“My Disability was Treated Like a Big Secret”: Disabled Perspectives on Anti-Ableist Discussion in Elementary and Secondary Classrooms in the United States

Abstract

While scholars have cited the importance of disrupting ableism in schools, there is a need for research that examines how students receive information about disability, as well as the lens that teachers apply when talking about disability in the classroom. Anti-ableist discussion has the potential to challenge disability stigma and increase awareness of disability identity and culture. Little is known, however, about whether students in kindergarten through grade 12 (K-12) in the United States engage in anti-ableist discussion. Researchers also stress the importance of including the insights of disabled people when considering anti-ableist practices, as their perspectives are frequently underrepresented in critical research. The present exploratory, survey-based study aimed to better understand how disabled individuals (n=88) experienced anti-ableist discussion during their K-12 experiences in the US and learn from insights they have for K-12 teachers. Data indicated that over 30% of participants did not recall engaging in any type of disability discussion during their schooling. When participants recalled encountering conversations about disability, it was typically not presented through an anti-ableist lens. Through this research, we share concrete strategies that can be used to increase anti-ableist discussion in schools.