What is Ableism?

Ableism occurs when a person is treated differently because of their real or perceived physical, mental or emotional abilities. It can also be when policies, systems and built infrastructures and environments are not accessible to the full range of human abilities. Ableism can include intentional discrimination, bullying and harmful insults, as well as a lack of consideration for the wide range of physical, mental, emotional and communication abilities we have as human beings. Buildings that include only stairs, paperwork and tax forms that require significant concentration or focus, or technologies that are not accessible to people who are deaf or blind are all forms of ableism.

Ableism can also include assumptions that someone can do something based on how they appear, or an assumption that someone can’t do something based on how they appear. These assumptions often result in exclusion from the community, being denied access to health care and human services, and societal abuse and neglect. Ableism can make a person feel isolated, helpless and alone, and can lead to a feeling of being undervalued and unheard. In extreme cases, ableism has led to severe torture and mistreatment of human beings, including forced medical interventions, prohibitions on relationships and family-building, forced institutionalization, removal from the community, and murder. 

People of all physical, cognitive, or emotional abilities have the right to be included and to participate fully in their communities – and to form happy healthy relationships with themselves and others. No one should ever have to feel excluded from their communities, be faced with barriers to accessibility, or be harmed or mistreated because of their real or perceived physical, cognitive, or emotional abilities.   

Institutionalized

Institutionalized ableism happens when it is the policy or practice of a group, business, organization, or government to treat people differently because of their real or perceived physical, cognitive, or emotional abilities, or does not recognize the range of physical, cognitive, or emotional abilities when building their policies, systems, physical structures or technologies. 

Rejecting Ableism and Dismantling the Abled/Disabled Lens

The first step in rejecting ableism is saying it’s not okay and dismantling the “Abled/Disabled lens.”

The Abled/Disabled Lens establishes a “default” or “normal” human body that includes a head, torso, two legs, two arms, ten fingers and ten toes. It also includes a view that people should have two eyes with 20/20 vision, two ears with the ability to hear, and that people should walk, run, and jump as they grow into children and then adults. The lens further assumes that there is a “normal” or standard of way of thinking and learning, and a “normal” or standard way of processing our feelings and information. Importantly, the Abled/Disabled lens assumes that those whose physical, cognitive and emotional attributes and abilities fall outside of the “default” standards and are ill, “disabled”, abnormal, or broken. In some cases, the lens allows for compassion for those whose abilities are deemed no fault of their own, while increasing disdain for those whose abilities are perceived as a weakness or acquired through their own actions or experience. 

In reality, human physical, cognitive, and emotional abilities come in wide ranges that are unique to each person.

Spectrum-Based View of Humanity

What Does Ability Mean Anyway?

Ability refers to the things we can do and accomplish based on our physical, cognitive, and emotional characteristics and traits. All of us have certain strengths in some areas more than others. Some of these strengths may come naturally to us, while others may be learned or developed with practice and perseverance. Our abilities can change throughout our lifespan as a result of human growth cycles, or through accident, injury or illness as well. 

Body Parts

As human beings we have a wide range of body parts, which can change as we grow and develop naturally, or if something happens to our body. For example, we might be born with one leg. Or we might be born with two legs, but then lose one leg after an accident or illness. Some people are born with 3 or 4 fingers on each hand, and some are born with 7. All of these variations are natural normal expressions of human body development. The body parts we have can influence – but not necessarily determine – our sensory abilities, cognitive and emotional abilities, our communication abilities and our mobility capacity. 

Senses

Our sensory capacity includes our ability to see, feel, hear, taste and smell. Each of us can have a different range of each of these senses. For example, some people see well, a little, or not at all, and some people smell well, a little, or not at all. In addition, how we experience or process our senses is also unique. While two people might eat a strawberry, the overall feeling, taste and sensation might be different for each one. It’s natural for human beings to have a wide range of these senses, and our sensory capacity can change throughout our lifetime naturally, or if an accident or illness occurs. In some cases, use of medications or technologies can increase our sensory capacity or abilities.

Cognitive and Learning Abilities

Cognition refers first to our ability to process, comprehend and understand information. It also refers to our ability to make decisions based on the information we have, and to take actions based on those decisions. Each of us process information in our own way. Some people can read information and absorb it, while other people need to hear information to be able to process it. Still, others may need to do something or practice in order to understand information. Some people might also need to repeat information back out loud to fully process.

How we learn, process and absorb information is often unique to each person, and there is no wrong or right way. Some people process information relatively quickly, and some people can be overwhelmed by too much information depending on how it’s presented. It’s common for people to absorb information at different speeds and rates, sometimes even taking years for something to “click”. Our cognitive abilities can also change naturally over time, or as a result of injury or illness. Some people naturally increase their cognition skills over time, while some people can improve their cognition skills with practice. Some people may need to reply on the support of others to help them with decision-making at various times in their lives, while some people need assistance throughout their entire lives.

When we’re in a position of teaching or providing information or instructions to another person, we can help ensure inclusion and accessibility by asking if the person understands. When we’re in a position of learning or receiving information or instructions, we can also help by letting people know that we don’t understand, so that the information can be presented in a different way. There is no reason for shame in asking for clarification.

Emotional Abilities

Emotional abilities refer to our capacity to understand, process and express the way we feel in response to things that are happening in our body or situations that we are in. This can include our internal thoughts, our relationship connections and attachments, or experiences we might encounter. For example, we might feel hungry. Or, a person’s words or actions might hurt our feelings, while another’s person’s actions might bring us feelings of immense joy. We might feel frustrated if we’re trying to learn something new, and don’t grasp it immediately. Or, we might feel a sense of pride and accomplishment if we complete a challenging task.

Some people are able to easily identify and express their feelings and emotions, and some people find they are unable to do so at all. Some people are highly expressive, and some people are more reserved. Some people might also need help from others to understand and process their emotions. And some people can also learn to understand, process and express their emotions with practice, or by challenging their own thoughts and beliefs.

There are a wide range of things that we can do to help process feelings and emotions depending on our abilities, and finding what works best for us can be helpful. Crying is one of the human body’s natural ways to process emotions. Feelings of love, joy, pain, sorrow, excitement, sadness and relief are all examples of emotions that can be expressed through crying. It is always okay to cry, for any reason, no matter who or where you are. Some people have found that exercise and physical activity (such as running, jumping or playing) or healing touch (like a massage or a hug) can be helpful in processing feelings and emotions, too. Many people have also found using a prompt, reframing or venting are also useful tools in processing emotions. Prompting is when people ask themselves – or are asked by someone else – how they feel. Reframing is when we intentionally look at things from a different perspective. It can be helpful because the way feel about something can impact the way we think about something, and the way we think about something can impact the way we feel. Some people have found that unprocessed emotions can result in a build-up of positive or negative energy. Venting is the process of yelling or screaming out our thoughts and feelings by ourselves or with a trusted person or professional support person. Sometimes this is called “letting off steam”. 

Some people have a natural ability to process their emotions (sometimes called “cooling off”) before they express them, while others express their emotions before processing them. Some people are able to learn to control how, where, and when they process and express their feelings and emotions to the best of their abilities. There is no wrong or right way to express our feelings and emotions. Our feelings and emotions – or lack thereof – are real and valid.  However, how, with whom and when we express our emotions can have an impact on our relationships and our ability to get the things we want and need. This is because the people we interact with have feelings and emotions, too. 

Empathy 

Empathy refers to the range of ability we have to sense, feel and be considerate of the thoughts, feelings and emotions of others. Throughout human history, this has been referred to in many ways, including “gut instinct” and “women’s intuition” (though this ability is not tied to sex or gender expression). Some people have heightened awareness and sensitivity to the emotions and feelings of others, and can keenly feel and process the emotions and feelings of other people. Some people have this awareness to varying degrees, and some people are unable feel or sense other people’s emotions at all. Some people have increased empathy with everyone, while some people have increased empathy only with the people they have emotional connections or attachments to. Regardless of empathy abilities, many people have found that direct, honest communication using assertive and complete “I” statements – and stating truthfully how we feel – helps to avoid confusion or misunderstanding. Many people with heightened empathy abilities have also found that it is important to be intentional about distinguishing their own thoughts and feelings from those they might be sensing from others, often by asking themselves, “Is this how I really feel about this situation” or “Is this okay with me?”. 

Communication Capacity

Our communication capacity refers to our ability to interact with other people, and help people to understand our thoughts, feelings, needs and wants. Our ability to communicate with other people can be innately tied to our body, our senses, our cognitive abilities, our emotional abilities and our range of empathy. Some people are naturally able communicate with others from the moment of birth. For example, crying or yelling to let people know we are hungry, need our diapers changed, or need help in general is a way of communicating. Some people are able speak, point, draw, gesture or use empathy abilities to communicate with others, while some people are able to effectively make use of formal written, spoken, and/or gesture-based and sign languages. Some people need to rely on people with heightened empathy abilities, an advocate, or an interpreter to communicate with others. And some people need a combination of all of the above depending on a variety of factors. In fact, some people are unable to communicate with others at all.

Our communication capacity is unique to each of us and can change throughout our lifespan naturally, or due to injury or illness. There is no right or wrong way to communicate, though communication can be ineffective when the other person doesn’t understand what we are trying to convey. Expressing what we need from a communicator – and understanding what other communicators need from us – can be helpful in ensuring communication is effective. When necessary, an advocate, intermediary, or interpreter can also help facilitate effective communication. 

Mobility Capacity

Our mobility capacity refers to our own ability to move around and use our body to do the things we want to do and to go to places we want to be. Each of us start completely dependent on others to help us eat, change our diapers, get cleaned up, and to get from point A to point B. Some people develop the ability to move about and walk or run on their own, while some people require the help of a mobility device like a walker or wheelchair. Some people require the assistance of another person to get around and to help cleanse and bathe their bodies. Some people can travel far distances by foot or by using their mobility devices, while others make use of transportation technologies, like bicycles, skateboard, cars, trucks, trains, helicopters, and airplanes. 

Our mobility capacity can be also impacted by our body, senses, and cognitive, emotional and communication abilities. This is particularly true when it comes to navigating the natural environment (such as the terrain, obstacles, and other dangers we may encounter), as well as the built environment (such as stairs, walkways and bridges). This can include our ability to understand or remember directions on a map, or our depth perception and spatial awareness. It can also include the ability for our body or mobility devices to physically move about in natural and built spaces, or our emotional responses to heights or sounds. 

Our mobility capacity can naturally change throughout our lifetime, or as a result of an accident, injury or illness. 

Overall Strengths and Abilities Exploration

There are many factors that can impact our abilities. The human body’s natural aging cycle can play a role in the development of our body, our range of senses, our cognitive and emotional abilities, and our empathy and communication skills. Our lived experiences, regardless of our age, can also play a role in delaying or accelerating the growth and advancement of our abilities. Experiencing accidents, illness, injury, trauma and oppression, including familial, social and economic barriers, can also impact our growth. Regardless, learning about our passions and strengths, and how to utilize the abilities we do have can help us to achieve our goals and overcome obstacles that might come our way. 

Caution – Social and Systemic Disabilities

Social and systemic disabilities occur when the built environment and policies, laws, systems and technologies we use do not take into account the wide range of bodies, senses, cognitive and learning abilities, emotional and empathy abilities, and the communication and mobility capacities of human beings. Social and systemic disabilities create barriers to access and inclusion, and can prevent people from exercising their basic human rights and accessing their basic human needs. 

These types of barriers can be far ranging. For example, some states pass laws that take away a person’s driver’s license if they don’t pay child support. If the person lives in a rural area where the person needs a car to get to work, the law has created a social or systemic disability that impacts a person’s mobility capacity, and their ability earn an income and meet their basic needs. If this law did not exist, this disability – or barrier – would not exist. 

Similarly, airplanes with seats too small to accommodate the wide range of body heights and weights can cause physical, mental and emotional pain, and also impact a person’s ability to travel. And businesses and organizations that use complex financial policies, forms and/or legal language can unknowingly be excluding (or exploiting) a wide range of people due to their cognitive, learning, emotional and communication abilities. Hosting a community event in a location without accommodations for wheelchairs (or elevators in locations with multiple levels) is another example of a socially or systemically created disability or barrier. A person with a wheelchair or walker could attend the event, if not for the choice of location. 

Often times, these barriers are created when people don’t understand the full range of human abilities and experiences, and how a built structure, system, policy or technology impacts someone. By bringing to awareness and addressing these barriers, we can create a world without oppression and ensure accessibility and inclusion for all people, regardless of body parts, sensory ranges, cognitive and learning abilities, emotional abilities, empathy abilities, communication, and mobility capacity.

Beliefs to Challenge

I assume things about a person’s cognitive and emotional abilities when I see a person whose body parts or mobility capacity is different from my own.

Human First Lens

I recognize human beings come with a wide range of body parts and mobility capacities, and I can build a relationship and get to know any person.

Belief to Challenge

If I see a person who is blind or uses a wheelchair, I feel sorry for them.  

Human First Lens

I recognize we all have our own struggles, strengths, and abilities. If I see someone struggling, regardless of their perceived abilities, I can offer to help. I also recognize my help might not always be needed or wanted, and that’s okay. I can also understand that having different abilities than mine does not mean someone is unhappy or dissatisfied with their life, just that their life is different than mine.

Beliefs to Challenge

When people don’t try/try to help me, I get upset. 

Human First Lens

I recognize that not everyone understands my needs, and if I need help, it’s always okay to ask for it. I also recognize that some people are inclined to offering help to others in general, and that if I don’t need help, I can always respectfully decline. 

Beliefs to Challenge

If I see someone who looks “normal”, then I assume they don’t have disabilities.

Human First Lens

I recognize there is no normal, and that all of us have different physical, mental, and emotional abilities, with some being more visible or apparent than others. I can help create accessibility and inclusion by recognizing we all have a range of cognitive and learning styles, emotional and empathy abilities, and communication and mobility capacities. I can do my best to be accommodating to others regardless of their abilities, and I can ask others to be accommodating of my abilities as well. Because we all have different communication styles, I know I may need to adjust mine from time to time to make sure everyone understands. I may also need to communicate my own learning and communication style to others, so that they can understand my needs, too. 

Beliefs to Challenge

If someone requests an accommodation, I want to know what is wrong with them so I know what to think or do. 

Human First Lens

I recognize that if someone has different abilities than I do, it does not mean something is “wrong” with them. I also realize we all have the same right to privacy, and that includes in matters relating to health or other personal information. If a person needs help or accommodation, it doesn’t matter why. It only matters that I treat them with the same dignity and respect I would anyone else, and that I respond to their stated needs if I’m able to do so.

Beliefs to Challenge

If a person doesn’t use a wheelchair or can walk, I assume they don’t have a disability.

Human First Lens

I know that I can’t tell anything about a person’s physical, cognitive or emotional abilities just by looking at them or interacting with them. I also recognize many injuries, illnesses and traumatic experiences that impact our abilities are not outwardly noticeable. I can learn more about a person’s abilities by developing a genuine relationship with them.

Beliefs to Challenge

If I tell someone I have a particular disease or diagnosis, they should know what my needs are. 

Human First Lens

I recognize that not all people will have access to the same information I do about my abilities, disease or diagnosis, and that even people who have the same abilities, disease or diagnosis I have might have different needs. I can help people to understand my needs by communicating with them or getting the help of an advocate or interpreter.

Beliefs to Challenge

People should know how to communicate. 

Human First Lens

I recognize that I need to have things explained to me in a way that I can understand, and that other people might have a different way of learning or communicating. I can help ensure effective communication by letting people know about my communication needs and styles and asking about theirs as well.

Beliefs to Challenge

I think people with disabilities shouldn’t be allowed to do certain things. 

Human First Lens

I recognize that a person’s abilities can make them more vulnerable than others in certain situations, but that all people have the right to take informed risks, and to explore, identify, and do what brings them joy and happiness.

Beliefs to Challenge

If someone says they have a disability, or I think they look like they have a disability, I want to know what’s wrong with them. 

Human First Lens

I know that we all have certain strengths and limitations, and that each of us has the right to explore them and get help from medical professionals, mental health professionals, and other community resources and support systems that are available. If we are friends, or have a deeper level of connection, I might want to know these things from a place of genuine interest and care. I also know that a person’s medical and mental health care is a private matter that they can choose to share with me or not.

Beliefs to Challenge

I can tell whether or not a person has a disability, or I only think disability means a person who has a wheelchair. 

Human First Lens

I know that we all have a variety strengths and limitations that are not visible or apparent to others. I know can’t tell whether or not someone is good at math or research unless I talk with them more about it. If I’m wanting to build a relationship with someone, I can share my strengths and struggles, and allow for them to share theirs, too.

Beliefs to Challenge

If someone makes an accommodation request, I have a right to know their diagnosis or medical history. 

Human First Lens

I know and respect that a person’s medical and mental health history is a private matter between them and their provider. I can ask what a person needs so that the environment, policy or system is accessible and inclusive. 

If you have been a victim ableism, it’s important to remember that we are not defined by how others perceive us. Our abilities and strengths are own, and we can choose to nurture those we wish to enhance – or not. We can also choose to live the life we wish to live in the way we wish to live it, regardless of what others think we are capable of. If ableism has impacted your sense of self or self-esteem, it may be time to seek support from a friend, physician, counselor, or spiritual advisor.  In addition, it’s important to remember you’re not alone. Discrimination in employment, housing and public accommodations based on someone’s real or perceived physical, cognitive, and emotional abilities is illegal. Self-advocacy can be an important part of the healing process, and you can file a complaint with your local, state or federal civil rights office. If you are unable to advocate for yourself, you can also reach out to a trusted person or organization for assistance.

If you have come to realize you may have been ableist towards others, it’s important to remember that all people have unique physical, cognitive, and emotional abilities. Each person also deserves to be treated with dignity, worth and respect. From this moment forward, you can make a commitment to viewing each person as equal to yourself and deserving of your kindness and general regard.

Interpersonal

We can interrupt ableism any time we see exclusion, bullying or name-calling by saying it’s not okay, and helping people to understand the vast range of human abilities and experiences. 

Systemic

When we come across a building, technology, system, paperwork process or policy that can have a negative impact on a person because of their physical, cognitive, or emotional abilities, we can help by explaining how it creates a barrier to accessibility, and by participating in problem solving to ensure inclusion for all people. Ultimately, we can help to ensure that infrastructure, laws, policies and technologies are accessible to all people, regardless of their real or perceived physical, cognitive or emotional abilities.