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In this article, Thomas Hehir defines ableism as "the devaluation of disability" that "results in societal attitudes that uncritically assert that it is better for a child to walk than roll, speak than sign, read print than read Braille, spell independently than use a spell-check, and hang out with nondisabled kids as opposed to other disabled kids." Hehir highlights ableist practices through a discussion of the history of and research pertaining to the education of deaf students, students who are blind or visually impaired, and students with learning disabilities, particularly dyslexia. He asserts that "the pervasiveness of . . ableist assumptions in the education of children with disabilities not only reinforces prevailing prejudices against disability but may very well contribute to low levels of educational attainment and employment." In conclusion, Hehir offers six detailed proposals for beginning to address and overturn ableist practices. Throughout this article, Hehir draws on his personal experiences as former director of the U.S. Department of Education's Office of Special Education Programs, Associate Superintendent for the Chicago Public Schools, and Director of Special Education in the Boston Public Schools.
Ableist Assumptions
When Joe Ford was born in 1983, it was clear to the doctors and to Joe's mom Penny that he would likely have disabilities. What wasn't clear to Penny at the time was that she was entering a new world, that of a parent of a child with disabilities, a world in which she would have to fight constantly for her child to have the most basic of rights, a world in which deeply held negative cultural assumptions concerning disability would influence every aspect of her son's life. She and Joe had entered the world of ableist assumptions.
Penny remembers an event that made it clear that she had entered a new world of lowered expectations. She recalls her first visit with a social worker from a preschool program for kids with disabilities. This person, though empathetic and supportive, made it clear to Penny that she could not have the same dreams and aspirations for Joe that she had for her seven nondisabled children. As Penny explains, "She was aghast that I expected that Joe would one day be employed" (Ford, 1993, p. 2). Another event added further clarification....