Background on the Issue 

Written by Jasmine Reyes-Michaca

• Disability: A physical or mental condition that may limit a person’s movements, senses, or daily activities. Disabilities can be visible or invisible and may be temporary or lifelong.

• Accessibility: The design of products, services, environments, and facilities so they can be accessed and used by people of all abilities.

• Ableism: Discrimination or prejudice against people with disabilities, often rooted in the assumption that people without disabilities are superior.

A common misconception is that “disability means incapable.” This belief is inaccurate and hurtful to those with a disability. Having a disability does not mean a person is unable to succeed, contribute, or be independent. People with disabilities have diverse skills and experiences that give us a perspective unlike any other. The real barrier is not the disability itself, but the lack of accessibility in society.

While referring to people with disabilities, it is important to use respectful language that emphasizes the person rather than the condition. This is often done through person-first language, which recognizes that a disability is only one part of a person’s identity. Using inclusive and respectful language helps challenge stereotypes and supports a more accurate understanding of disability.

Real Impact

Written by Jeff Minsona Leba

Currently, nearly 240 million children worldwide live with some form of disability; however, up to 50% in developing countries are excluded from opportunities that can boost their education forward. In the United States, only 17% of students with disabilities complete a degree after high school, compared to 39% of their non-disabled counterparts. This “attainment gap” comes from system-wide problems such as a lack of teacher training. About 40 percent of countries around the world do not provide this training. Another issue is the use of separate “special” classrooms, which often do not offer the same level of challenge as general education classes.

The economic effects of this exclusion are dangerous. Research shows that each extra year of schooling for an adult with a disability lowers the chance that their household will fall into the poorest two income groups by 2% to 5%. Education can also lead to much higher wages for people with disabilities, but only if they can complete at least ten years of school. When school systems do not provide this access, the global economy loses an estimated $1.37 to $1.97 trillion each year. The economic benefits of inclusion are often discussed in terms of higher tax revenue and less reliance on government assistance. In Scotland, for every £1 (pound[s]) spent on supported employment for disabled adults, the government saved £5.87 because of higher tax income and lower welfare costs. In the Philippines, higher unemployment among people with unrepaired cleft palates, which is a treatable condition, cost the government up to $9,800,000 in lost tax revenue.

Kellina Powell’s experience as a deaf student in a regular school shows why self-advocacy is so important. Her success came from knowing her legal rights under IDEA and ADA and clearly communicating her needs, like FM systems and captions, to her teachers. Toby Tomlinson Baker, a Ph.D. student with learning disabilities and ADHD, says that self-advocacy was the key to her academic success. Even though K-12 teachers told her she would never go to college, she learned to ask for accommodations and work with professors. This helped her earn a 3.9 GPA and build a successful research career.

Inclusion also affects social growth. For Liam, a non-verbal student with Down syndrome, being in a regular kindergarten meant his neurotypical classmates became his language models. By third grade, he was naturally using phrases he learned from friends, and his classmates learned to use his communication board to include him in playground games. On the other hand, Luis, a Latino student with learning disabilities, shows the risks of labeling in segregated classrooms. When his school focused on memorization, he was placed in what he called the “unsmartest group.” This label became a self-fulfilling prophecy. He began to see himself as less capable, even though he was creative in solving math problems. True inclusion, then, requires resisting the urge to label and limit students. Schools should provide the support they need to stay in the “smartest group,” which is the inclusive classroom.