| Ableism |
Why this matters to DADD
Ableism perpetuates a negative view of disability by framing being nondisabled as the ideal and disability as a flaw or abnormality. It is a form of systemic oppression.
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Learn More
- Ableism and special education
- How to incorporate anti-ableism in your classroom
- For your own learning and self-reflection
- Books for students
Young readers
- Haddon, M. (2004). The Curious Incident of the Dog in the Night-Time. Vintage Contemporaries.
Older readers
- Beck, M. (1999). Expecting Adam: A true story of birth, rebirth, and everyday magic. Penguin Group.
- Coates, T. (2015). Between the world and me. One World.
- Cronin, M.E. (2014). Mermaid: A Memoir of Resilience. 1st ed. W.W. Norton & Company
- Draper, S. M. (2010). Out of my mind. 1st ed. New York: Atheneum Books for Young Readers.
- Higashida, N. (2016). The reason I jump: The inner voice of a thirteen-year-old boy with autism. Random House
- Jennings, J. (2016). Being Jazz Jennings: My life as a (transgender) teen. Crown Books for Young Readers.
- Silverman, A. (2016). My heart can’t even believe it: A story of science, love, and Down Syndrome. Woodbine House.
- Whittington, H. (2015). Raising Ryland: Our story of parenting a transgender child with no strings attached. Harper Collins.
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| Antiracism |
Why this matters to DADD
Children with autism, intellectual disability, and other developmental disabilities are not immune to racial injustice. For example, BIPOC students with developmental disabilities do not have access to the same special education services as their white classmates. Additionally, most special education practitioners are white and may not be equipped to incorporate antiracist justice in their daily practices.
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Learn More
- Antiracism and special education
- How to incorporate antiracism in your classroom
- Alexander, V. (2020). Anti-racist resource guide. https://www.antiracistguide.org/
- Anderson, A. (2019). Talking to children about racial bias. https://www.healthychildren.org/English/healthy-living/emotional-wellness/Building-Resilience/Pages/Talking-to-Children-About-Racial-Bias.aspx
- Fattal, I. (2017). Reading Racism in Dr. Seuss. The Atlantic. https://www.theatlantic.com/education/archive/2017/08/reading-racism-in-dr-seuss/536625/
- Glimps, B.J. & Ford, N.F. (2010). White power and privilege: Barriers to Culturally Responsive Teaching. International Journal of Educational Policies, 4(1), 39-52.
- Grose, J. (2020). These books can help you explain racism and protest to your kids. The New York Times. https://www.nytimes.com/2020/06/02/parenting/kids-books-racism-protest.html?auth=login-facebook
- Helsel, C. B. & Harris-Smith, Y. J. (2020). The ABCs of Diversity: Helping kids (and ourselves!) embrace our differences. https://chalicepress.com/products/the-abcs-of-diversity-helping-kids-and-ourselves-embrace-our-differences
- Lee, E., Menkart, D., & Okazawa-Rey, M. (2007). Beyond heros and holidays: A practical guide to K-12 anti-racist, multicultural education and staff development. Teaching for Change.
- Michie, K. (n.d.) Your kids aren’t too young to talk about race: Resource roundup https://www.prettygooddesign.org/blog/Blog%20Post%20Title%20One-5new4
- Shutack, C. (2017). 75 things white people can do for racial justice. https://medium.com/equality-includes-you/what-white-people-can-do-for-racial-justice-f2d18b0e0234
- Warikoo, N., Sinclair, S., Fei, J., & Jacoby-Senghor, D. (2016). Examining racial bias in education: A new approach. Educational Research, 45(9), 508-514. https://doi.org/10.3102/0013189x16683408
- For your own learning and self-reflection
- Baker, B. (2020). The Anti-Racist Starter Pack: 40 TV Series, Documentaries, Movies, TED Talks, and Books to add to your list. https://parade.com/1046031/breabaker/anti-racist-tv-movies-documentaries-ted-talks-books/#.XtyCb02VDp0.facebook
- Galman, S., Pica-Smith, C., & Rosenberger, C. (2010). Teacher educators confront whiteness in their practice. Journal of Teacher Education, 61(3), 225-236. https://doi.org/10.1177/0022487109359776
- Hall, L. R. (n.d.). 9 Reflective writing prompts to explore white fragility, spiritual bypassing or white privilege. http://leesareneehall.com/expressivewriting-prompts-to-use-if-youve-been-accused-of-whitefragility-spiritualbypass-or-whiteprivilege/
- Implicit Bias Test. (2011). https://implicit.harvard.edu/implicit/
- Kendi, I. X. (2019). How to be antiracist. One World.
- Lorde, A. (2007). Sister outsider. Crossing Press.
- Morrison, T. (2007). The Bluest Eye. Vintage.
- Oluo, I. (2019). So you want to talk about race. Seal Press.
- Racial and Social Justice 101. https://erickahart.podia.com/racial-and-social-justice-101
- Saad, L. F. (2018). Me and White Supremacy: A 28-day challenge to combat racism, change the world, and become a good ancestor. http://laylafsaad.com/meandwhitesupremacy
- Tatum, B. D. (2017). Why are all the black kids sitting together in the cafeteria? Basic Books.
- Books for students
Early Readers
- Amnesty International (2011). We are all born free mini edition: The universal declaration of human rights in pictures. Frances Lincoln Children’s Books.
- Higginbotham, A. (2018). Not my idea: A book about Whiteness (Ordinary terrible things). Dottir Press.
- Kissinger, K. (2014). All the colors we are/Todos los colores de nuestra piel: The Story of how we get our skin color/La historia de por que temenos diferentes colores de p. Redleaf Press.
- Memory, J. (2019). A Kids book about Racism. A Kids Book About.
- Rotner, S. & Kelly, S. (2010). Shades of People. Holiday House.
- Thomas, P. & Harker, L. (2003). The skin I’m in: A first look at racism. B.E.S.
- Tyler, M. & Csicsko, D. L. (2005). The skin you live in. Chicago Children’s Museum.
Elementary readers
- Alko, S. & Qualls, S. (2015). The case for loving: The fight for interracial marriage. Arthur A. Levine Books.
- Alexie, S. & Forney, E. (2007). The absolutely true diary of a part-time Indian. 1st ed. Little, Brown Books for Young Readers.
- Celano, M. Collins, M., & Hazzard, A. (2018). Something happened in our town: A child’s story about racial injustice. American Psychological Association.
- Cohen, M. (2009). Layla’s head scarf. Star Bright Books.
- Katz, K. (2002). The Colors of us. Square Fish.
- Latham, I., Waters, C., & Qualls, S. (2018). Can I touch your hair? Poems of race, mistakes, and friendship. Carolrhoda Books.
- Lester, J. & Barbour, K. (2008). Let’s talk about race. Harper Collins.
- McDaniel, B. J. & Evans, S. W. (2019). Hands Up! Dial Books.
- Morrison, T. (2004). Remember: The journey to school integration. HMH Books for Young Readers.
- Reynolds, J. & Kendi, I. X. (2020). Stamped: Racism, antiracism, and you: A remix. Little, Brown Books for Young Readers.
- Rhodes, J. P. (2019). Ghost Boys. Little, Brown Books for Young Readers.
Older readers
- Edwards, S. B. & Harris, D. (2015). Black Lives Matter (Special Reports). Essential Library.
- Guo, W. & Vulvhi, P. (2019). Tell me who you are: Sharing our stories of race, culture, & identity. TarcherPerigee.
- Jewell, T. (2020). This book is anti-racist: 20 lessons on how to wake up, take action, and do the work. Frances Lincoln Children’s Books.
- Kuklin, S. (2014). No choirboy: Murder, violence, and teenagers on death row. Square Fish.
- Mock, J. (2014). Redefining realness: My path to womanhood, identity, love, & so much more. Atria Books.
- Thomas, A. (2018). The hate u give. Balzer + Bray.
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Intersectionality
Intersectionality is a framework used to understand how multiple overlapping social identities (e.g. race, gender, socioeconomic status, sexual orientation, or disability) impact and oppress certain populations (Crenshaw, 1989).
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Why this matters to DADD
There is a strong need for school practitioners to understand increased risks for students with disabilities because special education practitioners may only be considering this student’s disability status when determining curriculum or teaching and learning strategies. Students with disabilities may face multiplied oppressions due to their combination of identities (Bell, 2016). For example, an autistic student could also hold minoritized identities of race, gender, or socioeconomic status. Unless special education practitioners are purposefully identifying, analyzing, and incorporating their students’ full identities, practitioners are unlikely able to fully support and prepare their students for autonomy. We support intersectional contributions to the field and commit to educating others on the importance of intersectionality in special education.
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Learn More
- Intersectionality and special education
- How to incorporate intersectional pedagogy in your classroom
- Bell, M. (2016). Teaching at the intersections: Honor and teach about your students’ multiple identities. Tolerance Magazine. https://www.tolerance.org/magazine/summer-2016/teaching-at-the-intersections
- Berwick, C. (2018). 3 Promising Models of School Integration. Edutopia.
https://www.edutopia.org/article/3-promising-models-school-integration
- Hooven, J., Runkle, K., Strouse, L., Woods, M., & Frankenberg, E. (2018). Never too early to learn: Antibias education for young children. Phi Delta Kappan, 99(5), 61-66. https://kappanonline.org/hooven-never-early-learn-antibias-education-young-children/
- For your own learning and self-reflection
- Books for students
Early readers
- Beaumont, K. (2004). I Like Myself. 1st ed. Boston, MA: HMH Books for Young Readers.
- Ferri, G. (2016). Brick by brick. Minedition.
- Gellman, E. & Mola, M. (2012). Jeremy’s Dreidel. Revised edition. Kar-Ben Publishing.
- Harris, R. H. & Bernard Westcott, N. (2016). Who we are! All about being the same and being different (Let’s talk about you and me). Candlewick.
- Nagara, I. (2017). The wedding portrait. Triangle Square.
- Parr, T. (2009). It’s OK to be Different. Reprint edition. Little, Brown Books for
Elementary readers
- Hudson, W. & Hudson, C. W. (2018). We rise, we resist, we raise our voices. Crown Books for Young Readers.
Older readers
- Creighton, A. & Kivel, P. (2011). Helping teens stop violence, build community, and stand for justice. Hunter House Publishers.
- Perkins, M. (2016). Open mic: Riffs on life between cultures in ten voices. Candlewick.
- Peters, M. (2016). Making it right: Building peace, settling conflict. Annick Press.
References
Bell, M. (2016). Teaching at the intersections. Teaching Tolerance.
https://www.learningforjustice.org/magazine/summer-2016/teaching-at-the-intersections
Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black Feminist critique
of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 8. https://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8
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| LGBTQIA+ |
Why this matters to DADD
Individuals with developmental disabilities face many barriers to accessing their sexual and gender identities. Historically, people with intellectual disability and/or autism were infantilized and assumed to have no interest in or ability for healthy sexual or gender expression. They also have limited access to a comprehensive sexuality education, tend to experience limited opportunities to establish gender and sexual identity (Niles & Harkins Monaco, 2017), social relationships and skills (Perkins & Borden, 2003), self-worth, self-determination, and emotional wellbeing (Murphy & Elias, 2006), and are at increased risks to engage in unsafe or unhealthy sexual activity as well as at increased risk for sexual abuse (Balderian, Coleman, & Stream, 2013; Harrell, 2014; Krohn, 2014). Additionally, a study at the University of Cambridge Autism Research Center found that transgender and gender-diverse individuals have elevated rates of neurodevelopmental and psychiatric conditions such as autism, attention deficit hyperactivity disorder (ADHD), bipolar disorder, depression, learning disorders, obsessive-compulsive disorder (OCD), and schizophrenia compared to cisgender individuals (Warrier et al., 2020). This means individuals with developmental disabilities face increased societal risks and vulnerabilities including multiple marginalization, exploitation, abuse, and limited opportunity to have positive gender and sexual health, rights, and safety.
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Learn More
- LGBTQIA+ and special education
- How to incorporate LGBTQ+ in your classroom
- For your own learning and self-reflection
- Books for students
Early readers
Older readers
References
Baladerian, N. J., Coleman, T. F., & Stream, J. (2013). A report on the 2012 national
survey on abuse of people with disabilities. Spectrum Institute.
Harrell, E. (2014). Crimes against persons with disabilities, 2009-1012 statistical tables.
US Department of Justice.
Krohn, J. (2014). Sexual harassment, sexual assault, and students with special needs:
Crafting an effective response for schools. University of Pennsylvania Journal of Law
and Social Change, 17(1), 2.
McCollow, M. M., Heroux, J. R., & Kemper, T. (2021). In Harkins Monaco, E.A., Fuller, M. C.,
& Stansberry Brusnahan, L. L. (Eds.), Diversity, autism, and developmental disabilities: Guidance for the culturally sustaining educator. (pp. 83-102). Council for Exceptional Children
Murphy, N. A., & Elias, E. R. (2006). Sexuality of adolescents with developmental
disabilities. Pediatrics, 118(1), 398-403
Niles, G. & Harkins Monaco, E.A. (2017). Supporting gender and sexual diversity through
inclusive sexual education for students with IDD. DADD Online Journal (DOJ). 4(1), 177-189.
Perkins, D. F., & Borden, L. M. (2003). Positive behaviors, problem behaviors, and
resiliency in adolescence. In R. M. Lerner, M. A. Easterbrooks, & J. Mistry (Eds.),
Handbook of psychology: Vol. 6. Developmental Psychology (pp. 373–394). Wiley.
Warrier, V., Greenberg, D. M., Weir, E., Buckingham, C., Smith, P., Lai, M. C., ... &
Baron-Cohen, S. (2020). Elevated rates of autism, other neurodevelopmental and psychiatric diagnoses, and autistic traits in transgender and gender-diverse individuals. Nature Communications, 11(1), 3959. https://doi.org/10.1038/s41467-020-17794-1
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| Trauma-Informed Teaching and Learning |
Why this matters to DADD
Children with developmental disabilities are at increased risk to experience trauma due to one or more of the following:
- They are more often exposed to repeated medical procedures and hospitalizations which may entail pain, stress, and fear
- Communication and language barriers can make it harder for the individual to tell others what is going on.
- Often, changes in behavior that may be symptoms of trauma can be mistakenly attributed to the individual’s disability
- Individuals with disabilities often have multiple caregivers, some of whom may exploit them and cause repeated trauma with long-term consequences
- Individuals with disabilities are less likely to be believed due to their disability
- Simply being viewed as different may increase the risk for trauma
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Learn More
- Trauma-informed teaching and learning and special education
- How to incorporate trauma-informed teaching and learning in your classroom
- For your own learning and self-reflection
References
Horton, C., Evans, N., Charkowski, R., D’Amico, P., Gomez, M., R., Henderson Bethel, T., Kraps, J.,
Vogel, J., & Youde, J. (2021). Children with intellectual and developmental disabilities can experience traumatic stress: A fact sheet for parents and caregivers. National Center for Child Traumatic Stress.
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