Ableism
What is it?
“We live in a society that favours typical minds and non-disabled bodies, and this is referred to as ableism.
Ableism actively harms disabled and neurodivergent individuals because they are frequently subjected to attitudes, behaviours, policies, language and practices that communicate that they do not belong.”
– A guide to Neurodiversity in the early years
Ableism is a system of discrimination that often influences our behaviours and expectations—sometimes in ways we don’t even question, simply because “it’s always been done that way.”
Key messages:
- When working with children, it is important to remember that the goal is not to train children to fit into a predefined idea of what is “typical.” For example, expecting all children to make eye contact. For many—especially those with Autism Spectrum Disorder (ASD)—eye contact may feel uncomfortable, difficult, or unnecessary.
- Instead, we should focus on supporting each child’s unique learning journey. Our role is to be curious about the diverse ways children play, think, and communicate. Rather than asking children to adapt to our expectations, we should adapt our approach to better understand and support their natural ways of being.
- The deficit lens is a perspective that sees neurodivergent behaviours and disabilities as problems to be fixed, rather than differences to be understood and nurtured. This mindset can lead to harmful practices, including encouraging children to mask their authentic selves to meet external expectations.
- By shifting our perspective and embracing neurodiversity, we can create more inclusive, respectful environments where all children are valued for who they are.
”As early childhood educators, we often rely on tools, knowledge and resources that uphold ableism and view developmental differences through a deficit lens. For example, we are often trained to be concerned about divergent development rather than curious. We must identify children who may need support, but we also need to ensure we view their development holistically rather than through a narrow lens. Our early education system must prepare us to empower and embrace children with lifelong differences. We need to become neurodiversity-informed, so we can begin to disrupt ableist practices and transform early childhood experiences for neurodivergent and disabled children. They are not problems to be fixed but individuals to be understood.” A guide to Neurodiversity in the early years
Ways we can do this:
Value and nurture the whole child and all of the parts that shape their identity, finding their unique strengths, rather than overly focusing on the disability or neurodivergence.
Model inclusive language: speak about accessibility (“everyone needs different supports”) and avoid ableist assumptions.
Be aware of ableism, reflect on and challenge your own biases and use respectful, empowering language.
Embrace each child’s unique strengths and abilities, focusing on what children can do, not what they can’t. Tailor environments and learning to suit diverse needs.
Using the mirrors and windows approach, include toys, books, visuals, and play materials that depict a range of abilities and life experiences—not just one “norm”. Reflect on and refine resources to ensure they don’t reinforce stereotypes around disability or “normality.”
Provide accessible spaces for sensory regulation (e.g., quiet corners, flexible seating, feel better spaces), ensuring they’re available to all children.
Make reasonable and proactive adaptations—like simplified instructions, visual supports, modified language, extra time, or multi-sensory tools. Use a Care Plan + where significant adaptations are required. Ensure that any additional support needs are met sensitively and appropriately.
Build strong partnerships: invite families to contribute to planning and to share their child’s strengths and needs—including cultural and disability-related perspectives.
Use SHANARRI and UNCRC rights to monitor whether every child is included, respected, and achieving.
