Disability as a DEI concern in teaching

Disabilities can be physical, mental, intellectual, or due to a chronic disease or other impairment. Yet people with disabilities are frequently overlooked or forgotten; on occasion, they are described as the “invisible” minority group (e.g., Dunn, 2015). And interestingly—and problematically—to the average person, disability is not viewed as a form of diversity like race, gender, ethnicity, or sexual orientation, among other possibilities. But it is a form of diversity and disabled people represent the largest minority group in the United States. How so? Disability is intersectional—that is, a person with a disability also presents race, gender, sexual orientation, ethnicity, and so on. Recognizing this is important as we explore disability and diversity, equity, and inclusion (DEI) issues in teaching.

What are some goals for DEI linked to disability? One is changing mainstream culture’s view of disability by creating a diverse and inclusive society where disabled people feel safe, respected, and valued. Disability inclusion means understanding the relationship between the way people function and how they participate in society, and ensuring that everybody has the same opportunities to participate in every aspect of life to the best of their abilities. Another goal is changing attitudes to encourage nondisabled people to view disability as a form of diversity. Intersectionality, too, is often ignored. And, a third goal involves changing behavior to eliminate the positive and negative objectification that disabled individuals often receive from nondisabled people.

Unfortunately, there are some common DEI mistakes linked to disability.

1. Insufficient credit and compensation: Involving disabled people in DEI ventures is important, but organizers often forget to credit and compensate them. Disabled people are not responsible for disability education for the public or workforce.
2. Missing and misunderstood information: Unfamiliar concepts are not defined; they need to be understandable and relatable. Consider ableism, a form of prejudice and discrimination that relies on stereotypes, attitudes, and socially oppressive behavior aimed at disabled people (e.g., Bogart & Dunn, 2019). Ableism can be intentional or unintentional. Don’t oversimplify ableism by equating it with racism, sexism, transphobia, homophobia, or other prejudices. Similarly, disability is not an everyday difficulty. Permanent disability is not the same as a temporary impairment. Disability is a form of social identity, not just a medical or psychological condition. Don’t imply that any hardship or prejudice can explain the disability experience—it can’t. Focus on the experience of disabled people, that their individual perspective is unique.
3. Using simulations: Avoid using disability simulations to “help people understand” disability, as most are trivial or problematic, triggering fear or pity. Some simulations are silly, others are offensive. Putting on a blindfold does not simulate blindness nor does being pushed around in a wheelchair simulate mobility constraints. Time doing a simulation does not impart the lived experience of disability and may erroneously simplify nondisabled people’s beliefs. Instead, focus on accessibility and inclusion. Rely on disabled people’s narratives regarding physical and psychosocial barriers they face. Listening to and accepting their perspectives is more important than experiencing a simulation. Respect these perspectives, but don’t try to adopt them.

To advance DEI issues, what do nondisabled people need to understand?

Understand that disability is not inspirational. People with disabilities do not want to be a source of inspiration or motivation. Performing daily responsibilities is not remarkable or praiseworthy.

Recognize that all people possess strengths and weaknesses. Strengths or weaknesses linked to disability may sometimes be more noticeable, but invisible disabilities also exist. Disabled individuals will ask for help when/if they need it; wait to be asked instead of intervening to make yourself feel good.

The environment and nondisabled people’s attitudes are more disabling than the personal characteristics of disabled individuals. Social oppression comes from lack of access to or egress from physical and virtual spaces, social and psychological barriers, and discriminatory policies and practices. Embracing and enacting the principles of universal design can help. Architectural and communication barriers relegate many disabled people to a secondary role in the dominance hierarchy. Many disabled people are kept dependent on others for help, information, and support.

Curiosity can be tiresome. Like nondisabled persons, disabled ones have private lives. Being asked to explain the origin or nature of a disability—especially in public—can be wearing. Disabled people don’t always have time or inclination to educate others.

Declining an offer of help is not necessarily rudeness or stubbornness. Disabled people are often self-sufficient and many need to do some things a certain way. Unwanted or insistent help can be a danger to equipment or to the disabled person, who could be accidentally injured.

Treat disabled people the way you want to be treated. Do unto others as you would have them do unto you. Remember that disabled people have their own agency; they do not need yours.

If you have met one person with a disability, you have met one person with a disability. No individual represents a group. To believe otherwise is a form of stereotyping. A particular disability experienced by one person is experienced differently by another or others.

Allow disabled people to self-identify before you refer to them. Some disabled people prefer person-first language (e.g., person with autism), others prefer identity-first language (e.g., autistic). Still others prefer to be called other things. Respect preferences; don’t impose your own (see APA, 2023).

Understand that it is not the disabled persons’ role to educate others. Nondisabled people need to remember that privacy is important for all. Our educational systems should include more information on disability and ableism to inform nondisabled people.

Introducing DEI disability issues in your courses will help students navigate this less familiar minority group.