麻豆传媒入口

I recently confronted the uncomfortable truth that despite my best intentions, I had unintentionally perpetuated ableism well into my career as a special education administrator. This was unsettling because like many teachers, I was driven by the positive experiences I had as a student in a system that largely worked for me. 

However, while learning from disabled activists and undergoing critical self-examination, I realized that my positive experience isn鈥檛 true for all鈥攑articularly those in special education, who encounter a system stacked with barriers. This realization challenged my view of education, leading me to question myself and the systems that sustain ableism at school. 

When we stop looking at inclusion as a compliance measure and start confronting ableism, we can achieve authentically inclusive schools. It shouldn鈥檛 be the responsibility of people with disabilities to be sole advocates for their rights; as allies, we must take on systemic burdens. I invite you to use the LEAD (listen, examine, acknowledge, disrupt) framework for administrators to begin this work.

Framing the Work

In professional development, before introducing the LEAD framework, I unpack the term ableism. People are often unfamiliar with the term. stems from the assumption that individuals with disabilities鈥攔ather than inaccessible systems鈥攏eed to be 鈥渇ixed,鈥� true to the . 

Many forget that those with disabilities had to fight for basic human rights. I often begin by acknowledging this. A quick way to honor the history of disability activism is to show the five-minute trailer of , which details the civil rights movement that led to the and, later, , which greatly expanded legal rights for those with disabilities.

With a deeper appreciation of this history, administrators are better prepared to engage with the LEAD framework.

Listen

I emphasize the importance of centering the voices of those impacted and point out that many of us serving students with disabilities don鈥檛 have disabilities, so it鈥檚 crucial to listen to understand how we can be effective allies. 

Social media is a powerful space where individuals share their stories, advocate for change, and propose solutions. I often play videos from disability activists and influencers who share firsthand experiences of ableism. 

I challenge participants to further research, follow, and truly listen to the disability community. Doing so, educators and institutions can gain deeper understandings of, and identify meaningful ways to address, ableism. I give time and space for the group to share how they felt after watching the videos and, optionally, to share their thoughts with the group. 

Examine

Next, I challenge educators to look at how ableism is embedded within our schools. I urge them to identify physical, social, or attitudinal barriers that may hinder children with disabilities. Barriers can take many forms鈥攊naccessible facilities, outdated practices that no longer serve students鈥� needs, subtle yet pervasive negative attitudes that marginalize those with disabilities. 

I emphasize that our goal shouldn鈥檛 be to meet the minimum legal requirements, such as by providing a certain number of mainstreaming minutes. Instead, we should strive for authentic inclusion, creating environments where every child, regardless of ability, is valued, respected, and included. Authentic inclusion requires that we transcend compliance to actively challenge the structures and mindsets that perpetuate exclusion.

I point out that segregation is still a socially acceptable form of prejudice in many educational settings. Segregation often happens under the guises of 鈥渟pecialized support鈥� or 鈥渂est interest鈥� but can further marginalize.

I encourage educators to question these practices and reimagine their classrooms as places where all students, regardless of ability, learn together, support one another, and benefit from diverse experiences.

I ask educators to reflect on their schools and consider what changes are necessary to move toward inclusion鈥攆or example, redesigning physical spaces, adopting more inclusive teaching strategies, or challenging and changing attitudes within the community. 

The goal is to create educational environments where every child can thrive, free from ableism. It鈥檚 important to allow educators time to discuss these ideas with colleagues and share out for further discussion.

Acknowledge

Acknowledging missteps and reflecting on past practices are crucial to improvement. It takes courage and humility to recognize when our actions have caused unintentional harm. But the educational landscape is constantly changing, and practices once considered best may no longer be effective as new research, methodologies, and understandings emerge. 

I stress that it鈥檚 necessary to stay informed about current trends. By being open to change and willing to critically assess our practices, we can better serve students and foster a more inclusive educational experience. In my district, we focus on . You鈥檒l want to similarly develop an initiative for enacting inclusivity. 

Disrupt

Once I鈥檝e highlighted how ableism operates in our schools and communities, I share that once you recognize how ableism manifests, it becomes impossible to overlook. Awareness equips us with the ability鈥攁nd responsibility鈥攖o interrupt ableism whenever it appears. 

These interruptions can range from correcting someone鈥檚 language to initiating a systemic overhaul at your school. I challenged participants to rethink common terms like 鈥渟pecial鈥� and question the arbitrary prerequisites often imposed on students before they鈥檙e included in general education. These are examples of how we can disrupt the status quo and begin to dismantle ableist structures.

To ensure that educators are prepared to take action, I dedicate time to practice using the , which provides structure for recognizing, interrupting, and repairing bias and discrimination. Educators gain hands-on experience challenging ableism in real time, whether with colleagues, with students, or regarding broader institutional practices. 

Participants leave with a deeper understanding of ableism and tools for addressing it proactively. This empowers educators to make immediate changes and fosters continuous reflection and improvement in their respective environments.

By recognizing that not all students have the same opportunities, we can approach our roles with greater empathy, awareness, and commitment to equity. We have a unique opportunity and responsibility to advocate for change, challenge the status quo, and create more supportive learning environments.