Interactive Activity
Disability is constructed in our educational institutions from a deficit or medicalized position. For example, in early childhood there is a focus on early identification and early intervention in order to change the developmental outcomes for young children/students (WHO, 2012). In Ontario education system, we have designations, called categories of exceptionality, that identify areas of 鈥渘eed鈥� for the purposes of matching children/students with special education strategies (Ministry of Education, 2017). Both of these constructions of disability in educational institutions are designed to ensure access to services, but do not necessarily support development of a positive understanding of human difference. There are positive disability identities and cultures; however, these are more often discussed in adult disability communities. Educators need to examine how disability identity is constructed and the role that educators play in constructing this identity. Confronting ableist thinking around disability is important in resisting the institutional practice of constructing disability simply as a mechanism to access services.
Instructor information: Show the video of a parent鈥檚 view of what their child鈥檚 experience with disability is like in the school system. In the video, two parents and an educator share their experiences of disability, inclusion and disability culture in early childhood. The parent describes how the school system constructed disability identity and support disabled children.
Discussion Questions
- In your experience, how have you seen disability identity constructed in early childhood and school-age contexts?
- What are some of the ways that families feel safe in early childhood environments?
- As expressed in the video parents can be nervous to come forward and express concerns out of fear of potential backlash from educators affecting the treatment of their child. What can you do as an educator to build trust with children/students and families?
- How might you prepare your classroom so that it is a space where you are able to make everyone feel like they are welcome?
Probing Questions
- How can educators contribute to positive disability identities in the early years and in schools?
- How can educators include children/student and their families in the creation of a positive disability culture in the classroom, program, school or centre?
Additional readings
Page updated June 2026.