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Around 53 million K-12 students in the United States wake up each morning with a collective objective: go to school, get good grades, and succeed. Seems easy enough. For 7 million of those students, this goal is out of reach. What makes that 14% different? They’re disabled.
A disabled person is defined by “having a physical or mental condition that limits movements, senses, or activities”, according to the Oxford dictionary. Disabled is a broad umbrella term used by many. Disabilities are more than just wheelchairs, anything that is debilitating can be classified as a disability. Chronic pain, learning disabilities such as dyslexia, or losing sight are all disabilities. Nearly seven million students in the K-12 school system fit this definition. Whether it be physical or mental (these people often describe themselves using the broad term, “Neurodivergent”, meaning: having a brain that functions in ways that diverge from the societal standards of “normal”) many students face challenges that regular “able-bodied” and “neurotypical” (those who do not have a physical or mental disability) students don't have to face. These challenges may include not having their needs met or being expected to perform at the same level of their peers. Instances of ableism happen all throughout schools in the US. Students face the challenges of not only having a disability but the societal and systemic reaction to it.
In America, programs and resources are in place to help disabled students, some may argue those social programs provide adequate support that leads to a thriving disabled population. Additionally, people may think that disabled people may not even deserve to have those programs because they cannot contribute the same to society that other able-bodied people can.
These following programs are designed to provide equality for disabled students: IEP, 504, tutorial support, special education classes, and classroom aides if necessary. Even with all of these resources at students’ disposal, disabled students still face adversity in schools. Disabled people are more than capable of succeeding, and always have been. Education revolving disabilities and the impact they have is sorely missing from the Common Core curriculum. Able-bodied students do not get the proper information and resources to know how to respect their disabled peers. Secondly, the K-12 school system is not adequately prepared to educate students with disabilities. Though all of those aforementioned resources are offered, they simply are not enough. Students need education that is not focused on grades and meeting requirements. Students, disabled or not, need a curriculum that focuses on equity, not equality. Curriculum designed to hold all students to a universal standard does not serve disabled students. Realistically, disabled students will never be equal and that isn't a bad thing! Schools should not be forcing disabled students to perform at the same level as able-bodied students. Disabilities do not make education harder, education makes having a disability harder.
Liberty high school junior Riley Park describes his experiences with ableism, “Throughout my journey of public education, there was a point of time where I received unwarranted and unjustified backlash for my shortcomings. I was talked down to and dehumanized”.
Diagnosed with ADHD at a very young age, Park faced constant scrutiny from teachers, administrators, and staff. One notable example, in elementary school Riley and his friend were playing tag after the lunch bell had rang. They were both stopped by a teacher, and sent to the office. His neurotypical friend was let off with a warning. Riley was suspended.
The issue of Ableism is a tough one, how can we solve this? Systemically, there's lots of work that needs to be done. On the governmental side we as students can advocate for change from our politicians. Conversely, as Liberty study body, we have the power to change this at the local level. Reading up on ableism and being aware of the causes and consequences can help students recognize ableism in and outside of our schools. Attempt to listen, understand, and be respectful. Park advises, “Learn both the respectable individualism, and indifference between yourself and your peers. Our culture, background and shortcomings are what make us unique. But our connection as human beings makes us simultaneously indifferent. Learn to respect both.”
Students all across the United States have disabilities, even here at Liberty, and that will never change. Education, understanding, and reform are necessary to fix this issue. Existing in an environment that does not suit your needs is hard enough, but learning and thriving in one is virtually impossible.
Cover photo by Kieran Mustafa.
About the writer:
Kieran Mustafa is a staff writer for The Lion's Roar. You can learn more information about her by clicking here.
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