Teaching students about disabilities through empathy and respect

 When it comes to teaching children about disabilities, many well-intentioned activities miss the mark, often portraying people with disabilities in a way that feels pitying or disempowering. Traditional disability simulations, like blindfolding kids or asking them to use wheelchairs temporarily, are meant to foster empathy. However, these activities can leave kids with a limited view, focusing on what someone can’t do rather than helping them understand the whole experience of living with a disability.

Instead of reinforcing the idea that disabilities are a deficit, we can approach this topic differently by encouraging children to see disability as a natural part of human diversity. As Lalvani and Broderick (2013) explain, such simulations may “perpetuate ableist ideas” by focusing solely on impairments and creating “feelings of fear or pity” among non-disabled children (pp. 474-479). These activities often overlook the social and institutional barriers disabled people face, barriers that are frequently the actual obstacles, not the disabilities themselves.

So, what’s a better way to teach kids about disabilities? Rather than focusing on what someone can’t do, we can help children see that people with disabilities live rich, full lives they do things differently. Disabilities aren’t about what’s “missing” or “wrong”; they’re about different ways of moving, communicating, and interacting with the world. By showing that everyone has unique ways of doing things and that disabilities simply represent one part of what can make one different, we can build a culture of understanding, respect and inclusion.

In the end, it’s often societal barriers, not disabilities, that make things challenging. We need to shift from these types of activities to more meaningful discussions and activities that help children see the world through a lens of inclusion and acceptance. This helps them understand that disabilities don’t prevent people from achieving greatness; rather, it's the lack of accommodations that creates limitations.

How do we effectively teach our students about disabilities? Here are some key concepts for creating an inclusive classroom:

 Medical Model Disability VS. Social Model Disability

The Medical Model of Disability suggests that a person is limited by their disability. For example, a person who is blind may struggle to order food at a restaurant because they can’t read the menu due to their impairment.

In contrast, the Social Model of Disability argues that it’s the environment, not the disability, that creates limitations. In this case, if the restaurant provided an accessible menu—such as one in braille or an audio option—the person who is blind would be able to order food independently, just like everyone else.
This video provides an excellent explanation of how barriers and a lack of accommodations prevent people with disabilities from fully participating in society.

Disability Culture

Britannica states  "disability culture, the sum total of behaviors, beliefs, ways of living, and material artifacts that are unique to persons affected by disability. "

Disability culture is the perspective that people with disabilities are integral members of society and that their disabilities do not prevent them from being active participants. This perspective is increasingly reflected in various forms of media, as we see more representation in entertainment, fashion, and articles. It aims to celebrate differences we all have instead of looking at our differences as something negative.  The Borderlore article "Yes, Disability Is a Culture" explores how disability forms a distinct cultural identity, shaped by shared experiences, histories, and values unique to disabled individuals. It emphasizes that disability culture challenges traditional perceptions by fostering resilience, self-advocacy, and solidarity, thus promoting a positive sense of identity and community. This perspective encourages a shift from viewing disability solely through a medical lens, urging society to recognize and celebrate the diversity within disability culture (Borderlore, 2023).

For more please click the link:

https://borderlore.org/yes-disability-is-a-culture/

What is ableism?

According to Merriam-Webster, ableism is defined as “discrimination or prejudice against individuals with disabilities” (Merriam-Webster, 2018). The term ableism involves the assumption that having a disability makes someone less desirable and incapable of living a fulfilling life, unlike able-bodied people. This is reflected in how we perceive and talk about disabled individuals. As illustrated in the infographic above, ableism can be seen in language, for example, calling someone "crazy" or making a disability the punchline of a joke. We need to unlearn many ingrained views of people with disabilities as individuals with shortcomings. Instead, we should think critically about how we have failed to adapt and accommodate those who may differ from us.

How I’m Making a Stand Against Ableism in My Classroom

In my classroom, I make a conscious effort to challenge ableism by creating an inclusive environment that values each student’s abilities. I incorporate flexible seating options and use multimodal teaching strategies to support diverse learning needs. Additionally, I avoid language that focuses on “fixing” a student’s difficulties and instead focus on each student’s strengths and unique contributions. When planning lessons, I ensure that materials and tasks are accessible to everyone, and I educate my students about inclusivity and respect for all abilities.

I aim to create a classroom centered on empathy, respect, and inclusion. I’m committed to using inclusive language, being mindful of how I speak to my students, and modeling proper language for them. I incorporate resources like storybooks and videos that feature a variety of people—not only different genders and races but also individuals with disabilities. This approach helps introduce my students to the diverse range of people in our society, moving beyond mainstream representations of able-bodied individuals.

Additionally, I ensure that activities are accessible to all students, carefully selecting tasks that can be adapted to accommodate different learning styles. I set clear expectations around acceptance and kindness, maintaining a zero-tolerance policy for any form of bullying, whether overt or subtle.

References

Lalvani, P., & Broderick, A. A. (2013). Institutionalized Ableism and the Misguided “Disability Awareness Day”: Transformative Pedagogies for Teacher Education. Equity & Excellence in Education, 46(4), 468–483. https://doi.org/10.1080/10665684.2013.838484

Merriam Webster. (2018). Definition of ABLEISM. Merriam-Webster.com. https://www.merriam-webster.com/dictionary/ableism

Peters, S. J. (2015). Disability culture. In Encyclopædia Britannica. https://www.britannica.com/topic/disability-culture

Staff, S. F. A. (2022, May 26). Yes, Disability Is a Culture. Borderlore. https://borderlore.org/yes-disability-is-a-culture/

Unlearn Ableism. (2024). Ableist Language We Need to Unlearn [LinkedIN]. In https://www.linkedin.com/posts/unlearning-ableism_thursdaythoughts-disabilityinclusion-unlearningableism-activity-7239972022003404800-wZkU/.