Section One

Welcome Page

Section One: Reframing the Narrative on Disability

Section Two: How to Include Students with Disabilities Year-Round

Section Three: Activities and Resources for Any Disability Celebration

Section Four: Four District-Recognized Disability/Inclusion Events and Ways to Celebrate

• Disability Awareness (Any Time)
• National Bullying Prevention Month and Unity Day (October)
• Inclusive Schools Week (First Week of December)
• Disability History Month (March)

Historically, disabled voices were often left out when actions were taken or policies were made that impacted the disability community. Due to the hard work of disabled advocates and allies, we now understand that if we want to achieve true inclusion of people with disabilities in our world, we must learn to center the perspective of disabled people in important conversations, especially when it comes to disability. A popular saying in the disability community that expresses this idea is pictured below: Nothing About Us Without Us.

One consequence of the exclusion of disabled voices in the past is that our society has developed a rather narrow and negative view of disability. For many years, disabled leaders have worked to reframe the narrative and change how the world views disability.

Read on to discover how you can be a part of the movement to reframe the narrative on disability and support #DisabilityPride by adhering to the social model of disability, presuming competence and using current respectful language about disability.

The way that society thinks about disabilities is always evolving. Current thinking among disabled people and allies is a preference for the social model of disability rather than the medical model.

Historically, disabilities were seen as "less than" rather than as a natural part of human diversity. The medical model of disability approaches people with disabilities as "the problem" and tries to "fix" their disabilities so that they can function in a world not built for them.

While medical interventions and supports remain important for many people with disabilities, the social model of disability looks at barriers in society as the problems that require solutions, rather than placing the responsibility on the disabled. People are encouraged to be their authentic selves, and society needs to change to provide accommodations, accessibility, equity and inclusion for disabled people.

The video below provides a good explanation of the social and medical models of disability.

There is a saying that is so popular within the disability community that it has become a hashtag: #PresumeCompetence. When interacting with someone with a disability, remember that disabled people are capable. They have ideas and solutions for barriers that they regularly face, because they are accustomed to navigating a world not built for them.

Rather than assuming that a disabled person needs help, #PresumeCompetence instead. Allow disabled people the space to fail or succeed on their own.

Sometimes, it can be difficult to tell if a person with a disability does need help with something that is inaccessible. That's okay. If you feel the urge to help, just ask. And then, be prepared to accept that the answer might be, "No."

Presuming competence is a great way to be an ally to people with disabilities. Allow them the dignity of self-reliance and autonomy. At the same time, be ready to offer support if it is requested or if you would offer the same help to a nondisabled person in the same situation.

Empathy (understanding what the other person is feeling) rather than sympathy (feeling sorry for someone else) is the best guide to navigating any uncertainty.

Language evolves over time, so it is important to stay up-to-date on what is the most respectful and empowering way to talk about people with disabilities. Try to take cues from the individuals or groups being discussed and avoid ableist terms or phrases.

• Currently, person-first language is the default for most disabilities (person with Down syndrome, student with ADHD), although some groups, notably the autistic community, prefer identity-first language (autistic rather than person with autism).
• Some words have been replaced, because they have negative connotations. For example, use Accessible Parking rather than Handicapped Parking.
• Some words have become slurs and should be eliminated from use, such as the R-word. Learn more about the Spread the Word to End the Word campaign.
• Euphemisms like "special needs" or "special abilities" are not the preferred language of people with disabilities. Why "special needs" is not helpful.
• In fact, such euphemisms can be hurtful to disabled people. "Special needs" has become a euphemism more harmful than the word it replaces.

In the disability community, the current preferred language is either people with disabilities or disabled people. This toolkit attempts to use both equally to demonstrate respectful language.

Learn more here about Eliminating Ableist Language from Your Vocabulary.

One additional issue of note is that many autistic adults and allies are not fans of Autism Speaks, the Light It Up Blue campaign or using a Puzzle Piece as the symbol for autism or Autism Acceptance Month. The cartoon below explains some of the reasons why the puzzle piece should be retired from use as a representation of autism.

Many autistics prefer using a gold or rainbow infinity symbol to represent neurodiversity. Why gold? Well, Au is the symbol for gold on the periodic table. Why a rainbow? It's an inclusive symbol that represents a range of possibilities.

• Erin Bell, SEDAC Chair
  
• Jenny Crosby, Committee Chair, Newbury Park High School SEDAC Representative

• Lee Ann Holland, Committee Chair, SEDAC Member At Large, Colina Middle School SEDAC Representative
• Carole Shelton, SEDAC Member At Large
  

• Erin Bell, SEDAC Chair
  
• Jenny Crosby, Committee Chair, SEDAC Member At Large, Newbury Park High School SEDAC Representative

• Lee Ann Holland, Colina Middle School SEDAC Representative
• Nicole Johnson, Westlake Hills Elementary SEDAC Representative
• Shadi Khodavandloo, Newbury Park High School SEDAC Representative
• Trina Rodriguez, SEDAC Member At Large, Colina Middle School SEDAC Representative
• Carole Shelton, Rainbow Connection FEC & FRC