Concept Identification Project

ABLEISM

Language:

Ableism is a form of social prejudice combined with able bodied privilege that leads to discrimination and oppression against people with disabilities.

Disability has traditionally been identified as measurable impairment or limitation that "interferes with a person's ability (e.g. to walk, see, hear, learn, process, or regulate emotions)

It may refer limitations involving each or a combination of any of the following (Schiefelbusch Institute, 1996):

· Physical

· Cognitive

· Emotional

· Developmental

· Sensory

Disability may be considered an umbrella term covering:

Impairments- Problems in body function or structure

Activity limitations - Difficulties encountered by an individual in executing a task or action

Participation restrictions- Problems experienced by an individual regarding involvement in life situations.

Diversability-There have been suggestions that this term would be a more appropriate description as ALL people are of varying and diverse abilities. Even the “able-bodied” status might be only temporarily so. People with “impairments” comprise a largely untapped resource in our society (because history had ignored the value they have to offer.)

While movement towards inclusive language is good, what are the limitations of simply changing words?

Are there any ways that this type of word, actually serves to perpetuate ableism?

QUESTIONS:

When you think of reactions to people in this group by society, what are some of the similarities or differences between them and other groups we have discussed?

What is the difference between a visible and an invisible disability and how they are viewed?

Handicap-The word handicap is not a synonym for disability. Rather, a handicap is a disadvantage that occurs as a result of a disability or impairment. The degree of disadvantage (or the extent of the handicap) is often dependent on the adaptations made by both the individual and society (Department of Physical Medicine and Rehabilitation, 2000). Therefore, the extent to which a disability handicaps an individual can vary greatly. For instance, a person who uses a wheelchair would be much less "handicapped" in a building that is wheelchair accessible than one that is not.

People-First Language Just as the term would imply, this language trend involves putting the person first, not the disability (e.g. “a person with a disability,”,not “a disabled person”).  Thus, people-first language tells us what conditions people have, not what or who they are (Schiefelbusch Institute, 1996). Other suggestions for referring to those with disabilities include:

· avoiding generic labels (i.e. people with paraplegia rather than “Paraplegics” );

· emphasizing abilities, not limitations (for instance, uses a wheelchair is preferable to confined to a wheelchair);

· avoiding euphemisms (such as physically challenged) which are regarded as condescending and avoid the real issues that result from a disability;

· avoiding implying illness or suffering (has cerebral palsy is preferable to is a victim of cerebral palsy, and has multiple sclerosis is preferable to suffers from multiple sclerosis) (Department of Physical Medicine and Rehabilitation, 2000; Schiefelbusch Institute, 1996).

Stereotypes:

· Courageous

· Needs protecting

· Fragile

· Unhealthy

· Are unable to live on their own

· Few work skills

· Dependent on others

· Don’t date or get married; Non-sexual

· Don’t have children

· We develop stereotypes when we are unable, or unwilling, to obtain all of the information we need to make fair judgments about people or situations.

· Our society often unknowingly creates and perpetuates negative stereotypes, which often lead to unfair discrimination.

· People tend to stereotype when they lack personal relationships or significant experiences with certain groups of people and make uninformed assumptions based on limited information.  For example, if people have little contact with people with disabilities they might consequently believe what they see on TV or hear from others. 

· Without personal exposure to people with disabilities, many people never develop relationships and friendships or learn how to comfortably interact with persons with disabilities.  Because of discomfort, many people may avoid people with disabilities, which increases their isolation further.

BASICS for communicating or interacting with people with disabilities:

· Don’t be afraid to make a mistake.

· Always BE RESPECTFUL.

· Don’t make assumptions about what a person can or cannot do. Ask before giving assistance. If you offer help and the person says “no,” don’t insist.  If the answer is “yes,” ask how you can best help, and follow directions.

· If someone with a disability is accompanied by another individual, address the person with a disability directly rather than speaking through the other person.

· Treat adults as adults.

· Expect diversity of preferences and opinions.

Americans with Disabilities Act of 1990 [ (ADA)- A law that was enacted by the U.S. Congress in 1990. It was signed into law on July 26, 1990, by President George H. W. Bush, and later amended with changes effective January 1, 2009

The ADA is a wide-ranging civil rights law that prohibits, under certain circumstances, discrimination based on disability . It affords similar protections against discrimination to Americans with disabilities as the Title VII Civil Rights Act of 1964, which made discrimination based on race, religion, sex, and national origin illegal. Disability is defined by the ADA as "a physical or mental impairment that substantially limits a major life activity." The determination of whether any particular condition is considered a disability is made on a case by case basis. To be protected under the ADA, a disability must be considered a substantial (as opposed to minor) impairment. This would include impairments that significantly limit speaking, seeing, hearing, walking, performance of manual tasks, breathing or similarly major life activities. Also, the person must be qualified to adequately perform the essentials of the job, whether or not he or she requires a reasonable accommodation, in order to be covered by the ADA. That means a person must fulfill the requirements for the job (education, experience, skills, etc.) and must be able to perform the essential functions of the position. Employers may not refuse to hire a person if the disability limits him or her from performing tasks that are not considered essential to the job. Individuals who use drugs illegally are not protected by the ADA, Visual impairment which is correctable by prescription lenses is also not included.

Reasonable Accommodation: ADA rights include access to reasonable accommodations, such as changes or adjustments to the workplace, that help an individual with a disability do his or her job and enjoy the benefits afforded to employees without disabilities. By stipulating a "reasonable" accommodation, ADA regulations do not require measures that would create an undue hardship in difficulty or expense. Reasonable accommodations may include the following: •Flexible or modified work schedules •Adjustment of training materials and employee policies •Providing new or modifying existing equipment •Making the workplace more accessible by people with disabilities •Job restructuring •Reassignment to another position •Providing interpreters

ADA: Disabilities & Employee Rights: The ADA covers employment practices such as recruitment, hiring, firing, promotions, training, job assignments, benefits, pay and all other employment-related activities. Retaliation by an employer for asserting your ADA rights also is prohibited, as is discrimination based on a relationship with an individual with a disability. The U.S. Equal Employment Opportunity Commission (EEOC) enforces ADA regulations among employers with 15 or more employees. The U.S. Department of Justice enforces ADA regulations in state and local government programs, regardless of how many employees are in the organization.

Individuals with Disabilities Education Act (2004) (IDEA) is a United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It addresses the educational needs of children with disabilities from birth to age 18 or 21 in cases that involve 13 specified categories of disability.

The IDEA is "spending clause" legislation, meaning that it only applies to those States and their local educational agencies that accept federal funding under the IDEA. While States declining such funding are not subject to the IDEA, all States have accepted funding under this statute and are subject to it. Under IDEA, disabled students must receive a free public education that meets the following criteria:

· Special education and related services should be designed to meet the unique learning needs of eligible children with disabilities, preschool through age 21 (Michigan extends this to age 26, beyond federal requirements)

· Students with disabilities should be prepared for further education, employment and independent living.

Prior to revisions, the IDEA was known as the EHA statute (The Education for All Handicapped Children Act) was enacted in 1975, U.S. public schools educated only 1 out of 5 children with disabilities. Until that time, many states had laws that explicitly excluded children with certain types of disabilities from attending public school, including children who were blind, deaf, and children labeled "emotionally disturbed" or "mentally retarded."

At the time the EHA was enacted, more than 1 million children in the U.S. had no access to the public school system. Many of these children lived at state institutions where they received limited or no educational or rehabilitation services. Another 3.5 million children attended school but were “warehoused” in segregated facilities and received little or no effective instruction.

As of 2006, more than 6 million children in the U.S. receive special education services through IDEA.