disability inclusion in schools

True introduction to disability requires an understanding of the variety of experiences and perspectives that people with disabilities have to offer.

JSH’s initial module introduces facts about what disability is, dispelling preconceived notions around disability and the disability community. It contextualizes disability within diversity, equity and inclusion (DEI), highlights disability statistics, gives an overview of types of types of disabilities, reviews the models of disability, and introduces key concepts and definitions.

True introduction to disability requires an understanding of the variety of experiences and perspectives that people with disabilities have to offer.

JSH’s initial module introduces facts about what disability is, dispelling preconceived notions around disability and the disability community. It contextualizes disability within diversity, equity and inclusion (DEI), highlights disability statistics, gives an overview of types of types of disabilities, reviews the models of disability, and introduces key concepts and definitions.

There is always more learning to be done around connecting with disabled people in a way that is meaningful and rooted in allyship. Impact matters more than intent.

The third module explores pathways to connection, such as shared values and appropriate ways to interact with one another. Learners understand that people with disabilities should be treated with dignity and respect—just like anyone else. It lifts up 10 values that help make connections in life: respect, kindness, responsibility, honor, patience, justice, citizenship, courage, understanding, and gratitude. This module also reviews specifics about JSH’s 10 Aspects of Allyship and Respectful Interaction with the Disability Community.

A full understanding of the language used around disability must come from a broad range of diverse perspectives.

The fourth module highlights how words, and communication in all its forms, matter. This module addresses the importance of using appropriate language and rejecting ableist language, reinforcing that disabled individuals decide and determine how to be described. The module explores the difference between person-first language (e.g., “a person with a disability”) and identity-first language (e.g., “a disabled person”), euphemistic language, and casually ableist language. It addresses the evolution of language and grants permission to unlearn and relearn what is acceptable.

It is crucial to understand the stereotyping faced by the disability community, and the steps that must be taken to break these stereotypes down.

The fifth module addresses why and how to revisit incorrect perceptions, and how to unlearn and relearn attitudes around disability and people with disabilities. The term Intersectionality is introduced, and the connection between intersectionality and disability is studied. Disability representation in media is addressed, regarding negative stereotypes through typecast storylines, the lack of authentic representation, and why authentic representation is important. Students are challenged to consider the impact of negative stereotyping and how to shift perceptions.

Disability inclusion must exist alongside a commitment to continual accessibility and enduring allyship.

The culminating, sixth module identifies barriers to inclusion, and the ways to remove those barriers in the name of accessibility and inclusion. Four benefits of inclusive classrooms for disabled students are addressed, and a section on breaking down barriers in school communities is included. Teachers and counselors are encouraged to share books by disabled authors and illustrators. JSH offers an extensive Disability Inclusion Book Resource List and a Disability Inclusion Media Resource List (with ratings included), noting when disabled authors/illustrators/actors are involved. At this juncture, all participating stakeholders are equipped to be more intentional about disability inclusion within the school community and beyond.