Coaching with an Anti-Ableism Lens

While I’m thankful to see educators and coaches take some significant steps forward in their anti-racist work, our work towards liberation in education is paired with anti-oppressive work more broadly, including developing our anti-ableism lens and action.  This is one area I’m personally working to develop more fully. 

In a recent conversation with a friend whose child has cerebral palsy (CP), she shared about her son’s experience at school (at least the little that she could get out of her child, like most parents!).  In the third grade classroom, the teacher emphasized the word “independence” as a theme for the school year for how the students in her class should develop, in everything from caring for personal belongings and school supplies to resolving conflict with classmates and academic problem-solving.  While my friend’s son successfully does all these things, he does some of them with the support of a one-to-one paraprofessional and therefore not “independently.”  

While I’m sure the teacher’s intent was meant to be positive, the impact for her student with CP was othering, frustrating, and made him start to feel outside the “norm.”  

Through our discussion, we landed on an action of asking the teacher to shift her language to framing the same actions with “responsibility” instead of “independence.”  All of the students are able to grow in responsibility, although it may look different for some, and the wording is much more inclusive of students with disabilities in her class.  

This is a simple, but meaningful, example of how teachers and coaches can work to shift their language, actions and activities to be more inclusive of students with disabilities in their classes. 

Anti-Ableism Lens in Classroom Observations

As you observe classes, consider these questions to help you see where you may need to support teachers in their anti-ableism and inclusive work.  Remember that not all disabilities are visible physically.

• How can the language (both adult and student) in this classroom be more inclusive of students with disabilities? 

• Are the activities intentionally inclusive of students with disabilities?

• Is there evidence of representation of people with disabilities in the classroom environment and course materials?

• Review students’ IEPs for the observed class.  Do the teacher’s actions meet the required accommodations?  If not, what steps can the teacher take to provide the appropriate accommodations? 

While the conversations may be uncomfortable with teachers, it’s important for coaches to make brave space to address ableism when it shows up in the classroom and support teachers in making practical shifts to not only be inclusive, but to also create classrooms where students with disabilities can thrive. 

A great resource for developing your anti-ableism lens is the book Disability Visibility, edited by Alice Wong.  Check out my previous post, Disability Visibility Called Out My Ableism.

Let’s continue to challenge ourselves and one another as we grow in our work of creating spaces where all students can belong.