability’

I just caught up with Anderson Williams’s post about his “profound week with a group of students, both with and without intellectual disabilities, who are part of Project UNIFY through the Special Olympics.” Anderson, a youth development activist with an M.F.A., likened what these kids did to Picasso’s particular genius: deconstructing tired norms “to paint like a child.”

Williams saw a “social genius” in the social and educational world these youth built during their time together. Defying social and cultural norms, he says, they set out to develop more genuine friendships and achieve shared learning. He writes:

In this space, “otherness” of all types was set aside for the one-ness of youth. . . . The whole premise of their engagement defied our adult-driven society’s limiting expectations of youth and of disability and created a space for each person to be more fully himself/herself.

His examples reminded me of the advice “Dance like nobody’s watching.” These kids pulled off something that takes “courageous humanity,” he says. But getting good at it also takes practice, by adults as well as youth. Anderson reminds us that we need constantly to work toward

more inclusive systems and structures and broader awareness and understanding of all kinds of “differences” . . . rather than the separate educational and social worlds so many of [these youth] beautifully and painfully described. We must commit to revolutionizing the systems, formal and informal, that categorize, segregate, and separate our young people.

What are your experiences with helping young people “practice outside the lines” of what the larger society considers “excellence”? I’ll send you a complimentary copy of Fires in the Mind if yours is among the best comments we receive.