Where does ableism live in our schools? by Alejandra Rubalcaba

2025-06-24 20:28:40 UTC

Special Education spaces being relegated to portables, often in the back of school campuses.

llemos3 — 2025-06-24 20:28:49 UTC

Give me 5 as a classroom management strategy

2025-06-24 20:29:25 UTC

Not having accessible classrooms

2025-06-24 20:29:37 UTC

Whole body listening

wgeorge15 — 2025-06-24 20:29:42 UTC

Ableism lives in my school by turning students away because "we don't have the resources your child needs to succeed."

2025-06-24 20:29:43 UTC

Sensory spaces only available for students with an IEP

adooley15 — 2025-06-24 20:29:43 UTC

Clip charts used in the classroom as a classroom mangagement strategy.

2025-06-24 20:29:43 UTC

Ableism shows up in the attitude that only “special education teachers” should teach/support/engage in community with “special education students.” It doesn’t take a “special kind of person” to treat other human beings with dignity and respect.

lgershkowitz — 2025-06-24 20:29:44 UTC

Only having desks with regular chairs for seating

rachelabubo — 2025-06-24 20:29:49 UTC

"Replacement" curriculum

2025-06-24 20:29:50 UTC

Ableism lives in the school wide assessments that students are expected to complete.

2025-06-24 20:29:52 UTC

Ramps put behind walls/ back rooms to get on stages or in libraries to "hide" them

2025-06-24 20:29:55 UTC

Special education students measured by norm standards often minimalizing their abilities and not providing access to education

2025-06-24 20:29:55 UTC

I notice that state tests require students to only show their learning through reading and writing. It seems ablest to me that all students (and schools receive funding by) should be judged based on their ability to write—even with accommodations in place.

2025-06-24 20:30:02 UTC

Students at my jr/sr high start out with one academic class, then 2 and then 3 or 4 but only if they have “earned” their way into the classes with their peers.

2025-06-24 20:30:04 UTC

Timed and limited bathroom breaks!

2025-06-24 20:30:07 UTC

Student progress/growth being limited to computer based measures like I-ready

2025-06-24 20:30:14 UTC

"Your kids" or "your students"

2025-06-24 20:30:14 UTC

With rigor in instruction and lower expectations.

msanborn5 — 2025-06-24 20:30:20 UTC

Blanket rules about headphones, restroom use, gum, laptops, etc.

2025-06-24 20:30:22 UTC

Separation of activities, spaces, and celebrations.

2025-06-24 20:30:28 UTC

Ableism is in assessments (only one way to assess knowledge) and teacher dialogue (lower expectations, those students are trouble)

clynch159 — 2025-06-24 20:30:30 UTC

The lack of representation of disabled people in curriculum. The main curriculum, instead of a supplement.

2025-06-24 20:30:33 UTC

Where the “default” learner is assumed to be able-bodied, neurotypical, or fast-paced, how schools often treat disability as a disruption rather than a natural part of learner diversity.

InclusivePractices2425 — 2025-06-24 20:30:35 UTC

Students not counted in school site enrollment numbers, or counted such as "678 students are enrolled and there are also 28 students in special programming"

bkukuchek1 — 2025-06-24 20:30:43 UTC

Having universal standards of behavior for all students.

2025-06-24 20:30:46 UTC

crummier classrooms for students with access needs - segregation at its finest

2025-06-24 20:30:50 UTC

"Normal" classrooms

2025-06-24 20:31:07 UTC

I have found myself saying my students need to "earn" time in mainstream. (showing good behavior) This came from a lack of understanding of how I can support their behaviors in the general education setting. I have done self reflection and grown my knowledge and skills to better support them in any setting.

2025-06-24 20:31:13 UTC

Abusive language directed at disabled students

2025-06-24 20:31:35 UTC

The “special ed” classroom is in the BASEMENT. Separate from everyone else so as not to disrupt the learning upstairs.

2025-06-24 20:31:35 UTC

Neurodivergent students who have a hard time sitting still, blurting out, and "disrupting" the class are often disciplined for their behavior. Their spark and love of learning and school is often put out so early.

InclusivePractices2425 — 2025-06-24 20:31:40 UTC

students never have access to a core content expert (gen ed teacher)

2025-06-24 20:32:03 UTC

suspensions and expulsions

2025-06-24 20:32:09 UTC

100% inclusion without allowing for SAI

2025-06-24 20:32:16 UTC

Dual identified students not receiving their ELD content.

2025-06-24 20:32:16 UTC

Not allowing students go on field trips because of their disability.. aka convincing the family it wouldn’t be ideal for their student to go… Thinking about big senior activities like Grad Nite at Disneyland..

2025-06-24 20:32:29 UTC

Lack of support and resources at times. I feel I have to find more resources to support their needs.

2025-06-24 20:32:43 UTC

I noticed that there is more pull out minutes then push in minutes for students with mild to moderate disabilities.

grubi1 — 2025-06-24 20:32:47 UTC

Academic expectations: expecting students to master content and project timelines at the same pace.

Classroom behavior: expecting students to be sitting still, being quiet, or making eye contact while peers or teachers are speaking

llemos3 — 2025-06-24 20:33:00 UTC

Not having access to extracurriculars or electives

2025-06-24 20:33:05 UTC

Few, if any, disabled teachers hired.

2025-06-24 20:33:10 UTC

Students with IEPs not getting electives because that's when they get their SAI time.

bkukuchek1 — 2025-06-24 20:33:19 UTC

Having students only having one way to show competency. For example, for students who cannot decode or encode, can still show competency in reading comprehension if the material is read to them and their answers are scribed.

2025-06-24 20:33:53 UTC

educators believing that students need to "sit" down while learning or working

2025-06-24 20:33:58 UTC

Asked by a general education teacher,

"Is that Mod/Severe Class moving next door to my classroom?" Because I teach a math class, and sometimes the students from ESN class are loud, yell, and cry, and I cannot deal with that distraction."

2025-06-24 20:34:10 UTC

behavior expectations rooted in neurotypical norms ("sit still", "look at me", "quiet hands") punish those with ADHD, anxiety, autism, etc..

2025-06-24 20:34:42 UTC

When there are no areas for them, or when teachers refer to these students as sick (enfermitos)

2025-06-24 20:35:14 UTC

No understanding or celebration of disability culture

2025-06-24 20:36:37 UTC

Not providing adequate support services that unfortunately force special education teachers to priortize compliance over building capacity, independence, and closing educational gaps is a form of ableism that isn’t talked about enough.

2025-06-24 20:38:22 UTC

"Your students are scaring my students..."

2025-06-24 20:41:07 UTC

when students are referred to as "IEP kids"

InclusivePractices2425 — 2025-06-24 20:42:12 UTC

I think ableism shows up when we think it is the special educators job to "catch the students up"

General education teachers play a part in student progress as well.