By: Lydia Zahra, Music Therapist at Wonderful Mind
Ableism refers to bias, prejudice, and discrimination against disabled people. It hinges on the idea that people with disabilities are less valuable than non-disabled people.
A note about perceptions of disability
There are two main models of disability, which are the medical model and the social model.
The medical model treats disability as a health condition with a goal of curing the condition. The social model views disability as a concept created by humans.
This does not mean that differences and impairments don’t exist; the social model argues that the definition of “disability” depends on context. E.g. Autism may be considered ‘disabling’ in a world that was made by and for neurotypical people, but in a world that values diversity, it might not be.
Ableism perpetuates a negative view of disability. It frames being non-disabled, allistic (non-Autistic), able-bodied, and/or neurotypical as the ideal, and disability as an abnormality to be fixed. It’s a form of systemic oppression and prejudice that affects people who identify as disabled, and anyone who society views as being disabled. People do not always know they are thinking or behaving in an ableist way. Like other forms of oppression (e.g. racism, sexism), these perspectives are learned either consciously or unconsciously.
At times, ableist comments might be directed towards the person accompanying the disabled person (e.g. disability support worker, parent, sibling, or family member), and the disabled person may be dismissed and talked over unfairly.
Ableism affects people differently depending on how others perceive their disability. Ableist people might discriminate against those with visible differences different from those with invisible differences.
For example, a child who is suspected to be Autistic, may have moderate-low support needs, and may be high masking, might be viewed as “quirky” or “unique” by parents or inexperienced therapists, and therefore get misdiagnosed, or go undiagnosed until adulthood. This is particularly impacted by different cultural understandings of disability, and general lack of knowledge about disability.
Other influencing factors for discrimination:
Physical or cognitive disabilities
How well known a condition is to the majority of society
The history of the disability; how stigmatised it has been, misconceptions, stereotypes and slurs involved.
Ableism and levels of society:
Institutional level
This refers to ableism occurring at an institutional level (e.g. medical ableism), which refers to medical model ideals of disability needing to be fixed.
Interpersonal level
This refers to ableism that takes place in social interactions and relationships. E.g. a parent of a disabled child seeking a “cure” for their disability rather than accepting the child for who they are.
Internal level
This refers to an individual’s conscious or unconscious ableist beliefs of disability that they may have heard in society. E.g. a disabled person may feel that their necessary accommodations are a privilege and not a right.
Types of ableism:
Hostile ableism
This refers to openly aggressive behaviours including bullying, abuse, and violence.
Benevolent ableism:
This refers to the belief/view that disabled people are weak, vulnerable, or need to be ‘saved’. This is patronising and undermines the person’s individuality and autonomy
Ambivalent ableism:
This is a combination of both hostile and benevolent ableism. E.g. a non-disabled person may start a social interaction by treating a disabled person in a patronising way, then become hostile if the disabled person objects to their behaviour.
Examples of ableism; phrases
“What’s wrong with you?” / “What’s wrong with them?”
“You don’t look disabled” / “You don’t seem Autistic”(Often ableist people view this as a compliment).
Viewing a disabled or Autistic person as inspirational for living their daily lifeThis is referred to as ‘inspiration porn’ in Disabled communities.
Using disabled/accessible bathrooms or parking spaces
Questioning whether a person’s disability is real
Ableism's Toll on Neurodivergent Children
Neurodivergent children, including those with autism, ADHD, dyslexia, and other learning differences, are particularly vulnerable to the harmful effects of ableism. They often face misunderstanding, stigma, and exclusion from a young age, which can significantly impact their mental health and well-being.
Early Experiences and Internalized Ableism
From a young age, neurodivergent children may receive messages that their ways of thinking, learning, and behaving are "wrong" or "deficient." They may be subjected to:
Constant correction and criticism: Their natural tendencies to stim, move, or communicate differently may be seen as disruptive or inappropriate, leading to frequent reprimands and attempts to suppress their authentic selves.
Social exclusion: They may struggle to fit in with neurotypical peers, leading to social isolation, bullying, and feelings of loneliness.
Lowered expectations: Teachers and other adults may underestimate their abilities and potential, limiting their opportunities for growth and achievement.
Labeling and stigma: They may be labeled as "difficult," "lazy," or "weird," leading to internalized ableism, where they begin to believe these negative messages about themselves.
The Mental Health Impact
These early experiences of ableism can have a lasting impact on a child's mental health:
Anxiety and depression: Neurodivergent children are at a higher risk for anxiety and depression due to the constant pressure to conform to neurotypical norms and the frequent experiences of rejection and exclusion.
Low self-esteem: Internalized ableism can lead to feelings of shame, inadequacy, and low self-worth.
Increased risk of suicide: Studies have shown that autistic individuals, in particular, are at a significantly higher risk of suicide than the general population, with ableism and social isolation being contributing factors.
Difficulty with emotional regulation: The stress and trauma of ableism can make it challenging for neurodivergent children to manage their emotions effectively, leading to meltdowns, shutdowns, or other challenging behaviors.
Masking and burnout: Many neurodivergent individuals learn to mask their true selves to fit in, which can be exhausting and lead to burnout and mental health challenges.
Long-Term Consequences
The impact of ableism can extend far beyond childhood, affecting a person's mental health and well-being throughout their life:
Difficulties in relationships: Internalized ableism and social anxiety can make it challenging to form and maintain healthy relationships.
Challenges in education and employment: Ableism in educational and workplace settings can create barriers to success and limit opportunities.
Increased risk of experiencing trauma: Neurodivergent individuals are more likely to experience trauma due to discrimination, bullying, and social exclusion.
Reduced access to mental health support: Many mental health professionals lack training in neurodiversity, which can lead to misdiagnosis, ineffective treatment, and further marginalization.
Protecting Neurodivergent Children
It is crucial to protect neurodivergent children from the harmful effects of ableism. This requires:
Early intervention and support: Providing early intervention services and support can help neurodivergent children develop coping skills and build resilience.
Creating inclusive environments: Schools, communities, and families need to create environments that celebrate neurodiversity and embrace difference.
Challenging ableist attitudes and language: We all have a role to play in challenging ableism by educating ourselves, speaking out against discrimination, and promoting acceptance and understanding.
Empowering self-advocacy: Neurodivergent children need to be empowered to advocate for their needs and celebrate their strengths.
References
Bottema-Beutel, K., Kapp, S. K., Lester, L., Sasson, N. J., & Hand, B. N. (2021). Prevalence and correlates of suicidal thoughts and behaviors among autistic adults. Autism: The International Journal of Research and Practice, 25(8), 2528-2538.
Cage, E., & DaWalt, L. (2009). The social model of disability: An overview. Journal of Disability Policy Studies, 20(1), 39-46.
Chapman, R. (2016). Neurodiversity: The birth of a new movement. Disability & Society, 31(6), 781-795.
Kapp, S. K., Gillespie-Lynch, K., Sherman, L. E., & Hutman, T. (2013). Deficit, difference, or both? Autism and neurodiversity. Developmental Psychology, 49(1), 59.
Milton, D. E. (2012). On the ontological status of autism: The ‘double empathy problem’. Disability & Society, 27(6), 883-887.
Walker, R. (2014). Neurodiversity: Some basic terms & definitions. Autonomy, the Critical Journal of Interdisciplinary Autism Studies, 1(2).
By raising awareness of the impact of ableism on neurodivergent children, we can work towards creating a more inclusive and supportive world where they can thrive.
Comments