Embracing Disability Culture in Schools

Abstract

PURPOSE: This viewpoint will expose readers to disability as a social construct shaped by power and oppression, not an individual medical issue defined by diagnosis. As professionals, we are doing a disservice if we continue to silo the disability experience to the limits of service delivery. We must intentionally seek ways to challenge how we think, view, and respond to disability to ensure that our approach is consistent with the current needs of the disability community. CONCLUSIONS: Specific practices related to accessibility and universal design will be highlighted. Strategies to embrace disability culture will be discussed as it is vital to bridge the gap between school and community.