Ableism: The Causes and Consequences of Disability Prejudice
... The disability studies literature emphasizes that ableist tendencies often result in systematically excluding the voices of disabled employees (Hein & Ansari, 2022;Nario-Redmond, 2020). Ableism is a societal preference and favoritism for people with taken-for-granted normative bodies and minds (Campbell, 2009); disablism is an ableist-informed devaluation of and discrimination against disabled people (Buetow et al., 2019;Wolbring, 2020). ...
... Organizational leaders and non-disabled colleagues must be convinced of disabled people's competence and value (van Schrader et al., 2014). Active confrontation of ableist stereotypes and prejudices can potentially disrupt traditional power structures, improve the status, resources, and collective efficacy of the disability community, as well as their well-being (Barnartt et al., 2001;Dirth & Branscombe, 2018;Nario-Redmond, 2020). ...
... To disrupt the disadvantaged status quo, disabled employees will often need to self-advocate and speak out about ableist prejudices and exclusion. Their self-advocacy can contest traditional power structures and ameliorate the disability community's status, work conditions, and wellbeing (Barnartt et al., 2001;Dirth & Branscombe, 2018;Nario-Redmond, 2020). Disabled employees are often aware of their disabling experiences and demand a say in their positioning, treatment, and decisions about them (e.g., Hein & Ansari, 2022;Jammaers et al., 2016). ...
We conceptualize the phenomenon of disabled employee voice to make a case for how disabled employees are systematically prevented from speaking out. Most research on employee voice supposes that the decision for and process of speaking out is similar across employees. We expose that the often inherent (dis-)ableism in organizations imposes three voice dilemmas on disabled employees, adding an additional layer of obstructions to their voice. The first dilemma around disabled employees’ voicer identity evolves because disabled employees systematically have less power and a lower status due to ableist hierarchies in organizations. The second dilemma around voice design arises because disabled employees systematically lack access to suitable voice opportunities because voice structures, procedures, and processes disregard their (dis-)abilities, needs, and preferences. The third dilemma around voice purpose emerges because disabled employees may want and need to advocate for disability rights and, in turn, promote voice content that does not align with their organizations’ interests. Consequently, disabled employee voice provides a better understanding of their disadvantageous voice experiences and points to the laborious practices disabled employees need to engage in to speak out. In addition, we discuss how organizational leaders and policymakers can become responsible for combating the lack of disabled employees’ voices in organizations.
... To better acknowledge the particular realities of disabled employees in organizations, Starzyk and Bauer (forthcoming) have drawn from disability studies and introduced the concept of disabled employee voice. Disability studies point out that the voices of disabled employees are often systematically oppressed and missing in organizations (Hein & Ansari, 2022;Nario-Redmond, 2020). Accordingly, disabled employees voice is about the specific obstructions preventing disabled employees from speaking out in organizations (Starzyk & Bauer, forthcoming). ...
... When their organizations prioritize employee voice with a(n) (dis-)ableist voice purpose, disabled employees can decide to advocate for disability-inclusive change. Disabled employees' advocacy can help overcome restraining working conditions and promote the disability community's rights, justice, and belonging (Barnartt et al., 2001;Dirth & Branscombe, 2018;Nario-Redmond, 2020). In particular, voice advocacy work encompasses disabled employees' attempts to reorient organizational change toward considering disability inclusion (Starzyk & Bauer, forthcoming). ...
... In contrast to those assimilative advocacy practices, disabled employees could choose practices focusing on contesting the status quo and self-advocacy for the disability community (Barnartt et al., 2001;Dirth & Branscombe, 2018;Nario-Redmond, 2020). They aspire to render visible ableist prejudices and increase the chances of disability-inclusive change by identifying core issues related to disability rights and justice, building powerful coalitions, and creating a mutual understanding of the disability community's challenges (Starzyk & Bauer, forthcoming). ...
Employee voice (i.e., voluntarily and informally speaking out at work) can bring about improvements in organizations. When employees speak out, they can not only make a positive impact but also gain recognition from their colleagues and the organization’s management. However, within this chapter, we highlight that, unlike their non-disabled colleagues, disabled employees face specific voice dilemmas when aiming to speak out. These voice dilemmas require them to invest additional, demanding labour in enacting their voice in organizations. Accordingly, the first parts of this chapter provide an overview and problematization of the dominant, non-disabled perspective on employee voice. We point to the phenomenon of disabled employee voice and the voice dilemmas that Starzyk and Bauer (forthcoming) have introduced. The phenomenon of disabled employee voice questions the assumptions often taken for granted in mainstream organizational studies and takes into account the needs of disabled employees extensively documented in the disability studies. Hence, the voice dilemmas render visible the specific obstructions that disabled employees face. In the latter parts, we dive deeper into the practices of voice work that can help disabled employees manage these dilemmas to have a say at work. The practices of voice work involve promoting their identity as disabled voicers, establishing accessibility within a disabling voice design, and advocating for change against a (dis-)ableist voice purpose. Disabled employees can choose from more covert or overt practices, but all voice work demands mental, emotional, and practical resources without ensuring disabled employees get heard. After exemplifying the diverse practices, we finish the chapter with a brief agenda for future research to better understand and buffer the negative implications of this additional voice work for disabled employees.
... Ableism is prejudice towards individuals with SEND. This prejudice can manifest itself through (6): affective emotions, behav-ioral actions and practice, and cognitive beliefs and stereotypes. The expression of ableist attitudes through these three attitude categories does not necessarily consist of blatantly negative attitudes towards people with SEND. ...
... The expression of ableist attitudes through these three attitude categories does not necessarily consist of blatantly negative attitudes towards people with SEND. Nario-Redmond describes that "prejudice often occurs between individuals interacting at the interpersonal level", and "represents beliefs and motivations that derive from belonging to particular groups -groups of 'us' and 'them' -groups often motivated to maintain their status difference" (6). This 'us' versus 'them' mentality is one of the main barriers in equity-related issues concerning inclusion (6,7). ...
... Nario-Redmond describes that "prejudice often occurs between individuals interacting at the interpersonal level", and "represents beliefs and motivations that derive from belonging to particular groups -groups of 'us' and 'them' -groups often motivated to maintain their status difference" (6). This 'us' versus 'them' mentality is one of the main barriers in equity-related issues concerning inclusion (6,7). People with SEND are not only affected by aggression targeted towards their SEND. ...
Context: Access to education is a fundamental right that should be realised to the degree that every child can develop their talents to the fullest potential. Therefore, children with special education needs and disabilities (SEND) have the right to claim resources and aid to function in schools and should not be excluded from any level of mainstream education. However, the process towards executing this fundamental right is slowed down by existing ableist structures. Policy Options: This policy brief analyses inclusive education policies from the perspective of four different European Countries (Italy, the Netherlands, Poland, and the United Kingdom). The data was synthesised using four types of ableism that are addressed in this policy brief. The gaps within definitions and argumentation were identified and discussed to provide recommendations concerning education for people with SEND. Recommendations: The evaluation provided three significant recommendations towards inclusive education systems by addressing ableist structures. Firstly, it is crucial to reduce the linguistic gaps between national educational policies and the underlying national laws. Secondly, it is necessary to include the target group and raise awareness for SEND to reinforce societal and scientific perspectives, and influence policy decision-making. Lastly, it is important to address the discrepancies between the inclusive education policies and the structural capacity. The synergy between these two key factors is crucial for an effective implementation of inclusive education.
... For example, in a nationally representative survey of U.S. adults with and without disabilities, PWD were significantly less likely to receive mental health treatment or counseling when they needed it during the past year (Xie et al., 2022). While barriers known to impact treatment-seeking among marginalized populations (e.g., lack of insurance coverage; Andersen, 1995) likely contributed to these unmet needs, compelling evidence suggests that ableism (i.e., stereotyping, prejudice, discrimination, and social oppression towards PWD; Bogart & Dunn, 2019;Nario-Redmond, 2019) also operates on both structural and interpersonal levels to hinder mental health treatment utilization. Indeed, Ordway et al. (2021) identified a number of disability-specific barriers to seeking medical care, including physical barriers (e.g., lack of accessible entrances and wayfinding assistance at treatment facilities), transportation barriers (e.g., shortage of accessible, reliable, and affordable transit options), and information barriers (e.g., inaccessible intake paperwork, after-visit summaries, and online patient portals). ...
... Interviews were confidentially transcribed by a third-party transcription company and analyzed using a reflexive thematic analytic framework with combined inductive and deductive approaches (Braun & Clarke, 2006, 2019, 2020. Six members of the research team each read five interviews and developed an initial codebook, which included a combination of inductive codes (i.e., in vivo codes directly drawn from participants' words, such as difficulty in obtaining disability-related accommodations in mental healthcare settings) and deductive codes (i.e., codes based on existing theoretical constructs, such as interpersonal and systematic forms of ableism). ...
... PWDs in NWS encounter significant challenges in building relationships and participating in community life. Deeply ingrained ableism leads to widespread social stigma, bullying, isolation, and restrictions on accessing public spaces (Lindsay et al., 2022;Wayland et al., 2020;Nario-Redmond, 2020). PWDs whom we interviewed faced numerous challenges when it came to inclusion in society. ...
... The study emphasises the prevalence of ableism and negative societal attitudes towards PWDs. Negative attitudes expressing disbelief in PWDs' capabilities perpetuate social exclusion and deny them dignity (Nario-Redmond, 2020;Lindsay et al., 2022). The testimonies of interview participants indicate they are often viewed by their communities and even own families as weak or incapable. ...
This article highlights the challenges faced by people with disabilities (PWDs) in northwest Syria (NWS), a region that has been severely affected by the ongoing conflict. The study draws attention to the increasing number of disabilities resulting from the war and the lack of support and infrastructure for persons with disabilities (PWDs). It examines the barriers that PWDs face in their communities, education, health services, and the labour market. The research identifies three pivotal domains of challenges: Identity and Community Participation; Learning and Work; and Protection and Wellbeing. The article argues that these challenges are rooted in a lack of disability-inclusive policies and infrastructure, as well as negative societal attitudes. The findings underscore the need for concrete steps to dismantle barriers, promote inclusion, and uphold the fundamental rights of PWDs. This includes addressing gender disparities, providing accessible education and employment opportunities, and ensuring legal protections and healthcare access. Drawing on the social model of disability and human rights perspectives, the article argues for the need to adopt inclusive policies, and awareness campaigns to create a more equitable society.
... Disabled school-age children also have fewer and lower-quality friendships than their non-disabled peers (Buysse et al., 2002;Edwards et al., 2019;Webster & Carter, 2007). One reason that segregation and exclusion of disabled people continues to be common is because of the attitudes non-disabled people have towards disabled people and their beliefs about the nature of disability itself (Nario-Redmond, 2019;Nario-Redmond et al., 2019). ...
... 75). In the frame of the social model, dis-enabling forces include physical barriers (such as doors that are not wide enough to accommodate wheelchairs, thereby limiting the access of people with physical mobility disabilities), inequitable policies and practices (such as interviewing procedures or academic evaluations that require responses in a short amount of time, thereby disadvantaging people with slower processing speeds), and prejudiced social attitudes (Finkelstein, 1980;Gernsbacher, 2015;Nario-Redmond, 2019). ...
How can we improve children’s attitudes toward and their treatment of disabled peers? One way is by targeting the model that non-disabled children hold about disability, which in Western cultures tends to be that the challenges disabled people face arise from intrinsic factors, or characteristics inherent to the individual (i.e., the medical model of disability). In this paper, we describe a model of disability that highlights external factors contributing to the challenges disabled people face (i.e., the social model). Drawing on research showing that children’s attitudes toward other stigmatized groups can be improved as they learn about structural explanations for group disparities, we suggest that exposing children to the social model of disability may have similarly beneficial effects on the ways they think about and treat disabled peers. We highlight some challenges that this approach may encounter–challenges that, we argue, cognitive developmentalists are well-positioned to address.
... In exploring these experiences, one of the key themes we constructed concerned the negative power of stereotyping. Stereotypes are one way in which culture and power are communicated, and reproduced [26], and ableist stereotypes, which perpetuate narrow and often inaccurate perceptions of disability, are particularly harmful for disabled people [27]. This research highlights harmful stereotypes associated with the concept of "perseverance", specifically the idea that life is a meritocracy, where sustained effort is all that is required to overcome obstacles. ...
Introduction
Differential attainment (DA) – systematic differences in training and assessment outcomes when grouping individuals by demographic characteristics – is a pervasive problem in health professions education. Despite evidence of its prevalence, there have been few qualitative studies relating to disabled learners’ experiences of differential attainment. This represents a significant gap, as understanding disabled learners’ experiences is key to developing effective interventions that mitigate the impact of differential attainment.
Methods
We used critical poetic inquiry to explore the lived experiences – including emotional, cultural, and contextual dimensions – of differential attainment for disabled health professions students. We constructed poems following a secondary analysis of a large interview dataset (n = 123 participants) from one institution. We focused on students who disclosed disability (n = 18), narrowing to health professions education (n = 10).
Results
Poems reflect individuals’ experiences of DA. Four themes were constructed, within which we use poems to illustrate key connections: The perseverance stereotype, Managing the hidden curriculum, Privilege and access, and Surviving, not thriving. These themes illustrate the complex interplay of systemic barriers, ableist stereotypes, and privilege in the educational journey of disabled students.
Discussion
The poems reveal the often-unseen struggles of disabled learners, challenging ableist perceptions and highlighting the necessity of inclusive practices. Our findings underscore the need for a shift in educational approaches, advocating for universal design and comprehensive support systems that consider the unique experiences of disabled learners. This study lays the groundwork for future research to develop interventions that address DA in a more inclusive and equitable manner, ensuring educational environments support all learners effectively.
... Nario-Redmond, 2019). Consequently, disability is often psychologically conflated with sickness and disease by external observers (Park et al., 2003), and individuals with specific impairments are often assumed to experience more global limitations in functioning (Nario-Redmond, 2010, 2019. Given the close conceptual association between disability and health, we may expect respondents to perceive disability status to be more directly or intrinsically related to health outcomes than other embodied characteristics, such as ethnicity. ...
This study explores the impact of vulnerability appeals during the COVID-19 pandemic using a nationally representative, preregistered survey experiment ( N = 4,087) conducted in mid-2021. We explore whether providing citizens with information about the vulnerability of ethnic minority and disabled citizens to COVID-19 fosters empathy and increased support for behavioral restrictions. We observe minimal statistically significant or substantive effects, although the presence of subtle effects cannot be entirely ruled out. We identify some limited indications that individuals with disabilities exhibit increased support for restrictions when exposed to information about the vulnerability of disabled people to COVID-19, but these effects are inconsistent. Therefore, our findings provide limited evidence to confirm or rule out that using vulnerability appeals alone is effective for influencing public attitudes toward behavioral restrictions. The findings point toward avenues for future research, including a closer examination of heterogeneous responses to public health messaging among population subgroups.
... The IL philosophy-and personal assistance specifically-is closely related to the social model of disability, itself a response to disabled people's critique of the medical establishment, which instead of concentrating on structural change chose to conceptualise disability as a personal tragedy. Societal barriers encompass physical inaccessibility, prejudice, and negative attitudes toward disabled people, including the commonly held view that they are non-sexual or have 'unnatural' sexual urges and practices (Nario-Redmond, 2020). ...
Introduction
This article explores how sexuality is conceptualised and managed in a Spanish residential care unit for recently injured people. The institution operates under the banner of independent living, a key belief of the international disabled people’s movement, which champions self-determination, autonomy, and control over their support.
Methods
A focused ethnography was conducted between September 2021 and February 2022, with semi-structured interviews and participant observations with the residential care unit’s service users (n = 13), staff (n = 12), and managers (n = 7).
Results
Managers and staff organise the support in ways that prevent service users’ autonomy, privacy, and intimacy, contrary to the independent living philosophy. Service users’ behaviour, relationships, and whereabouts are constantly monitored and controlled in a gendered, desexualising manner. When sexuality is discussed, it often concerns sexual assistance—a service offered by some organisations in Spain—effectively redirecting attention to a therapeutic approach and shifting focus away from institutional responsibilities towards an individual (male) issue.
Conclusions
Critical disability studies and organisational theory inform an analysis that finds the institutional policy for managing sexuality is ‘strategic ignorance’: sexuality is simultaneously silenced and controlled in the name of professionalism. This post-institutional way of organising disability services is highly gendered and desexualising, resulting in ‘anti-independence’.
Policy Implications
Residential care managers and staff should be trained to work ethically and professionally with sexual rights. Training should be based on the independent living philosophy, which empowers disabled people to take control over their lives.
... How and when we become visible and how that visibility is interpreted may not, however, be of our choosing. It seems that Western society retains a palpable level of indecision in relation to the worth and validity of nonconformist minds and bodies (Evans, 2004;Nario-Redmond, 2020). I often wonder who benefits from these unsolicited comments and how they originate? ...
Critical concerns about Medical Assistance in Dying (MAiD) and ableism
... While the Americans with Disabilities Act (ADA) and other legislation prohibits discrimination against disabled people across domains of public life in the US, research has demonstrated that anti-discrimination legislation often fails to address broader historical and cultural factors that perpetuate inequity for marginalized groups (40). Examples of institutional ableism include systems within schools that segregate disabled students from their peers and educational opportunities (41); pervasive assumptions in medical settings about disabled peoples' inability to communicate about their health; assumptions about the relationships between health, disability, and quality of life that compromise quality of healthcare (42); lack of knowledge among physicians about accommodations and lack of accessible equipment in the clinic (43); and workplace practices that disproportionately decline interviewing qualified disabled applicants, and refuse accommodations (44). ...
Over the past three decades, health equity has become a guiding framework for documenting, explaining, and informing the promotion of population health. With these developments, scholars have widened public health’s aperture, bringing systems of oppression sharply into focus. Additionally, some researchers in disability and health have advocated for utilizing socially grounded frameworks to investigate the health of disabled people. Yet, naming ableism, much less operationalizing it for the empirical study of health, remains scant. This paper critically reviews the study of ableism as a social determinant of disabled people’s health within population health research. First, we provide an orientation to the present state of this literature by looking to the past. We briefly trace a history of traditional approaches to studying disability and health and alternatives that have emerged from critiques of the individualized lens that has dominated this work. Next, we delineate the operation of ableism across social levels. We characterize how ableism has been studied in population health in terms of levels of analysis (intrapersonal, interpersonal, institutional, and structural) and measures of interest. To conclude, we discuss hinderances to and promising avenues toward population health research that advances health equity for disabled people.
The study aims to explore social discrimination as experienced by disabled persons and depicted in contemporary American memoirs by the disabled person. It investigates the effects of stigmatization and negative stereotypes as experienced by disabled persons in their memoirs, which further trigger social discrimination in contemporary societies. By examining these memoirs, the research aims to shed light on the societal challenges faced by disabled persons and contribute to a broader understanding of disability in the social context, with special reference to “Haben: The Deafblind Woman Who Conquered Harward Law” by Haben Girma (2019). The research is carried out according to the theoretical perspectives of Dr. Dana S. Dunn (2015) by employing the “Qualitative Textual Analysis Technique”. The study reveals that negative stereotypes, attitudes, and stigmatization often result in social discrimination of disabled persons. 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The aim of this paper is to identify the main moderating aspects of entrepreneurship in people with disabilities in Spain in relation to the main explanatory theories on the subject via a discourse analysis of a group of entrepreneurs and qualified witnesses. Several key elements were identified in this analysis: physical, accessible, and familial. Attention to these aspects will contribute to the empowerment of a group at a clear disadvantage compared to others without disabilities in the entrepreneurial processes. This research proposes the acquisition, stimulation, and development of a set of knowledge, skills, and abilities (competencies) together with a greater commitment on the part of the Public Administration and awareness of society in order to reverse the current starting conditions of this group.
In this study, we examine the narratives of Hungarian entrepreneurs with disabilities (EWD) of the post-socialist era, using microhistory. Our research question concerns how ableism appears in the lives of EWD and how the aftermath of socialism emerges in their experience of ableism. We believe that a state-socialist past influences the lives and careers of EWD in a way that is unique in entrepreneurial and disability literature. Drawing on the accounts of 29 Hungarian entrepreneurs, we identified four mechanisms that make post-socialist ableism specific: invisibility; passivity and welfare dependency; the legitimacy of disability organisations; as well as the limitations of economic participation. Our research suggests that these effects, embedded in the current political, social, and economic environment, can only change slowly and over a long time.
Over a fourth of adults residing in the United States have a disability. Nevertheless, medical and mental health professionals have limited formal training in disability justice and disability-responsive care. Furthermore, the medical model of disability feeds the societal belief that deems people with disabilities as less than others while sustaining environmental structures rooted in ableist ideology, thus, limiting the quality of care provided to people with disabilities. This interpretative phenomenological analysis aimed to address an existing gap in the literature by examining an interabled couple's experience after one of the partners acquired a disability. We hope the results of this study to: (a) increase understanding of the lived experiences of an interabled couple after a partner acquired a disability; (b) highlight the importance of accounting for both partners’ experiences; and (c) increase awareness of disability-responsive strategies for serving interabled couples counseling.
O contingente de pessoas com deficiência no Brasil é estimado em 18,6 milhões, correspondendo a aproximadamente 8,9% da população com 2 anos ou mais de idade. Dados estatísticos indicam desigualdades significativas nas esferas da educação e do trabalho, além de disparidades regionais entre pessoas com e sem deficiência, com as primeiras apresentando os piores indicadores. O capacitismo, uma forma de discriminação direcionada às pessoas com deficiência, é tanto um causador quanto um catalisador dessas desigualdades. Este texto apresenta uma revisão de literatura sobre esse tema, discutindo como o capacitismo contribui para a geração e perpetuação dessas desigualdades.
How do special education-related professionals parenting children with disabilities experience the special education system? This qualitative exploratory study delves into the experiences of 25 mother-educators who are special education-related professionals navigating the special education system for their children with disabilities. Through thematic analysis, our findings elucidate how the special education system perpetuates inequitable practices. The study describes four central themes: (1) the nuanced role of mother-educators’ expertise, (2) the capacity and willingness of school staff to serve children with disabilities, (3) the inherent inequalities within the special education system, and (4) the role of advocacy. Most of these mother-educators could occasionally leverage social, cultural, and economic capital to advocate and secure services for their children. However, despite their ability to leverage such resources and extensive knowledge about their children and the special education system, these mother-educators encountered numerous challenges in advocating for and securing services for their children. We discuss the implications of our findings for federal mandates on family engagement and caution against the deficit-based nature of special education. Furthermore, we propose recommendations for fostering more equitable approaches within the system. This study underscores the need for systemic changes to ensure that all children with disabilities receive the support and services they deserve.
Le capacitisme et le validisme sont deux propositions de traduction, dans l’espace francophone, du concept d’ableism. Celui-ci est apparu dans les années 1970-1980 aux États-Unis, dans le sillage des disability studies et des mouvements féministes, afin de désigner une dichotomie hiérarchisée entre abled et disabled people et un système oppressif. L’article propose de suivre les développements théoriques et les mobilisations militantes autour des notions de capacitisme et de validisme, apparues toutes les deux au début des années 2000. Le capacitisme s’inscrit en premier lieu dans le contexte canadien, et dans celui des mouvements handi-féministes. L’analogie au genre et la perspective intersectionnelle apparaissent structurantes pour ce terme. Discret dans l’espace militant, celui-ci fait figure de concept opératoire dans quelques travaux empiriques. Le validisme en revanche naît, se développe et prend de l’importance dans l’espace militant français. Il fait écho à des travaux antérieurs qui analysent le rapport entre le handicap et le travail/la productivité. Il émerge de manière récente dans le débat public, apparaît dans les médias et les dictionnaires, mais fait l’objet de faibles mobilisations et théorisations dans les travaux universitaires, en particulier dans les études empiriques.
This study centers on the information world of Persons with Disabilities (PwD) living in the Global South during the COVID-19 pandemic. The intersection between information practices and disability studies have been mainly situated within the context of the Global North although the pandemic has perpetuated the global power imbalance between rich and poor countries. Based on an analysis of qualitative data collected from PwD in Vietnam during the pandemic, we found that the boundaries between individual, social, and professional domains blurred as the PwD used the same digital platforms accessible and affordable for them to meet different information needs arising from the continuous shifts and disruptions the pandemic had brought to their everyday life. The platforms also allowed the PwD to make stronger connections with themselves, others with disability, and the country during difficult times. In tandem, the PwD’s information world was characterized by the need to protect themselves from contracting the virus and to follow official pandemic response guidelines. The findings demonstrate the importance of centering disability rights and digital rights in pandemic preparedness, response, and recovery plans, particularly in countries with limited resources in Southeast Asia.
Birleşmiş Milletler Engelli Hakları Sözleşmesi’nde Engelli Kişiler için işyeri kapsayıcılığının gerekliliğinden bahsedilmektedir. Ayrıca, Zihinsel Engelli Kişilerin işgücü piyasasına dahil edilmesi, güçlülükçü geleneklere meydan okumakta ve çeşitliliği sosyal adalet ve ekonomik büyüme için bir hızlandırıcı olarak benimsemektedir. İstihdamda Engel Yok Projesi’nin işbirliği çabaları, farklı ülkelerde EB’lerin mesleki katılımını etkileyen karmaşık yasal, sosyal ve pedagojik manzaraları daha da ortaya koymakta ve herkese değer verecek şekilde işin yeniden tasarlanması konusundaki kararlılığı göstermektedir. Ne bu kitap ne de başka bir kitap, Zihinsel Engelli Kişilerin yaşamlarının nasıl “normalleştirileceği” ve böylece iş gücüne nasıl uyum sağlayacakları konusunda talimatlar sunmamalıdır. Bunun yerine kitaplar, insanların benzersiz niteliklerini tanımak için yöntemler geliştirerek işe başlamalı, böylece bu farklılıklar günümüz toplumundaki iş tanımına dahil edilmelidir.
Memoires provide a better understanding of personal life as compared to the rest of fiction narratives and emerge as a true representative of individuals, especially when dealing with disabled persons in contemporary societies. Social discrimination often leads to stigmatization of disabled persons through negative attitude and behavior, thus paved a path towards formation of negative stereotypes, that adversely affects their socio-psychological domains. Such behavior can be traced in almost every memoire of a disabled person, even in advanced countries where disability rights have been exercised since decades. This paper aims[1] to highlight the social discrimination of disabled persons in contemporary American memoire, with special reference to “Being Heumann” by Judith Heumann (2020) through the lens of Dr Dana S Dun (2015). The study shows considerable depiction of social discrimination as discovered at various situations in the selected text. It ranges from social discrimination at home, school, workplace as well as at public places, as experienced by the disabled person. Moreover, it also sheds light on the steps to eliminate social discrimination of the disabled persons in the society by employing various technological gadgets, computer programs, software applications and above all by eliminating social and environmental barriers.
Nella Convenzione delle Nazioni Unite sui diritti delle Persone con Disabilità si parla della necessità di inclusione delle Persone con Disabilità sul posto di lavoro. Inoltre, l’inclusione delle Persone con Disabilità Intellettiva nel mercato del lavoro sfida le convenzioni abili e abbraccia la diversità come acceleratore della giustizia sociale e della crescita economica. Gli sforzi di cooperazione del Progetto No Barriers to Employment mostrano ulteriormente l’intricato panorama legale, sociale e pedagogico che influenza l’inclusione professionale delle PcDI in diversi Paesi e dimostrano l’impegno a ridefinire il lavoro in modo da valorizzare tutti. Né questo libro né altri dovrebbero offrire istruzioni su come “normalizzare” la vita delle Persone con Disabilità Intellettiva in modo che si integrino nella forza lavoro. I libri dovrebbero invece iniziare a sviluppare metodi per riconoscere le qualità uniche delle persone, in modo che queste differenze siano incorporate nella definizione del lavoro nella società di oggi.
Na Convenção das Nações Unidas sobre os Direitos das Pessoas com Deficiência é mencionada a necessidade de inclusão das pessoas com deficiência no local de trabalho. Além disso, a inclusão de Pessoas com Deficiência Intelectual no mercado de trabalho desafia as convenções capacitistas e abraça a diversidade como um acelerador da justiça social e do crescimento económico. Os esforços de cooperação do Projeto No Barriers to Employment mostram ainda mais os intrincados cenários legais, sociais e pedagógicos que influenciam a inclusão profissional das Pessoas com Deficiência Intelectual em diferentes países e demonstram um empenho em reformular o trabalho de uma forma que valorize todos. Nem este livro nem qualquer outro deve oferecer instruções sobre como “normalizar” a vida das pessoas com deficiência intelectual de modo a que se integrem na força de trabalho. Em vez disso, os livros devem começar por desenvolver métodos para reconhecer as qualidades únicas das pessoas, de modo a que essas diferenças sejam incorporadas na definição de trabalho na sociedade atual.
The research objectives were to discover the social behavior built between the family environment and children with Down syndrome and to know the social interactions of children with Down syndrome with family, friends, schools, and the community. The theory used in this study is the theory of Symbolic Interactionism, which considers structural factors, namely society. According to Mead's observations, the concept of self, which he refers to determines the will, desires, and ambitions of human beings, also has a conception that considers the circumstances around them. Always influenced by internal interactions associated with the state of society. This study uses a descriptive method with qualitative data types. This research is located in Cibeureum Village, Kertasari District, Bandung Regency. The researcher chose this location because it is close to where the author lives, so it can facilitate research in obtaining research data. The subject of this research is family. The results of this study indicate that the family environment is seen as the main determining factor in child development. Therefore, the family's contribution to parenting children with Down syndrome must be well established. Good socialization will make it easier for children to adjust to society later.
The concepts such as ‘normal’, ‘normalcy’ and ‘able-bodied’ set the parameter in an able-society to evaluate a person’s ability and disability. The ableist conscious inherent in the representation of the disabled in Malayalam cinema has been celebrated in the early 1990s to the end of 2010s, and the auteurs of the film themselves claim that their films support the community through these representations. Disability depictions often vacillate between a comic interlude, underplayed heroism, liability and burden (Menon, Neelima 1). There has always been a conflict between the representation of the disabled through the ableist lens and their question of identity. Even when the representations occur, it connotes the successful life of the able-body. The climax sequence of Athbhutha Dweepu (2005) and the disabled protagonist’s soliloquy is one such of a kind. There have been many stigmas and stereotypes associated with disability that are inherent in the ableist consciousness; they are portrayed in several television programs that tend to promote charity model of disability and often blends it with inspiration-porn. The film Kaduva (2022) was scrutinized highly in recent times, due to its insensitive comment on the birth of the disabled children and deeds of their parents. The continued discussions on the online platforms and several posts from the parents of the disabled forced the aforementioned film’s team to appear before the public to apologize for the comment. The profound implications of the prevalence of normalcy have a significant impact on the very essence of cultural production. Characters with disabilities consistently carry ideological significance, as do instances of illness or accidents that alter these characters. The paper aims to examine ableist memes disseminated through social media platforms, distinguishing between ableism and disablism. It broadly investigates the media's handling of the Kaduva issue and various instances in television programs to analyse the perpetuation of stigma and the construction of normalcy.
People with intellectual and developmental disability (IDD) are sexual beings. However, some may be unable to consent to sexual acts in particular ways due to characteristics associated with their disability. An inability to consent in ways that are traditionally considered acceptable poses a challenge insofar as sexual consent is legally and morally significant. Additionally, as per the United Nations Convention on the Rights of Persons with Disabilities, people with disabilities, including IDD, have sexual rights. Given (1) the importance of consent, (2) limitations of some sexual consent models for people with IDD, and (3) the fact that people with IDD have sexual rights, it is important to reflect upon whether and what kinds of sexual consent models may be helpful for some people with IDD who may be unable to consent in traditional ways. The purpose of this chapter is to offer reflections and possible future directions so that people with IDD can engage in consensual sexual acts in a manner regarded as ethically licit.
O presente estudo tem como objetivo partilhar inquietações e construir um diálogo a respeito das formações continuadas em Educação Física inclusiva, a partir de aspectos interseccionais. Para isso, foi realizada uma busca de estudos publicados entre o período de 2016 e 2022, no Portal de Periódicos da CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, utilizando os seguintes descritores: Formação continuada/Formação docente, Educação Física inclusiva e Interseccionalidade. Os estudos encontrados não apresentaram correlação entre os três descritores, diante disso, foram apresentados os marcadores sociais das diferenças e os aspectos interseccionais que podem ser considerados para as formações continuadas em Educação Física inclusiva. Apontamos que trazer a perspectiva interseccional para as formações continuadas em Educação Física inclusiva, indo além da visão estritamente biológica da deficiência e abarcando temáticas como raça, etnia, religião, classe social, gênero, entre outros marcadores sociais das diferenças que se interligam no âmbito da educação inclusiva, pode ampliar o horizonte de possibilidades dos docentes. Compreendemos que é somente enxergando e valorizando as diferenças que se pode elaborar novas ações nos ambientes escolares que, de fato, sejam baseadas nas individualidades dos ambientes escolares e assim seja possível aprofundar os diálogos a respeito das diferenças e alteridades nesses espaços.
People with disabilities (PWD) are considered a historically marginalized population that experiences significant health disparities resulting from the unequal distribution of resources as evidenced in the social determinants of health. Health professions education presents an opportunity to explore the policy, systems, and environmental (PSE) changes that are needed to improve social conditions and address known disparities for PWD. Evidence suggests that inclusion of learners with diverse lived experiences, including students with disabilities (SWD), strengthens our understanding of the influence of social determinants on health and our ability to address known barriers. Unfortunately, PWD and other minoritized individuals are grossly underrepresented in physical therapy. It is imperative that Doctor of Physical Therapy (DPT) education more intentionally promotes the full inclusion of SWD to improve representation and to better support the complex needs of this population. In this perspective we describe key social determinants of health for PWD, offer strategies for increasing representation and inclusion of SWD in DPT education, and summarize how the inclusion of SWD in DPT education can enhance our understanding of and ability to address social barriers for this population.
This research evaluated the effectiveness of peer-mediated Lego® play for reducing anxiety for children aged 4 to 6 years, including children with learning disabilities. Specifically, the research sought to identify the risk factors of anxiety disorders, and to explore how peer-mediated approaches using Lego®-Based Therapy might evidence a reduction in risk factors (i.e., prevention) and reduce challenges (i.e., early intervention) of anxiety in children. The methodology was designed "a priori" as a mixed methodology study, encompassing evaluation and case studies (i.e., standardised assessments, interviews, observations, questionnaires, visuals). Children are facilitated as co-participants, thus simultaneously providing an operational expression of the philosophy of "voice" (e.g., UN Article 12) for children in decisions of importance to them, within a Universal Design for Learning (UDL) framework. All sessions will be recorded for the Statistical Analysis of Change. Treatment fidelity will be included to measure change. This research makes a valuable contribution to knowledge in the area of early intervention and inclusive education. It expands the scope of Universal Design by applying a UDL framework to early intervention. It also proposes an overarching framework to place children in their bio-ecological context and incorporating children's voices and neurodiversity, contributing to Hong Kong, Ireland and beyond.
Americans with disabilities represent the largest historically underserved and marginalized health disparity population in the United States. This perspective piece will raise the awareness of physical therapy faculty and clinicians on gaps in health care provider knowledge about disability and provide actionable strategies, frameworks, and resources available to improve disability competence to make changes in clinical education and practice. In this perspective piece, 3 contributions are made. First, health disparities experienced by Americans with disabilities as a result of health care providers’ biased assumptions about disability and lack of disability competence are described through an in-depth illustration of lived experiences of people with disabilities. Second, a discussion of disability competence in physical therapist education is provided. Finally, critical and evidence-based insights and actionable frameworks and resources to address disability competence training gaps and to promote anti-ableist practice are provided.
Attitudes play a crucial role in understanding individuals’ behaviors and judgments regarding disability. There have been a lot of studies conducted to assess attitudes toward disability in Türkiye. However, there is a need to examine the objectives, methods, and results of the conducted studies and suggest implications for future studies. The current paper aims to systematically review attitudes toward general disability research that was conducted using the available scales for assessing attitudes toward disabilities in general. For this aim, four attitudes toward disability scales that were developed in Türkiye or translated into Turkish were determined: Attitude Toward Disabled Persons Scale (ATDP), Attitudes Towards Disabled Persons (ATD), Attitudes towards Persons with Disabilities Inventory (APDI), and Multidimensional Attitude Scale toward Persons with Disabilities (MAS). 68 research studies using one of these scales were identified and examined on the basis of four determinants: research, sample, methods, and results. Results showed that most of the studies were descriptive and quasi-experimental and found positive attitudes towards IWDs. Even though there are contrasting findings for sociodemographic variables, having contact with IWDs and taking courses about disability might be effective in increasing positive attitudes. The limitations and implications for future studies are also discussed.
The university, due to affirmative policies, has received an increasing number of students with disabilities. This research aims to identify whether these students with disabilities, inserted in the context of higher education, have organized themselves into collectives to guarantee their rights. The research was carried out with 186 Brazilian university students with disabilities, from all five regions of the country, who answered a sociodemographic questionnaire and questions related to disability and the collective organization of this group. Data were analyzed using content analysis, via word cloud and thematic analysis. The results indicate that university students with disabilities have not organized themselves collectively in the country. The results also show that the factors that generate inclusion and exclusion are the same: the presence or absence of acceptance and belonging and the existence or lack of accessibility. Questions arising from these results are raised, opening agendas for future research.
Objective
The aim of this study was to explore instruction of social determinants of health (SDOH) for people with disabilities (PWD) in Doctor of Physical Therapy (DPT) education programs.
Methods
A sequential mixed methods study informed by a 5-member disability community advisory panel was conducted. Qualitative semi-structured interviews with educators (n = 10) across 4 DPT programs in the Midwest were conducted and analyzed thematically. The qualitative findings formed the basis of the quantitative phase. An online survey was conducted with faculty of DPT programs in the United States (n = 254) with the most knowledge of instruction of SDOH and health equity for PWD (n = 74; 29% response rate). Quantitative data were analyzed with descriptive statistics and triangulated with qualitative data.
Results
SDOH for PWD is an emerging component of instruction in DPT curricula. Five themes included: emerging instruction of SDOH for PWD; conceptual frameworks informing instruction; instructional strategies; barriers to integration of SDOH for PWD; and facilitators to integration of SDOH for PWD. Quantitative analysis revealed that 71 respondents (95.9%) included disability in health equity discussions primarily focused on health care access. Limited time (n = 49; 66.2%) was the most frequently reported barrier, and educator interest in disability health equity was the most frequently reported facilitator (n = 62; 83.7%) to inclusion of the SDOH for PWD in health equity discussions.
Conclusion
Opportunities exist in DPT curricula to build on instructional strategies, integrate SDOH frameworks, and amplify facilitators to integration of SDOH for PWD.
Impact
To meet the needs of the 67 million Americans living with disabilities, students must have the knowledge and skills to address the complex needs of this historically marginalized population. Understanding the DPT education landscape around SDOH for PWD can guide DPT educators to more fully prepare their students to recognize and ameliorate health disparities faced by PWD.
This volume explores the life of Bjargey “Bíbí” Kristjánsdóttir (1927–1999), an Icelandic woman with intellectual disabilities, through analysis of her autobiography and personal archive on the basis of the research disciplines of critical disability studies and microhistory.
Bíbí, who grew up in northern Iceland on a small farm called Berlin, fell ill when she was in her first year and was afterwards labeled ‘feeble-minded’ by her family and the local community. When Bíbí died, she had finished a 145,000-word autobiography which she had written alone and kept secret from her family and neighbors, very few of whom even knew that she could read and write. This book aims to consider Bíbí’s life through her autobiography and other historical sources she created, to identify how various historical, social, and cultural factors interacted and influenced her circumstances. It explores Bíbí’s agency, and how she managed to play her cards within the narrow scope given to her by society. What makes Bíbí’s history extraordinary is precisely the direct connection to her world through her counter-archive.
This book provides students and scholars of the humanities and the social sciences with a new way of critical thinking about both disciplines.
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