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The following critical question is the first question in a series of questions that will be posed this year. The critical questions are intended to provide guidance and expand your thinking. As you begin or expand activities focused on individuals with ASD, use the critical questions to assure you are using practices focused on equity and inclusivity that value the voices and perspectives of the autistic community. 

According to Access Living, ableism is “the discrimination of and social prejudice against people with disabilities based on the belief that typical abilities are superior. At its heart, ableism is rooted in the assumption that disabled people require ‘fixing’ and defines people by their disability.”

While you can probably think of examples of language that overtly reflects ableism, it can be more difficult to recognize ableism in everyday language. Most people do not intend to be insulting or patronizing, yet even well-meaning comments and actions can be harmful. Statements, such as, “My autism is kicking in” and “I would never know that you had a disability” can minimize the disabled person’s experience. Euphemisms, such as, “That fell on deaf ears,” “That is so lame,” and “My schedule is crazy” can be microaggressions and may imply a negative connotation or insult to someone’s disability. 

It is critical to consider our everyday use of language and the potential of ableism reflected in our words and actions. How might some of the everyday language and processes in our schools related to supporting autistic students be perpetuating ableism? As you reflect and discuss with others, recall the STARTism: We did what we did when we knew what we knew. When we know better, we do better!

Additional sub-questions to consider:

• How do I know if I am using language based on the preference of the individual?
• How might my language be suggesting that autistic people are inherently inferior to neurotypical people or assert that they lack something fundamental?
• How might my language suggest that autism is something to be fixed, cured, controlled, or avoided?
• How does my language reflect asset-based thinking?
• How does my language reflect deficit-based thinking?

Watch The Discrimination You’ve Never Heard Of (9:48) by middle school student, Alan Rankin, and consider the following questions:

• Alan says, “We would lie low when we heard teasing, bullying…because we didn’t want to be humiliated…we attend this middle school; we need social status to survive.” In what ways do I “lie low?” How might I be inadvertently reinforcing ableism by tolerating or ignoring comments and jokes?
• Alan describes his personal questioning, “What do I believe in? What am I going to stand up for? Am I going to make a difference or am I going to stay silent?” How would I answer these questions?
• How might I hold ableist beliefs or perspectives, implicitly or explicitly? How might these beliefs be reflected in my actions or conversations?

Read 5 Ableist Phrases To Stop Using Immediately, a Think Inclusive blog from the Maryland Coalition for Inclusive Education (MCIE), and reflect on or discuss the following:

• How would I explain to others why these phrases are ableist?
• Am I using any of these phrases? Why? Are there spaces in which I use these phrases, but not in others? Why?
• Did I previously use any of these phrases? What made me stop using them?
• What are other words or phrases that I currently use or that we use in our school and work that we now realize might reflect ableism?

Complete the Behaviors that Reflect Beliefs Worksheet (Part 1) by checking those behaviors and statements that you currently do/say and those that you see and hear occurring in your school or workplace. Engage in personal reflection or discussion with others using the guided questions and consider how ableism may be reflected in each one.

In the ASAT (Association for Science in Autism Treatment) article, Understanding the Needs of Black Families of Children with Autism, May Chriseline Beaubrun, MEd, BCBA highlights research capturing the unique experiences of Black families of children with autism.

Beaubrun introduces the article with the statement, “Although autism does not discriminate (across race, ethnicity, culture, socio-economic status, etc.), diagnosis, access to resources, treatment options, and culturally competent care can vary vastly for Black families with children with autism.” Beaubrun specifies issues related to the timing of diagnosis as well as the quality and quantity of treatment accessible to Black families and constructively offers four ways providers can increase sensitivity and work to progress toward more culturally responsive practices.

As a statewide project, we are committed to creating awareness and to developing and sharing resources that emphasize equity and inclusion. As we reflect on the third critical question of “How might my language reflect ableism,” we have identified actionable steps we can take as a community of learners to expand our thinking, enhance our self-awareness, and progress toward ensuring equity. 

• Continually review our work and our language as a proactive way to heighten our awareness of ableist thinking and terminology, 
• Critically review our work and our language to identify potential use of ableist language and respond by taking measures to make changes
• Consider our individual level of readiness for input and perspective from peers and from a more broad group of stakeholders regarding our words, actions, and products  

Now that we have considered whose perspectives are needed to ensure equity, we can now reflect how our language might reflect ableism. Next month we will reflect on how we know the language we are using is based on the preference of the individual and how our language might reflect deficit or asset-based thinking. Join us next month as we consider the following Critical Question: 

How do my beliefs, behaviors, and decisions demonstrate and ensure inclusivity and equity for all students, including students on the autism spectrum?

• Critical Question #1
• Critical Question #2
• ► Critical Question #3
• Critical Question #4
• Critical Question #5