A Framework for Disability Inclusion at School

I recently confronted the uncomfortable truth that despite my best intentions, I had unintentionally perpetuated ableism well into my career as a special education administrator. This was unsettling because like many teachers, I was driven by the positive experiences I had as a student in a system that largely worked for me. 

However, while learning from disabled activists and undergoing critical self-examination, I realized that my positive experience isn’t true for all—particularly those in special education, who encounter a system stacked with barriers. This realization challenged my view of education, leading me to question myself and the systems that sustain ableism at school. 

When we stop looking at inclusion as a compliance measure and start confronting ableism, we can achieve authentically inclusive schools. It shouldn’t be the responsibility of people with disabilities to be sole advocates for their rights; as allies, we must take on systemic burdens. I invite you to use the LEAD (listen, examine, acknowledge, disrupt) framework for administrators to begin this work.

Framing the Work

In professional development, before introducing the LEAD framework, I unpack the term ableism. People are often unfamiliar with the term. Ableism stems from the assumption that individuals with disabilities—rather than inaccessible systems—need to be “fixed,” true to the medical model of disability. 

Many forget that those with disabilities had to fight for basic human rights. I often begin by acknowledging this. A quick way to honor the history of disability activism is to show the five-minute trailer of Crip Camp, which details the civil rights movement that led to the Americans with Disabilities Act and, later, Section 504 of the Rehabilitation Act, which greatly expanded legal rights for those with disabilities.

With a deeper appreciation of this history, administrators are better prepared to engage with the LEAD framework.

Listen

I emphasize the importance of centering the voices of those impacted and point out that many of us serving students with disabilities don’t have disabilities, so it’s crucial to listen to understand how we can be effective allies. 

Social media is a powerful space where individuals share their stories, advocate for change, and propose solutions. I often play videos from disability activists and influencers who share firsthand experiences of ableism. 

I challenge participants to further research, follow, and truly listen to the disability community. Doing so, educators and institutions can gain deeper understandings of, and identify meaningful ways to address, ableism. I give time and space for the group to share how they felt after watching the videos and, optionally, to share their thoughts with the group. 

Examine

Next, I challenge educators to look at how ableism is embedded within our schools. I urge them to identify physical, social, or attitudinal barriers that may hinder children with disabilities. Barriers can take many forms—inaccessible facilities, outdated practices that no longer serve students’ needs, subtle yet pervasive negative attitudes that marginalize those with disabilities. 

I emphasize that our goal shouldn’t be to meet the minimum legal requirements, such as by providing a certain number of mainstreaming minutes. Instead, we should strive for authentic inclusion, creating environments where every child, regardless of ability, is valued, respected, and included. Authentic inclusion requires that we transcend compliance to actively challenge the structures and mindsets that perpetuate exclusion.

I point out that segregation is still a socially acceptable form of prejudice in many educational settings. Segregation often happens under the guises of “specialized support” or “best interest” but can further marginalize.

I encourage educators to question these practices and reimagine their classrooms as places where all students, regardless of ability, learn together, support one another, and benefit from diverse experiences.

I ask educators to reflect on their schools and consider what changes are necessary to move toward inclusion—for example, redesigning physical spaces, adopting more inclusive teaching strategies, or challenging and changing attitudes within the community. 

The goal is to create educational environments where every child can thrive, free from ableism. It’s important to allow educators time to discuss these ideas with colleagues and share out for further discussion.

Acknowledge

Acknowledging missteps and reflecting on past practices are crucial to improvement. It takes courage and humility to recognize when our actions have caused unintentional harm. But the educational landscape is constantly changing, and practices once considered best may no longer be effective as new research, methodologies, and understandings emerge. 

I stress that it’s necessary to stay informed about current trends. By being open to change and willing to critically assess our practices, we can better serve students and foster a more inclusive educational experience. In my district, we focus on Universal Design for Learning. You’ll want to similarly develop an initiative for enacting inclusivity. 

Disrupt

Once I’ve highlighted how ableism operates in our schools and communities, I share that once you recognize how ableism manifests, it becomes impossible to overlook. Awareness equips us with the ability—and responsibility—to interrupt ableism whenever it appears. 

These interruptions can range from correcting someone’s language to initiating a systemic overhaul at your school. I challenged participants to rethink common terms like “special” and question the arbitrary prerequisites often imposed on students before they’re included in general education. These are examples of how we can disrupt the status quo and begin to dismantle ableist structures.

To ensure that educators are prepared to take action, I dedicate time to practice using the RIR Protocol from Epoch Education, which provides structure for recognizing, interrupting, and repairing bias and discrimination. Educators gain hands-on experience challenging ableism in real time, whether with colleagues, with students, or regarding broader institutional practices. 

Participants leave with a deeper understanding of ableism and tools for addressing it proactively. This empowers educators to make immediate changes and fosters continuous reflection and improvement in their respective environments.

By recognizing that not all students have the same opportunities, we can approach our roles with greater empathy, awareness, and commitment to equity. We have a unique opportunity and responsibility to advocate for change, challenge the status quo, and create more supportive learning environments.