Why this article?<\/u><\/p>\n
I’ve noticed several times recently that articles about ableism<\/strong> keep popping up in the press and on social media. I admit it sparked my curiosity, and I wanted to share the results of my research with you.<\/p>\n But what is ableism?<\/strong><\/p>\n So I started by looking up the definition of ableism<\/strong> in a French reference dictionary: a system that makes non-disabled people the social norm, and, by extension, discrimination against people with disabilities.<\/p>\n Ableism<\/strong> refers to the set of prejudices, discriminations and, often invisible, forms of violence based on the idea that non-disabled people – that is, people without a disability or a neurological difference – are the norm everyone should conform to. At school, this can translate into implicit expectations: listening without moving, writing quickly, understanding instructions the same way, or taking part according to predefined social codes.<\/p>\n In other words, ableism is the often unconscious idea that being “able-bodied” or “neurotypical” is the norm, and that everyone should fit that mould.<\/p>\n So, applying this definition to school, it could translate into sentences like:<\/p>\n These expectations, often seen as “obvious”, put many students at a disadvantage, particularly those with neurodivergent profiles (autism, ADHD, dyslexia, dyspraxia, DYS disorders, giftedness, etc.).<\/p>\n And what is neurodiversity?<\/strong><\/p>\n A richness that is often misunderstood<\/p>\n Neurodiversity<\/strong> refers to the fact that some brains work differently: this is the case for people with an NDD (NeuroDevelopmental Disorder), meaning ASD (Autism Spectrum Disorder), ADHD (Attention Deficit Hyperactivity Disorder), or DYS disorders.<\/p>\n The concept of neurodiversity recognises that neurological differences are not flaws to be corrected, but natural variations in human functioning. <\/strong><\/p>\n An inclusive school doesn’t ask students to fit into a single mould. It adapts to them. Fighting ableism<\/strong> at school isn’t just about helping “a few students”. It’s about offering everyone<\/strong> a fairer, more creative and more respectful environment. OTHER ARTICLES ON THE SAME TOPIC:<\/p>\n https:\/\/www.rtbf.be\/article\/validisme-4-questions-pour-mieux-comprendre-cette-notion-source-de-discriminations-11596174<\/a><\/p>\n https:\/\/cle-autistes.fr\/deconstruire-validisme-academique\/<\/a><\/p>\n\n
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\nIn a classroom, this means one student may learn by moving, another by drawing diagrams, another by repeating things out loud\u2026 These ways of thinking and acting are not “abnormalities” but different ways of interacting with the world.<\/p>\nHow does ableism show up at school?<\/strong><\/h3>\n
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How can schools become more inclusive?<\/strong><\/h3>\n
\nHere are a few simple approaches:<\/p>\n\n
Why does this matter?<\/strong><\/h3>\n
\nThe diversity of ways of learning and thinking is an asset: it prepares children to live in a society where everyone has a place and can contribute in their own way.<\/p>\n