{"id":16939,"date":"2021-10-06T16:51:12","date_gmt":"2021-10-06T15:51:12","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/?page_id=120"},"modified":"2026-01-06T14:48:23","modified_gmt":"2026-01-06T14:48:23","slug":"ableism","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/ableism\/","title":{"rendered":"Ableism"},"content":{"rendered":"<section id=\"builder-section-text_11\" class=\"builder-section-first builder-section builder-section-text builder-section-next-panels builder-text-columns-1\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_11-column-1\">\n<div class=\"builder-text-content\">\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-17260\" src=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/11\/24142205\/Wellbeing-Inclusion-Equality-icon-300x300.png\" alt=\"\" width=\"50\" height=\"50\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/11\/24142205\/Wellbeing-Inclusion-Equality-icon-300x300.png 300w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/11\/24142205\/Wellbeing-Inclusion-Equality-icon.png 756w\" sizes=\"auto, (max-width: 50px) 100vw, 50px\" \/><\/p>\n<h1><span style=\"color: #800000;\">Ableism\u00a0<\/span><\/h1>\n<p>&#8220;We live in a society that favours typical minds and non-d<span style=\"word-spacing: 3px;\">isabled bodies, and this is referred to as ableism.<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-16867 alignright\" style=\"word-spacing: 3px;\" src=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/06\/19154753\/asd-autism-spectrum-disorder-deficits-social-communication-interaction-mind-with-colorful_660230-145001-300x171.jpg\" alt=\"\" width=\"300\" height=\"171\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/06\/19154753\/asd-autism-spectrum-disorder-deficits-social-communication-interaction-mind-with-colorful_660230-145001-300x171.jpg 300w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/06\/19154753\/asd-autism-spectrum-disorder-deficits-social-communication-interaction-mind-with-colorful_660230-145001.avif 740w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><span style=\"word-spacing: 3px;\"> 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.&#8221;<\/span><\/p>\n<p>\u00a0 &#8211; <a href=\"https:\/\/d1uw1dikibnh8j.cloudfront.net\/media\/18298\/anna-freud-neurodiversity-booklet-early-years-110423.pdf\">A guide to Neurodiversity in the early years<\/a>\u200b<\/p>\n<p>Ableism is a system of discrimination that often influences our behaviours and expectations\u2014sometimes in ways we don\u2019t even question, simply because \u201cit\u2019s always been done that way.\u201d<\/p>\n<ul>\n<li>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 \u201ctypical.\u201d For example, expecting all children to make eye contact. For many\u2014especially those with Autism Spectrum Disorder (ASD)\u2014eye contact may feel uncomfortable, difficult, or unnecessary.<\/li>\n<li>Instead, we should focus on supporting each child\u2019s 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.<\/li>\n<li>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.<\/li>\n<li>By shifting our perspective and embracing neurodiversity, we can create more inclusive, respectful environments where all children are valued for who they are.<\/li>\n<\/ul>\n<p>\u200b&#8221;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.&#8221; <a href=\"https:\/\/d1uw1dikibnh8j.cloudfront.net\/media\/18298\/anna-freud-neurodiversity-booklet-early-years-110423.pdf\" target=\"_blank\" rel=\"noopener\">A guide to Neurodiversity in the early years<\/a><\/p>\n<p style=\"text-align: center;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-16344\" src=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/05\/07163336\/A-guide-to-neurodiversity-in-the-Early-Years-215x300.png\" alt=\"\" width=\"215\" height=\"300\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/05\/07163336\/A-guide-to-neurodiversity-in-the-Early-Years-215x300.png 215w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/05\/07163336\/A-guide-to-neurodiversity-in-the-Early-Years.png 612w\" sizes=\"auto, (max-width: 215px) 100vw, 215px\" \/><\/p>\n<p>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.\u00a0<\/p>\n<p>Model inclusive language: speak about accessibility (&#8220;everyone needs different supports&#8221;) and avoid ableist assumptions.<\/p>\n<p>Be aware of ableism, reflect on and challenge your own biases and use respectful, empowering language.<\/p>\n<p>Embrace each child&#8217;s unique strengths and abilities, focusing on what children <strong data-start=\"70\" data-end=\"85\">can do<\/strong>, not what they can&#8217;t. Tailor environments and learning to suit diverse needs.<\/p>\n<p>Using the <a href=\"https:\/\/education.gov.scot\/media\/zzuf2vnm\/iwe-mirrors-and-windows-information-note-informed-level.pdf\" target=\"_blank\" rel=\"noopener\">mirrors and windows<\/a> approach, include toys, books, visuals, and play materials that depict a range of abilities and life experiences\u2014not just one \u201cnorm\u201d. Reflect on and refine resources to ensure they don\u2019t reinforce stereotypes around disability or \u201cnormality.\u201d<\/p>\n<p>Provide accessible spaces for <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/sensory-processing\/\" target=\"_blank\" rel=\"noopener\">sensory regulation<\/a> (e.g., quiet corners, flexible seating, feel better spaces), ensuring they\u2019re available to all children.<\/p>\n<p>Make <strong data-start=\"5\" data-end=\"45\">reasonable and proactive adaptations<\/strong>\u2014like simplified instructions, visual supports, modified language, extra time, or multi-sensory tools. Use a <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/care-plans\/\" target=\"_blank\" rel=\"noopener\">Care Plan +<\/a> where significant adaptations are required. Ensure that any <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/additional-needs\/\" target=\"_blank\" rel=\"noopener\">additional support need<\/a>s are met sensitively and appropriately.<\/p>\n<p>Build strong partnerships: invite families to contribute to planning and to share their child\u2019s strengths and needs\u2014including cultural and disability-related perspectives.<\/p>\n<p>Use <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/getting-it-right-for-every-child-girfec\/\" target=\"_blank\" rel=\"noopener\"><strong data-start=\"15\" data-end=\"27\">SHANARRI<\/strong><\/a> and <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/childrens-rights\/\" target=\"_blank\" rel=\"noopener\"><strong data-start=\"54\" data-end=\"70\">UNCRC rights<\/strong><\/a> to monitor whether every child is included, respected, and achieving.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-panels_53\" class=\"builder-section-prev-text builder-section builder-section-panels builder-section-last builder-section-full-width tabs-mode\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>Ableism\u00a0 &#8220;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.&#8221; \u00a0 &#8211; A guide to Neurodiversity in the early &hellip;<\/p>\n","protected":false},"author":7767,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-16939","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/16939","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/users\/7767"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/comments?post=16939"}],"version-history":[{"count":19,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/16939\/revisions"}],"predecessor-version":[{"id":18297,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/16939\/revisions\/18297"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/media?parent=16939"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}