disability argumentative essay

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The Dignity of Disabled Lives

The burden of being perceived as different persists. The solution to this problem is community.

By Andrew Solomon

Mr. Solomon is a professor of clinical psychology at Columbia University and the author of “ Far From the Tree ,” which has been made into a documentary film .

This essay is adapted from the author’s foreword to the new book “ About Us: Essays From The New York Times Disability Series .”

The eugenic movement spearheaded by Francis Galton in England in the late Victorian period reached a culmination in the view that if you got rid of the misfits, you could breed a pure, advantaged race. The reach of the movement was reflected in the American campaigns to sterilize disabled people, supported in a 1927 Supreme Court decision in which Oliver Wendell Holmes wrote, “It is better for all the world, if instead of waiting to execute degenerate offspring for crime, or to let them starve for their imbecility, society can prevent those who are manifestly unfit from continuing their kind. Three generations of imbeciles are enough.”

Drawing on these sources, Hitler began his campaigns of genocide by gassing the disabled, presuming not only that they were polluting the larger population, but also that they were a group no one would miss. Genetic determinism presumed that the weak and disadvantaged passed along their weakness and disadvantage, and that a systematic campaign of eliminating all but the best and strongest could improve the lot of humanity.

There are two entwined arguments here, one about who makes disabled children, and the other about the worth of the lives of those disabled children. What sort of parents have children with disabilities? Every sort of parent. Nondisabled parents produce disabled children with startling regularity — and disabled people produce nondisabled children time and again. So that part of the argument is specious, at least when applied so specifically as Galton, Holmes and Hitler contemplated. More relevant to us today is the modern argument that whether disability is passed along generationally or not, it has inherent worth, and the loss of it from our society would be a troubling depletion of human diversity. That is a more radical, philosophical challenge.

Disabled lives are lives, and are charged with inherent dignity. Most people with disabilities don’t wish they had never been born; most people with disabilities contribute to the world they inhabit; most people with disabilities both give more to and get more from life than their nondisabled peers may be inclined to guess. Some have rich lives despite their disability, but others would say they have rich lives at least in part because of their disability.

In 1968, the ethicist Joseph Fletcher wrote in The Atlantic Monthly, that esteemed journal of liberal thought, that there was “no reason to feel guilty about putting a Down’s syndrome baby away, whether it’s ‘put away’ in the sense of hidden in a sanatorium or in a more responsible lethal sense. It is sad, yes. Dreadful. But it carries no guilt. True guilt arises only from an offense against a person, and a Down’s is not a person.”

A lot of ink has been spilled covering our society’s gradual embrace of women’s rights, then racial rights, and most recently, gay rights. The shift in attitudes toward disability has been nearly as powerful, if less complete, but it has been much quieter. Today, no one would publish an article in the mainstream media that championed dehumanizing a group of disabled people as Joseph Fletcher did. What was once par for the course has become unthinkable.

Though utilitarian philosophers such as Peter Singer have proposed that parents should have the right to murder their disabled newborns, these views are deliberately polemical, widely protested and abhorrent to most people who encounter them. We have learned to value most people, and with that social advancement has come progress in improving their lives. Acceptance is protection. People with Down syndrome live nearly twice as long as they did in 1968, and many hold down jobs; some are writers or actors or models; some live at least semi-independently. That progress reflects an opening up of a society that no longer experiences the birth of a disabled child as an unmitigated tragedy, that no longer assigns chronic sorrow to the parents.

This more accepting and celebratory point of view has some ascendancy in the United States, but is a work in progress both here and globally; what constitutes an identity in one society or family may be a disability in another. The sociologist Ashton Applewhite quoted a matador who said, “The bull looks different when you’re inside the ring.” Disability is very different for disabled people than it looks to nondisabled people. What we wouldn’t have opted into is not the same as what we’d now like to change.

It’s hard to remember how strong the arguments were that women were lesser than men, that black people were lesser than white people, that gayness was a crime, a sin, and a disease in search of a cure. It can be hard to realize how many people still make these arguments, how many hated living under the authority of an African-American president and how many abhor the idea of a female president, how many would deny basic services to gay and trans people, how many regard the disabled with polite disdain.

Our society is rife with glass ceilings, and the disability ceiling has the fewest cracks in it. When I attended the 2018 annual convention of The Arc, the country’s largest and oldest organization for people with intellectual and developmental disabilities, I was struck by how seldom we see in common life what I saw there: the meeting of disabled and nondisabled people as equals.

Increasingly, decisions about what kind of child to have are made prenatally, either through preimplantation genetic diagnosis or through amniocentesis. An image of disability is set at the birth of a newborn child. But predictions about any individual life are always hypothetical and often wrong. In interviewing hundreds of parents of children with disabilities, I found a recurring theme of indignation from parents whose children had achieved much more — or much less — than doctors had anticipated. A baby, disabled or not, is a cipher, and only time will show how and what he or she will do.

Doctors who deliver prognostications are usually representing averages. On average, certain conditions bestow certain degrees of disability, but brains and bodies are highly adaptive, and the skills of an individual child can surprise everyone. It is a tough call for doctors. Creating an atmosphere of false hope can be catastrophic; it sets families up for renewed despair with every milestone their child misses. But presuming the worst often results in the worst results; low expectations can be a self-fulfilling prophecy. A tempered realism about the vagaries and uncertainties often obtains the best result, but parents crave assurances and doctors too often indulge that inclination.

The mother of a man with diastrophic dwarfism, a very disabling condition, described to me how for the first year of her son’s life, every doctor she saw rattled off a catalog of what was likely to go wrong and asked her if she was prepared to deal with it all. When her son was a year old, a doctor who specialized in skeletal dysplasias lifted the baby up, held him aloft in the light, and said, “Let me tell you. That’s going to be a handsome young man one day.” The rewarding life she was to have with her son began that very day, a fact she reflected on when we chatted at his joyous wedding years later.

The expectations with which a child is raised may have a strongly determining effect on what that child can do. Parents must hope for the best, but also believe that life will have meaning even with a child who achieves limited functioning. The process of forging meaning does wonders for both parents and child. A recent study looked at children with various complications at birth and found, simply, “The children of mothers who had tried harder to find meaning had a better developmental outcome.” How we frame disability determines how we live it, and if it is defined as calamitous from the start, the job of finding meaning is steeper than it need be. The fact that you wouldn’t have chosen something doesn’t mean that you can’t find joyful meaning in it.

Every condition manifests in a mix of inherent challenges, access challenges, and social challenges. Many people with achondroplasia (the most common form of dwarfism) have spinal compression and need surgery for it. We can fix social attitudes toward people with dwarfism all we want, and spinal decompression procedures will neither be obviated nor become pleasant. They are an inherent challenge of the condition. Challenges of access are amply addressed by the Americans With Disabilities Act and we recognize the need for accommodations to address them, but though things are much better than they were on this front, problems persist. So, someone with achondroplasia may be unable to reach the cereal at the local supermarket. The solution to this problem is not to make the LP (little person) taller, but to build grocery stores with lower shelving — or at least to give customers some tools or assistance that allow them to retrieve what they want to put in their cart. Because achondroplasia is a relatively infrequent disability, there are no standards for addressing high grocery shelves. That is a challenge of access.

The social challenges are the most pernicious. It is tough for dwarfs that people stare at them and try to make iPhone videos of them when they are quietly leading their regular lives. People try to joke with them; they say derogatory things in plain earshot. They plan parties at which dwarfs are the extraordinary entertainment. There is no escape from the intrusive exoticizing. These social problems of intractable rudeness are obdurate. An intellectually disabled person may not be able to parse difficult texts at the library; a physically disabled person may not be able to get up the front steps to that same library; someone with a speech impediment may be dealt with patronizingly there. We can’t make good policy unless we acknowledge that all three challenges — inherent, access, and social — are almost always in play.

Negative views of disability are deeply rooted in tradition. The evil of Shakespeare’s Richard III was inseparable from his hunchback. The disabled body was morally suspect. In “Henry VI, Part 3,” Gloucester (who would become Richard III) says bitterly, “Since the heavens have shaped my body so, / Let hell make crooked my mind to answer it.” Disability was an invitation to degenerate behavior. He goes on, “And this word ‘love,’ which graybeards call divine, / Be resident in men like one another / And not in me: I am myself alone.”

To be found grotesque is often to become grotesque; we fit other people’s perceptions of us and grow into what they see. Forced into isolation by a deformity, the disabled man is infected with rancor that has no other occasion. Though we’ve disavowed Shakespeare’s association between deformity and evil, the burden of being perceived as different persists, and it can generate isolation and rage. The best solution to this problem is community .

That there are now widely read platforms such as this one, in which people with disabilities tell our own stories, points to the new ways communities are being built and acknowledged; and those who read them may find redemptive community in these words. This is not to say that if Richard III had belonged to a chat group of other hunchbacks he would have been a cheerful fellow, but only to comment that unmitigated outsiderness has always been poisonous and remains so.

Disabled lives are as valid as nondisabled lives, but they are not the same. This quest to assert equality without making false claims of equivalence echoes the quest of the women’s movement, the civil rights movement, and the gay rights movement.

Isolationism is a national policy of separating your country from dependence on others, and I believe it has been overplayed of late. It has its human equivalent in the elevation of personal independence: independence of children from parents, of parents from extended family, of extended family from the society around them. We admire the ability of people to stand on their own two feet and to function without reliance on social supports. Pundits disparage those who depend on public funding. But where has this modern, Western value originated?

Independence is not so brave a value as we often insist, and it is also almost impossible; we live in a collective fabric, all our lives entwined with the lives of others. Human beings are social animals. Disabled people are often dependent on other people, and in our lionization of self-sufficiency, we see that as a weakness. But dependency has its own particular poetry. It is a fundamental aspect of intimacy, a defining quality of love.

When I first came across inclusion and mainstreaming as educational strategies, I thought they must be lovely for the disabled people whose position was advanced. But I thought it might be tough on the nondisabled people, whose progress would inevitably be slowed down by the accommodations that their disabled classmates required. Now, having been in many such classrooms, I can say that the primary advantage redounds to the nondisabled children, who grow up less afraid of difference than they would otherwise be, more receptive to the intense humanity of their fellow students. They do not think that independence is success and dependence is failure. This can allow them more willing to acknowledge their own dependence, to tolerate their own vulnerability.

Until Jason Kingsley, who has Down syndrome, began appearing on “Sesame Street” in the 1970s, there had been almost no disabled children publicly visible since the Victorian era, when the disabled were often sentimentalized and gathered at the family hearth. In the 20th century, people whose children were disabled tended to hide them, seldom taking them into the market squares or shopping malls or restaurants or theaters where human beings come into contact with strangers. They were squirreled away at home or ferried to institutions, an exhausting embarrassment.

Now, disabled people are more visible than ever. We live in a time of great social progress, when that visibility has been achieved — but we also live in a time of great medical progress, and at the same time that many forms of disability are being acknowledged as identities, they are becoming subject to cure. I believe in social progress and I believe in medical progress, but it would be tremendous for them to be more awake to each other. Disability may coexist with shocking ability; indeed, the shocking ability may rise in part from the depth of consciousness required of people who are disabled and who have to figure out an often bewildering world through their particular consciousness. To imagine, and I use the most obvious example, Stephen Hawking without disability is to imagine someone else entirely.

I come to this movement for rights through my struggle with depression, a mental illness that can earn you disability stripes. Depression’s up side is substantial; I’ve learned a lot from my depression. If I had my life to do over, however, I’d wish it away. I pray that it never afflicts my children. I also belong, as we all do, to myriad other minorities. If I imagine myself without dyslexia, without A.D.D., without depression, without gayness, without nearsightedness, without orthostatic hypotension, without Jewishness, without white privilege, without prosopagnosia, then there’s very little of me left. We are mostly an accumulation of strengths and weaknesses, of pathologized and nonpathologized conditions and identities.

My grandmother used to say, “Everybody’s got something.” Our work is to seek for meaning in who we are rather than in who we might have wished to be. It may be easier in the United States as it’s currently constructed to be white than it is to be of color, but most people of color do not spend their time wishing they had pale skin and golden hair. Women may know that men have more privilege, but women don’t in general experience that difference as one they would address by switching gender. We are our authentic selves, striving for justice, and the rest is commentary.

Andrew Solomon ( @Andrew_Solomon ) is a professor of medical clinical psychology at Columbia University Medical Center, and the author of “ Far From the Tree ,” which has been made into a documentary film , and of “ The Noonday Demon ” and “ Far and Away .”

This essay is adapted from the author’s foreword to the new book “ About Us: Essays From The New York Times Disability Series ,” edited by Peter Catapano and Rosemarie Garland-Thomson.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow The New York Times Opinion section on Facebook , Twitter (@NYTopinion) and Instagram .

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Book Reviews

In 2 essay collections, writers with disabilities tell their own stories.

Ilana Masad

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More than 1 in 5 people living in the U.S. has a disability, making it the largest minority group in the country.

Despite the civil rights law that makes it illegal to discriminate against a person based on disability status — Americans with Disabilities Act passed in 1990 — only 40 percent of disabled adults in what the Brookings Institute calls "prime working age," that is 25-54, are employed. That percentage is almost doubled for non-disabled adults of the same age. But even beyond the workforce — which tends to be the prime category according to which we define useful citizenship in the U.S. — the fact is that people with disabilities (or who are disabled — the language is, for some, interchangeable, while others have strong rhetorical and political preferences), experience a whole host of societal stigmas that range from pity to disbelief to mockery to infantilization to fetishization to forced sterilization and more.

But disabled people have always existed, and in two recent essay anthologies, writers with disabilities prove that it is the reactions, attitudes, and systems of our society which are harmful, far more than anything their own bodies throw at them.

About Us: Essays from the Disability Series of the New York Times, edited by Peter Catapano and Rosemarie Garland-Thomson, collects around 60 essays from the column, which began in 2016, and divides them into eight self-explanatory sections: Justice, Belonging, Working, Navigating, Coping, Love, Family, and Joy. The title, which comes from the 1990s disability rights activist slogan "Nothing about us without us," explains the book's purpose: to give those with disabilities the platform and space to write about their own experiences rather than be written about.

While uniformly brief, the essays vary widely in terms of tone and topic. Some pieces examine particular historical horrors in which disability was equated with inhumanity, like the "The Nazis' First Victims Were the Disabled" by Kenny Fries (the title says it all) or "Where All Bodies Are Exquisite" by Riva Lehrer, in which Lehrer, who was born with spina bifida in 1958, "just as surgeons found a way to close the spina bifida lesion," visits the Mutter Museum in Philadelphia. There, she writes:

"I am confronted with a large case full of specimen jars. Each jar contains a late-term fetus, and all of the fetuses have the same disability: Their spinal column failed to fuse all the way around their spinal cord, leaving holes (called lesions) in their spine. [...] I stand in front of these tiny humans and try not to pass out. I have never seen what I looked like on the day I was born."

Later, she adds, "I could easily have ended up as a teaching specimen in a jar. But luck gave me a surgeon."

Other essays express the joys to be found in experiences unfamiliar to non-disabled people, such as the pair of essays by Molly McCully Brown and Susannah Nevison in which the two writers and friends describe the comfort and intimacy between them because of shared — if different — experiences; Brown writes at the end of her piece:

"We're talking about our bodies, and then not about our bodies, about her dog, and my classes, and the zip line we'd like to string between us [... a]nd then we're talking about our bodies again, that sense of being both separate and not separate from the skin we're in. And it hits me all at once that none of this is in translation, none of this is explaining. "

From the cover of Resistance and Hope: Essays by Disabled People, edited by Alice Wong Disability Visibility Project hide caption

From the cover of Resistance and Hope: Essays by Disabled People, edited by Alice Wong

While there's something of value in each of these essays, partially because they don't toe to a single party line but rather explore the nuances of various disabilities, there's an unfortunate dearth of writers with intellectual disabilities in this collection. I also noticed that certain sections focused more on people who've acquired a disability during their lifetime and thus went through a process of mourning, coming to terms with, or overcoming their new conditions. While it's true — and emphasized more than once — that many of us, as we age, will become disabled, the process of normalization must begin far earlier if we're to become a society that doesn't discriminate against or segregate people with disabilities.

One of the contributors to About Us, disability activist and writer Alice Wong, edited and published another anthology just last year, Resistance and Hope: Essays by Disabled People , through the Disability Visibility Project which publishes and supports disability media and is partnered with StoryCorps. The e-book, which is available in various accessible formats, features 17 physically and/or intellectually disabled writers considering the ways in which resistance and hope intersect. And they do — and must, many of these writers argue — intersect, for without a hope for a better future, there would be no point to such resistance. Attorney and disability justice activist Shain M. Neumeir writes:

"Those us who've chosen a life of advocacy and activism aren't hiding from the world in a bubble as the alt-right and many others accuse us of doing. Anything but. Instead, we've chosen to go back into the fires that forged us, again and again, to pull the rest of us out, and to eventually put the fires out altogether."

You don't go back into a burning building unless you hope to find someone inside that is still alive.

The anthology covers a range of topics: There are clear and necessary explainers — like disability justice advocate and organizer Lydia X. Z. Brown's "Rebel — Don't Be Palatable: Resisting Co-optation and Fighting for the World We Want" — about what disability justice means, how we work towards it, and where such movements must resist both the pressures of systemic attacks (such as the threatened cuts to coverage expanded by the Affordable Care Act) and internal gatekeeping and horizontal oppression (such as a community member being silenced due to an unpopular or uninformed opinion). There are essays that involve the work of teaching towards a better future, such as community lawyer Talila A. Lewis's "the birth of resistance: courageous dreams, powerful nobodies & revolutionary madness" which opens with a creative classroom writing prompt: "The year is 2050. There are no prisons. What does justice look like?" And there are, too, personal meditations on what resistance looks like for people who don't always have the mobility or ability to march in the streets or confront their lawmakers in person, as Ojibwe writer Mari Kurisato explains:

"My resistance comes from who I am as a Native and as an LGBTQIA woman. Instinctively, the first step is reaching out and making connections across social media and MMO [massively multiplayer online] games, the only places where my social anxiety lets me interact with people on any meaningful level."

The authors of these essays mostly have a clear activist bent, and are working, lauded, active people; they are gracious, vivid parts of society. Editor Alice Wong demonstrates her own commitments in the diversity of these writers' lived experiences: they are people of color and Native folk, they encompass the LGBTQIA+ spectrum, they come from different class backgrounds, and their disabilities range widely. They are also incredibly hopeful: Their commitment to disability justice comes despite many being multiply marginalized. Artist and poet Noemi Martinez, who is queer, chronically ill, and a first generation American, writes that "Not all communities are behind me and my varied identities, but I defend, fight, and work for the rights of the members of all my communities." It cannot be easy to fight for those who oppress parts of you, and yet this is part of Martinez's commitment.

While people with disabilities have long been subjected to serve as "inspirations" for the non-disabled, this anthology's purpose is not to succumb to this gaze, even though its authors' drive, creativity, and true commitment to justice and reform is apparent. Instead, these essays are meant to spur disabled and non-disabled people alike into action, to remind us that even if we can't see the end result, it is the fight for equality and better conditions for us all that is worth it. As activist and MFA student Aleksei Valentin writes:

"Inspiration doesn't come first. Even hope doesn't come first. Action comes first. As we act, as we speak, as we resist, we find our inspiration, our hope, that which helps us inspire others and keep moving forward, no matter the setbacks and no matter the defeats."

Ilana Masad is an Israeli American fiction writer, critic and founder/host of the podcast The Other Stories . Her debut novel, All My Mother's Lovers, is forthcoming from Dutton in 2020.

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Example Of Argumentative Essay On Health Well-Being And Disability

Type of paper: Argumentative Essay

Topic: Business , Law , Disney , Technology , Disabilities , Family , Customers , Experience

Words: 1200

Published: 01/04/2020

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Disney’s Responsibility to Its Customers

Every business must consider the health and well being of its customers, and Disneyland is no exception. Having recently come under fire for refusing muscular dystrophy customer Tina Baughman to use a Segway instead of a wheelchair or motorized scooter at their California theme park, Disney must reconsider what it means to look out for the health and welfare of all of its customers (Cohen). There are several reasons why a business such as Disneyland must consider these factors. Considering the health and welfare of customers, including those with disabilities, is good business practice making the establishment more attractive to a wider variety of people, reduces liability and chance of lawsuits, allows the business to operate with less interruption, and allows each customer to experience what the business has to offer with the least amount of distress. Whether the business is a theme park like Disneyland or a doctor’s office, reasonable accommodations must be made for the disabled according to the Americans With Disabilities Act of 1990 (ADA) (Department of Justice 1). According to the Department of Justice, “The 2010 Standards set minimum requirements – both scoping and technical -- for newly designed and constructed or altered State and local government facilities, public accommodations, and commercial facilities to be readily accessible to and usable by individuals with disabilities.” The ADA standards for accessible design includes design and construction, alterations of current facilities, compliance dates, scope of coverage, assembly areas, medical care facilities, curb ramps, plumbing facilities, recreation facilities, and more (Department of Justice 2). According to Disneyland’s website, “The Disneyland Resort is committed to providing access to as many Guests as possible and provides select accommodations for mobility disabilities, hearing disabilities, visual disabilities and service animals” (“Disabilities”). A variety of printable documents on the website illustrate the different services available for people with disabilities who travel to Disneyland. Adhering to the ADA is good business practice for Disneyland. Disney is known as a family-friendly place where all people can enjoy amusements of various types. In the example of Tina Baughman who was refused to allow the use of a Segway while taking her eight year old daughter to Disneyland for a birthday trip, the theme park received bad publicity because of this event. Baughman was not asking for unreasonable accommodations for herself, such as being able to go on rides that would have been dangerous for her without extreme alterations to the rides by Disney, she simply wanted to accompany her daughter to the park and to be able to travel through the park in a comfortable manner (Cohen). Repeated episodes of incidents such as this being published in the media would have a negative effect on a business like Disneyland that prides itself on being a family-friendly place, even more so in a time when the economy has a bleak outlook and families must select carefully where they wish to spend their dollars for amusement. Disney should have taken a closer look at whether or not Baughman’s request was reasonable before refusing her request to use a Segway at their park. Besides bad publicity, not adhering to the ADA or allowing reasonable accommodations for the disabled leaves a business like Disneyland open to lawsuits. This is what happened in the Baughman case, who sued via the ADA claiming disability discrimination, and a federal appeals court ruled in her favor, saying, “Technological advances didn’t end with the powered wheelchair” (Cohen). Businesses such as Disneyland and others must stay on top of the law and also new technologies that better allow people with disabilities to access public and commercial places. By keeping abreast of the law and technology, Disneyland not only avoids the lawsuits, potential hazards to its customers, and keeps its status as a forward-thinking family-friendly place of entertainment. When a business incorporates the standards of the ADA into its structure and practices, it allows the business to operate with less interruption for all customers. Having a set structure and rules concerning how to deal with customers’ disabilities streamlines the way entry, events, rides, concession stands, restaurants, accommodations, and other places in Disneyland work so that both disabled and non-disabled customers can have maximum enjoyment with the least interruption in a busy theme park. Disneyland provides a webpage concerning mobility disabilities, and attractions are marked with four different symbols showing whether they are accessible for people with wheelchairs or people with electric convenience vehicles (ECVs) (“Mobility Disabilities”). This information is clearly provided, and assists people with disabilities in planning the best way to enjoy the most attractions during their visit to the theme park. However, in spite of the good intentions of the ADA, there are limits to it. Businesses like Disneyland cannot be expected to make accommodations on absolutely every attraction for everyone with disabilities because there are such a wide range of disabilities. While it would have been easy for Disney to allow Baughman to use her Segway, there are some attractions that simply cannot be altered so that everyone with any type of disability can enjoy them equally. For example, some attractions are visually based, like those that provide a 3D visual experience, and the technology does not yet exist to allow visually impaired people to have the same experience with that attraction as a sighted person can. Some rides may not be safe for people under a certain height, and cannot be changed for those who are unable to fit into the safety devices required during the ride’s operations. Disneyland must show that it makes reasonable accommodations for those with disabilities, and it does so by offering maps, documents, and guides, but it cannot be held liable for absolutely every situation and disability. By showing that it is making its best attempt to adhere to the ADA, Disneyland protects itself from unreasonable requests and lawsuits that make park safety a problem for both disabled and non-disabled customers. As technology progresses, Disney must continue to update its facilities to accommodate the disabled, but without new technologies some attractions will still be off-limits to people with certain disabilities. Businesses like Disneyland have a great responsibility toward all guests, disabled or not, and their health and welfare. Adhering to the ADA is good business practice, reduces lawsuits, allows the business to run smoothly, and allows all customers to have the best experience at the attractions with less distress. Although the technology does not exist to allow every disabled customer at Disneyworld to experience every attraction equally and Disney does not have the obligation to fulfill unreasonable requests, it should do its best to make sure that the ADA is followed and that reasonable requests are honored.

Works Cited

Cohen, Adam. “Does Disneyland Discriminate Against the Disabled?” Time. (23 July 2012). Web. Department of Justice. “2010 ADA Standards for Accessible Design.” U.S. Department of Justice. (5 Sept. 2010). Web. “Disabilities.” Disneyland Resort, n.d. Web. 13 Oct 2012. “Mobility Disabilities.” Disneyland Resort, n.d. Web. 13 Oct. 2012.

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Students With Disabilities Deserve Inclusion. It’s Also the Best Way to Teach

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Students with disabilities face substantially increased rates of abuse and restraint in schools. As an education and disability advocate seeking to change that, I frequently encounter well-meaning arguments for separating higher-needs students from the general population.

Many parents and teachers express sympathy, yet also a desire to keep certain groups of students away from the general population for a variety of reasons.

“Is mainstreaming special needs kids a good idea if it prevents the other kids from learning?”

“And what were the 20-something other kids in the room doing when the teacher was spending most of her time attending to your special-needs child?”

“It’s too bad the other children are the ones who lose out when special-needs kids are mainstreamed. This story is all well and good, but it means that this woman’s child got way more than the other children did in terms of support and attention.”

These are the types of comments found in parent forums and in response to articles about autism and other disabilities in the classroom. And they are echoed by teachers who are facing poorly integrated classrooms with strong behavior challenges. Resistance to inclusion itself as a practice remains entrenched.

Many teachers and parents do not know the pedagogy behind inclusive instruction. Inclusion is not about throwing disabled children into general education classrooms without support or tools and leaving teachers to clean up the resultant chaos. Schools don’t meet anyone’s needs when they integrate thoughtlessly.

They also do not meet the legal requirements defined by the Individuals with Disabilities Education Act, which guarantees all children the right to free appropriate public education. That includes education for disabled students in the least-restrictive environment possible—not segregated and sequestered away from their peers.

Inclusion works when educators collaborate, get the support they need, and believe in the value of all students.

It might be less convenient at first for teachers and students (and parents) to learn about and embrace the disabled student populations at their schools. But there is no inherent right to be free from inconvenience . Perhaps it’s time to look more closely at why we as educators and parents are demanding that to begin with.

Inclusion, by definition, involves carefully assessing a child’s needs and then implementing a strategic plan to support that child within the general classroom setting. This is done by a special education team, rather than one general education teacher. The team offers options such as teacher training, team-teaching, pushed-in special education instruction, classroom accommodations (a standing desk, computer workstation, etc.), an interpreter, or a classroom assistant added to the room for portions of the day.

My son is autistic, and he has an assistant in his mainstream classroom to support him and several other students as needed. The rest of my son’s accommodations rarely affect his classmates at all. He uses a keyboard to write, he meets with the school counselor when he’s overwhelmed, and he has social-skills mentoring. The staff at his school meets and works together, mainstreaming children of all abilities. Test scores and academic achievement remain strong, even with a push-in of students from a countywide behavioral program for students with significant emotional disabilities. The general education students are doing great!

Cost is frequently at the heart of arguments against inclusion. It does take money to adequately support special needs students in mainstream classrooms, of course. It costs significantly less to push an assistant in and offer training, however, than to create a separate classroom with a special education teacher or place a child in a specialized private school.

The cost of time is more significant. Inclusion requires teachers, schools, and entire school systems to commit to the model. It requires training and a general overhaul in perspective—about the role of education and the inherent value of each child and his or her learning experience—disabled or not.

However, inclusion is best practice for disabled and non-disabled students alike. Studies show that when inclusion is done well, the whole class benefits. It doesn’t take away from one group to focus on another—quite the opposite. It enhances the ability of non-disabled kids to cooperate, work together, understand and value different perspectives, think critically, and even test well.

Yes, research indicates that a majority of general education students test the same or better on standardized tests when they are educated in the same classroom environment as their disabled peers. Classrooms that have several unsupported students with severe behavioral disabilities are the exception. But diagnoses like this are rare, and added supports for those students seems to be key.

When supported and given adequate training and tools, teachers in inclusive classrooms understand and instruct a variety of learners, individualizing instruction to meet the needs of all learners better. Students have varied needs and strengths, whether disabled or not. Teachers in inclusion settings learn to address this and teach better because of it.

Empathy—which cannot be measured quantitatively—matters, too. How children view peers who look and learn differently from themselves is also a consideration as they grow to adulthood and become members of their communities, and as they live and work alongside a diverse array of citizens. It’s a critical factor in whether communities and workplaces are able to function and thrive.

Finally, and most importantly, disabled students can achieve . Their talents and gifts are varied, as are the talents and gifts of all students. They are legally entitled to an appropriate public education, but they also have so much to offer their non-disabled peers, teachers, and schools.

Inclusion works when educators collaborate, get the support they need, and believe in the value of all students. It’s time for schools and teachers to reevaluate their long-held biases, and it’s time to address the initial financial investment required for training and staffing. It’s also the law.

Inclusion is the least expensive, most effective method of teaching students. It starts from the top, with administrators making this a priority. When administrators model inclusivity and support teachers in its implementation, the entire school (and school system) culture changes. Test scores are rarely negatively impacted and often go up. More importantly, children become better citizens.

Inclusion is best practice. It is also, quite simply, the right way to teach.

A version of this article appeared in the May 08, 2019 edition of Education Week as What Students With Disabilities Deserve

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Disability Studies Quarterly ( DSQ ) is the journal of the Society for Disability Studies (SDS). It is a multidisciplinary and international journal of interest to social scientists, scholars in the humanities and arts, disability rights advocates, and others concerned with the issues of people with disabilities. It represents the full range of methods, epistemologies, perspectives, and content that the field of disability studies embraces. DSQ is committed to developing theoretical and practical knowledge about disability and to promoting the full and equal participation of persons with disabilities in society. (ISSN: 1041-5718; eISSN: 2159-8371)

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160 Disabilities Topics for Research Papers & Essays

Looking for interesting disability topics for a research paper or project? This field is hot, controversial, and definitely worth studying!

🏆 Best Disability Topics for Research Papers

👍 disability essay topics, 📑 research questions about disabilities, 🎓 good research topics about disabilities.

The disability study field includes the issues of physical, mental, and learning disabilities, as well as the problem of discrimination. In this article, we’ve gathered great disability essay topics & research questions, as well as disability topics to talk about. We hope that our collection will inspire you.

• Case Study of a Child with Intellectual Disability It is crucial to integrate the input of a learning coach into the school curriculum to encourage the participation of Meagan’s parents in his educational endeavors.
• Government Grants for People With Disabilities The paper will be based on the conditions of disabled people and the federal or state grants that they could receive in order to facilitate changes in their health and work.
• Sociocultural Barriers for People With Disabilities On the other hand, stigmatization, stereotyping and prejudice have been highlighted as the barriers to social inclusion of people with disabilities in society.
• Managing Students With Disabilities Instructional issues that are encountered in education are those arising due to the inability of the students to acquire, maintain, and relate the skills that are learned in class to other settings within and outside […]
• Women, Development and Disabilities The mission of the organization is to enhance the voice of women in society and influence other organizations that advocate for women rights.
• Students With Disabilities in Higher Education Institutions Accommodations for students depend on the disability type that the student has, and whether the disability allows the student to get an accommodation in the institution.
• Children With Learning Disabilities The following research questions will be used in achieving the objectives: What is the role of learning disabilities in affecting the ability of the students to learn?
• The Problems of Children With Disabilities and Possible Ways of Solution It is very important for disabled people to be on the same level with others in the conditions that compensate the deviations in the development and constraints of the abilities in learning.
• Poems with Disabilities by Jim Ferris This is good evidence for the argument of the need to eliminate the issue of ableism. Language evolves gradually, and countering the issue of ableism is a long-term goal.
• Children With Disabilities in Education By the end of the experiment the student will demonstrate his ability to understand the information, to discuss it, and to reflect his ideas in writing.
• Lawsuits Regarding College Students With Disabilities Abuse is one of the factors considered to have discouraged physically challenged students from pursuing their academic careers.
• Learning Disabilities: Differentiating ADHD and EBD As for the most appropriate setting, it is possible to seat the child near the teacher. It is possible to provide instructions with the help of visual aids.
• The Quality of the Working Environment for Persons With Disabilities The progressive introduction of new practices more tolerant of the disabled will be carried out at every stage of the work cycle and in every segment of the corporation as a connected infrastructure.
• Living with Disabilities from an Insider’s Perspective Additionally, Armendariz was able to use a prosthetic arm to assist with her disability which she recalled as being helpful before it led to severe negativity from her peers at the time.
• Mental Disabilities: Characteristics and Causes TBIs are caused by an impact of the head against a blunt object or from its penetration by a sharp object; it often results from vehicle accidents. Autism is a developmental disorder that influences the […]
• Computer-Based Technologies That Assist People With Disabilities The visually impaired To assist the visually impaired to use computers, there are Braille computer keyboards and Braille display to enable them to enter information and read it. Most of these devices are very expensive […]
• Autism and Educational Process Owing to these adverse effects that can stem from autism and the shear prevalence of the condition in the country’s population, a lot of research effort has been dedicated to the early diagnosis and treatment […]
• Peer Buddy Programs for Students With Disabilities In the essay, the author will provide recommendations with regard to how the peer buddy program can be successfully implemented in schools in the future. The aim is to enhance the success of the peer […]
• The Ohio Department of Developmental Disabilities Policy The paper outlines the proper policy and procedure of incident reporting and investigation and thus, provides how to become an agent for the Ohio Department of Developmental Disabilities and satisfy individuals receiving services.
• Americans With Disabilities Act (ADA) There is a commission in the US that fights for the rights of people with disabilities when it comes to employment.
• People With Disabilities in Society I think that these people are powerful and inspiring, as they prove to the world that it is possible to live life to the fullest with a disability.
• Employees With Disabilities and Their Workplace Behavior In H3, the authors found that employees with disabilities remained loyal and committed to work and were satisfied with their job.
• Recreational Activities for People with Disabilities Even the number of customized recreational equipments should be increased so as to enable the people with disabilities to choose from.
• Classroom Design for Children With Disabilities Furthermore, children with disabilities require individual attention from the teacher just like the other children, and if the classroom is congested it would be difficult for the teacher to reach such learners.
• People With Disabilities in the Frida Movie After the accident, her father bought her a canvas that she would use for painting because she loved art and was an artist, helping her cope with her disability.
• Safety Evacuation for People with Disabilities First, before a disaster occurs, the government should be aware of the number of individuals in the scenario and keep track of them to verify the figures are correct.
• Individuals with Disabilities: Social Misconceptions One of the misconceptions I noticed is the community’s attitudes to people with disability. Community views about individuals with disabilities can also be impacted by features of the person with a disability unrelated to the […]
• Individuals With Disabilities: Prejudice and Discrimination I researched that people with persistent medical or physical disorders, such as cerebral palsy or multiple sclerosis, who have speech, articulation, or communication impairments, for example, are sometimes seen as having an intellectual deficiency. Corey […]
• Special Olympics and Profound Intellectual and Multiple Disabilities Together with partners, the Special Olympics aspires to improve the health outcomes for people with physical and mental disabilities to close the gap with the healthy population who are more advantaged in terms of access […]
• Ohio Department of Developmental Disabilities’ Staff Training Specifically, the introduction of the assessment modules for the evaluation of the staff members’ compliance with the set requirements will be enacted.
• Developmental Disabilities: Best Practice and Support Family therapy and the creation of support groups seem to be an effective method for children with disabilities and their environment.
• Bronx Developmental Disabilities Council: Organization Assessment During events, council, and committee meetings, the organization provides printed materials with information on disability and the prevention of social distancing of people with disabilities.
• Assistive Technologies for Individuals with Disabilities A rehabilitation consultant will be able to recommend this equipment to people who are acutely worried about the inability to use a computer and the Internet to ensure a comfortable life.
• Smart Farms Hiring People with Disabilities Although Smart Farms is a non-profit organization and benefits from donations, the workers play their role in income generation by working on the farms and sales.
• Americans with Disabilities Act and Nursing Practice Acts such as the Americans with Disabilities Act affect not only the political and legal environment in a country but also the rights and responsibilities of nurses.
• Life of Individuals Dealing with Disabilities The child’s image hitting the t-ball also showcased a powerful issue, that disabled individuals should be treated similarly to other people and given equal opportunities to give them the chance to perform optimally.
• Partnership for People with Disabilities’ Mission The mission of this organization is to partner with stakeholders both in the intellectual and developmental disability community and other interested groups at Virginia Commonwealth University. The organization was founded in 1985 to better people’s […]
• The Experience of Parents of Children With Disabilities Enhancing support for the mental well-being of parents of children with a disability: developing a resource based on the perspectives of parents and professionals.
• Healthcare Disparities in People With Disabilities In addition to health care disparities, such as poor access to care, including preventive one, and dependency, people with disabilities also face higher morbidity and lack of insurance.
• Employment for People With Disabilities Accommodation is also considered to be a restructuring of work and the attraction of other personnel to help in adaptation – as it should have happened with Adele.
• Laws Protecting the Rights of People With Disabilities The aim of this essay is to research the law that protects the rights of people with disabilities in the context of sporting events.
• People With Disabilities and Social Work Moreover, there is a tendency towards the rise in the number of such people because of the deterioration of the situation and the growing number of environmental concerns.
• Alternate Assessments for Students With Learning Disabilities The problem is that many school districts experience difficulties with proposing adequate formative and summative assessments for those students who require special attention.
• People with Disabilities’ Problem of Employment Although truck driving can be a stressful job, it is not evident if it is true, and thus, it is important for John to experience the job-related himself and determine whether he can handle it. […]
• Living with Disabilities in the Nondisabled World A variety of laws, initiatives, and regulations are currently implemented to ensure simpler and less costly access to information resources and the functionality of a device.
• United Arab Emirates Schools: Students With Learning Disabilities The current UAE public school environment does not allow for the provision of the necessary skills due to the lack of a proper teaching strategy.
• Workplace and People With Disabilities The purpose of the research is to make coherent and accurate observations in regards to the usefulness of the given method in improving the overall attitudes of people and organizations toward people with disabilities.
• Career Counseling for People With Disabilities To sufficiently research, the issue of career counseling for individuals with disabilities in the academic press, a list of journals that offer such information was developed.
• Genetic Modification and Implicit Bias Against People With Disabilities There is also a factor of disabilities that are life-threatening to a child, or illnesses that may be able to be fatal within the first few years of life.
• Impact of Social Darwinism on the Perception of Human Disabilities In addition, connecting behavior such as the likeliness of criminality to genetics is incorrect and damaging not only to the individual but to a community and society as a whole.
• Music Therapy for Children With Learning Disabilities This review includes the evidence supporting music therapy as an effective strategy for promoting auditory, communication, and socio-emotional progression in children with ASD.
• Healthcare Professionals: Individuals With Developmental Disabilities The presentation provide an overview of relevant health related issues in individuals with developmental disabilities and how it relates to the group of professionals assigned.
• Protection for Persons With Disabilities and Their Service Animals Additionally, it must be trained to give assistance to a person with disability. Service animals that can be selected to assist persons with disability must be either a dog or a miniature horse.
• Death Penalty: Juveniles and Mental Disabilities Consequently, the Eight Amendment should dismiss the death penalty for this category and state laws must implement recommendations of the National Alliance on Mental Illness, the American Psychological Association, and the American Bar Association that […]
• The Prevalence, Effects and Challenges of Developmental Disabilities While the increase in the number of people with developmental disabilities is attributed to the rising numbers of the aging population, disabilities may arise in childhood and affect the entire lives of people.
• Community Disability Awareness Program: Elderly Women With Disabilities A measurable outcome in the program’s success will be a decline in the rate of crime related to elderly women with disabilities.
• The Understanding of Needs of People With Learning Disabilities Despite several problems in the overall design of the strategy that can be used to improve the nursing services for PLD, Drozd and Clinch make a very valid point by stressing the significance of a […]
• Addressing the Needs of People With Learning Disabilities As a student aiming at becoming a Nurse Practitioner, I am currently focusing on the exploration of the options for managing the work of the nursing staff, as well as seeking the opportunities for improving […]
• Discrimination Against Customers With Disabilities The role of the law is to regulate such cases and to provide necessary tools for both sides to prove their point of view.
• Elderly Women with Disabilities: Problems and Needs Despite the economic crisis, the cost of medical care has also increased due to the rise in the number of lawsuits filed against the physicians of the state.
• Relationship Satisfaction and Psychological Well-Being Among Greek People With Physical Disabilities In the light of this lack of knowledge, the present study attempts to explore the degree of relationship satisfaction in connection with the way handicapped people deal with the challenges of romantic involvement, as well […]
• Communication and People With Disabilities The bathrooms were close to the food court; moreover, there were special handle bars which helped to transfer to the commode and, at this, the height of the commode was almost the same as the […]
• Music Therapy as a Related Service for Students With Disabilities From a neuroscientific perspective, how would music intervention improve classroom behaviors and academic outcomes of students with ADHD as a way to inform policy-makers of the importance of music therapy as a related service?
• Problem Behaviors in Intellectual Disabilities Community The proposed quality designed study will evaluate the behavior of people with intellectual disabilities over a certain period of time and consequently conclude the primary triggers that influence ID people to demonstrate behavioral issues, including […]
• Law for People With Disabilities in California The family, the immediate environment of a person with disabilities, is the main link in the system of his or her care, socialization, the satisfaction of needs, support, and career guidance.
• The Resilience Experiences of People With Disabilities The focus of the study was on the participants’ lived experiences, as well as their attitudes towards certain aspects, so the use of interviews as a data collection method is justified.
• Literature Circles for Students With Learning Disabilities On the other hand, the affected individuals contend that the categorization should be removed to pave the way for the integration of assistances where all needs are attended without classification regardless of the student’s physical […]
• Students With Disabilities: Research Analysis In the process of undertaking this research and practical alignment, there is a misalignment in the inclusion of students with disabilities in the GE class.
• School Counselors for Students With Disabilities When the goals are set out, and the professional sphere is chosen, the counselor becomes responsible for the student’s preparation and reception of essential job skills as well as for the communication with the post-school […]
• Adaptive Behavior Skills and Intellectual Disabilities Four assessment tools are important for identifying adaptive behavior and skills: the Adaptive Behavior Scale, the Scale of Independent Behavior, and the Vineland Adaptive Behavior Scale.
• The Specific Needs of Students With Physical Disabilities The research problem that will be the focus of the planned paper relates to the specific needs of students with physical disabilities or behavioral issues in general classrooms.
• Assistive Technology for Students with Disabilities The United Nations Convention on the Rights of people with disabilities proposes a raft of measures to be undertaken by states to promote the wellbeing of individuals with disabilities.
• Job for Individuals With Physical Disabilities For instance, when a new technology is about to be installed, it will be rational for a number of workers based on departments to be selected and taken through how to use the innovation, such […]
• Therapeutic Vests for Children With Disabilities The purpose of this review is to examine the available literature on the effectiveness of using therapeutic vests, weighted vests, and pressure vests on children with Autism spectrum disorders, Attention deficit disorder, Pervasive Development Disorder, […]
• An Audit of the Accessibility of the College of the North Atlantic-Qatar to Individuals With Physical Disabilities It should be noted that structural presentation of the paper is considered to be one of the most important elements of the paper because it allows following the logical thought of the research paper.
• Learning Disabilities and Communication Disorders The students are also being taken through research-based and special education programs and the determination of these disorders is done cooperatively between teachers and specialists like psychologists.
• Children With Disabilities: Supporting Student Behavior The comfortable atmosphere will help the children to attend the class and also provide a good way to mingle with the children with disabilities.
• Americans With Disabilities and Act Amendments Act to the ADA: The Main Issues and Comparison Moreover, the essence of the major amendments to the ADA is disclosed in the article using comparison and implications of those changes for the public use in the spheres of employment and human resources management […]
• Teaching Character Education to Students With Behavioral and Learning Disabilities The purpose of the study was to determine the effectiveness of character education programs implemented in schools on students with behavioral and learning disabilities.
• Plan of the Kickball Game That Involves the Students With the Disabilities While simulating the situation where one is in charge of the PE class, one needs to remember that disability is never inability, thus the students with the disabilities can participate in any games as well […]
• American With Disabilities Amendment Act The main intention of the Act is that civilians receiving benefits or services through the measures of local and state governments may not be differentiated on the fundamentals of the individual’s physical disabilities.
• Genetic Testing Under Americans With Disabilities Act There is nothing surprising in the fact that the genetically tested employees counted the testing as a violation of their human rights, and The Americans with Disabilities Act was adopted in 1990.
• Americans With Disabilities Act for Employers However, in practice, an employer could still legally discriminate against those with disabilities An employer is obligated to make reasonable accommodations for an employee or applicant if they are ‘otherwise qualified’ to perform the responsibilities […]
• Teaching Language to Students With Severe Disabilities The objective of this study is to find the different approaches that can be used in teaching phonics and the whole language to students with varied severe disabilities.
• Program Improvement: Developmental and Intellectual Disabilities The government has been keen to present specific resources and support systems that can support the educational and career goals of these individuals.
• Daily Living Skills Training for Individuals With Learning Disabilities Teaching individuals with physical and mental disabilities the life skills needed to compensate for their disadvantages are considered to be the key factor to ensuring a relatively safe, functional, and happy life for those individuals.
• Teaching Adaptive Behavior Skills to Children Suffering From Intellectual Disabilities in the Kingdom of Saudi Arabia This theoretical framework will contribute to the validation of the perspectives used by the teachers to construct their system of beliefs regarding the process of teaching ABS to students with ID.
• Life Stages of People with Learning Disabilities In order to proceed with the observation, it is necessary to identify the normal issues likely to be encountered by the representatives of both groups.
• Individuals With Intellectual Disabilities in the Workplace Intellectual disability puts a strain on an individual’s ability to have a social life and communicate with other human beings due to the fact that their capability of adapting is limited to a certain extent.
• Lifespan Development and Learning Disabilities in Childhood Parents in this situation would most likely select the authoritative parenting style to manage children because they are left to make their own choices under a guided framework.
• Natural Supports for Individuals With Disabilities Natural supports can be defined as personal connections and associations that improve the quality of a person’s life; these primarily include family relationships and friendships and constitute “the first line of supports, followed by informal […]
• Ican Bike for Individuals With Disabilities I think iCan Bike is a very good initiative that targets a vulnerable population with a plethora of special needs and relies on the community in order to deliver the results.
• Ableism: Bias Against People With Disabilities People concerned with rights advocacy ought to ensure a facilitated awareness of the distressing impacts of ableism through the inclusion of the subject in private and public discussions.
• Children With Disabilities and Parental Mistreatment The information in the article is helpful for parents of children with disabilities and other parents since it assists them in appreciating the significance of each parent’s education in lessening the incidence of child disability.
• School Counselor Job for People With Disabilities A school counselor that faces the risk of having a cardiovascular incident is challenged by the possible implications of the disease that could have an adverse impact on the overall practice and well being. Therefore, […]
• Americans With Disabilities in Criminal Justice Agencies Since the legislation is relatively new, the process of the change requires such guidelines given the lack of an appropriate number of the best practices for the time being.
• Rights of Parents of Students With Disabilities Trying to fix the problem, parents should understand that the only way they are to behave is the move in the direction of a correct education of their child.
• Strategies for Teaching Students With Mild Disabilities The good thing about having a child with a disability in the family is that it teaches everyone in the household to be patient. The greatest problem I have encountered in having a child with […]
• Learning Disabilities and Memory Disorders Large amounts of phenylalanine in the blood will result in complications of the neurons in the central nervous system referred to as myelinization of the cerebral hemispheres.
• Students With Mild and Moderate Disabilities Sometimes students with disabilities are not able to understand what they are to do if the instruction is not explicit and systematic. It is difficult for students with mild and moderate disabilities to generalize the […]
• Teaching Children With Multiple Disabilities The teacher should also assist such a child in maintaining a perceptual continuum than learners who are not handicapped. On the same note, the teacher should not give the amount of work similar to children […]
• Constructivism Theory for Adolescents with Disabilities The key component of the theory is people’s interaction with the environment. Therefore, Vygotsky’s theory is effective in developing the social and academic skills of an adolescent with learning and behavior disabilities.
• Veterans With Disabilities: Integration and Employment In this paper, the researcher looks at the main barriers to employment and integration back to the society that the veterans face, and the manner in which the existing policies can be amended to help […]
• Intellectual Disabilities and Higher Education The access to higher education for individuals with ID and the attitude of their parents towards their performance can be analyzed with the help of equity theory.
• Students With Intellectual Disabilities and Their Independence Some of these programs in the US include the Individuals with Disabilities Education Improvement Act, which provides grants for research, technology, and training for disabled individuals, as well as the Secondary Education Act of 2002, […]
• Independence of Students With Intellectual Disabilities In a humane and highly functional society, students with physical and intellectual disabilities should be allowed to function independently and enjoy their personal and academic life to the fullest.
• School Event Supporting Students With Disabilities Because of the vast opportunities for vulnerable groups to share their experiences and create a bond with the rest of the learners in a non-threatening environment, significant progress in encouraging disability awareness and the promotion […]
• Intellectual Disabilities and Limitations for Human Life The recognition of the lack of such skills can contribute to future opportunities for an independent life with effective interdependence and inclusion in the life of a society.
• Psychological Testing of Intellectual Disabilities Speaking of its psychometric properties, the PCL-5 is a valid and reliable self-report measure for the assessment and quantifying symptoms of PTSD.
• Young Adult Children With Intellectual Disabilities Like in the study, I would also use pilot testing of the questionnaire to ascertain its validity and reliability in measuring the intended variables. The descriptions of the concepts and terms in this study are […]
• Effective Teaching of Students with Disabilities To support the information that was posted in three blog entries, the author of this submission reviewed other literature on the subject to be able to support their point of view.
• Parenting Children With Learning Disabilities A number of parents also feel worthless since they get an impression that the respective learning disabilities portrayed in their children are due to their own genetic malformations.
• Caregivers’ Perceptions of People With Intellectual Disabilities The proposed study will present new approaches and practices that can be used to support the health needs of many patients with mental disabilities.
• People With Disabilities and Their Employment Issues The major similarity between the perceptions of older people and individuals with disabilities is based on the belief that they are slow and could slow down the other workers and the idea that the managers […]
• Students With Learning Disabilities and Assessment The education of students with learning disabilities poses great difficulty for the majority of parents and educators. It may not be self-evident that the learning problems of students are attributable to learning disabilities.
• Patients With Learning Disabilities: Quality Care Although the current study is not aimed at detecting the differences in the efficacy of the intervention based on the gender of the participants, the outcomes of the research may create prerequisites for a follow-up […]
• Talent-Oriented Therapy: Patients With Learning Disabilities Although the tool to be designed in the course of the research will have to experience a range of tests, it will serve as the impetus for the further development of the framework.
• Emotional and Behavioural Disabilities in Schools Furthermore, there is equal doubt about whether the professionals in the sphere of education give no significance to the term of emotional and behavioural disability itself.
• Grandparents Raising Grandchildren With Disabilities In the case of their absence, these grandparents worry about the well-being of their disabled grandchildren and the influence they have on other children.
• Employment Equity Act: Aboriginals and Disabilities Persons If the Employment Equity Act is applied appropriately, the Act will guarantee that people in the labour force are given the opportunity of the equivalent admission to job openings along with identical management in the […]
• People With Disabilities: Local and a Federal Law’ Regulation To be more exact, the current standards need to be shaped so that the policy in question should not affect the social perception of people with physical or mental disabilities.
• Students With Learning Disabilities: Needs and Problems According to Chloe, there are three aspects associated with this complex issue, and they are the problem of appropriate parents and professionals’ intervention, the problem of identifying resources, and the problem of government’s funding.
• Students With Disabilities: Characteristics and Strategies Disability Categories Example Strategy English Learner Students 1 Autism is the developmental disability which influences the aspects of social interaction and different types of communication. The child with this disability can demonstrate various restricted and stereotypic patterns of behavior. The student with autism cannot focus attention on the teacher’s words, demonstrates the unusual gestures and […]
• Instructional Plan in Writing for Learners With Disabilities The purpose of this essay is to provide an instructional plan for learners with disabilities in writing. Writing skills require learners to account for the task, the aim of writing and audience.
• People with Disabilities: The Systemic Ableism Whereas the absence of disability in the fashion world is based on the dominant view of what is considered beautiful, the absence of disabled in politics can be explained with the lack of access to […]
• Writing Disabilities Management in Children Learning disorder is among the defects, which interferes with the writing abilities of a person or a child. The first way to identify children with writing disabilities is through observation of their behaviour.
• Developmental Disabilities and Lifelong Learning Some of the common transitional programs for children with developmental disabilities would include things such as books, learning manuals, and software programs intended to assist the children in adjusting to the new programs or settings.
• Action Plan for Patrons With Disabilities For instance, the writer of the essay suggests that in terms of facility planning, it is vital for the library to invest in wiring its facilities with audio induction loop.
• Remediation in Students with Disabilities Since this strategy is essentially crucial to the curriculum, this proposal will portray the importance of conducting a profound research that seeks to determine the effectiveness of remediation in reading.
• Improving Reading Performance of Students With Learning Disabilities The purpose of the present research is to assess the efficiency of utilizing Reading Racetracks to improve the reading of words found on the K-2 list key phrases adopted in the school district.
• Americans With Disabilities Act With all due respect to the efforts of the U.S.government to come up with a framework, which would allow for a faster and a more efficient integration of the disabled into the society, the fact […]
• GM’s Committal to People With Disabilities The company aims to create awareness about PWDs by providing support and information to employees with disabilities and other PWDs outside the GM community.
• Supporting Students with Speech Impairment This assistive technology uses appropriate symbols and techniques to support the needs of different learners. These technologies will support the needs of many learners.
• Physical Disabilities and Assistive Technology For example, learners with visual impairments can use text-to-speech programs. Learners with physical disabilities can be gathered for with the help of assistive technology devices such as adaptive keyboard and screen reading software for learners […]
• Sensory Disabilities and Age of Onset This can happen, for instance, when learning the subject that call for lots of diagrams, figures and illustrations to be applied, which may also give a challenge to the visually impaired students.
• High Incidence Disabilities and Pedagogical Strategies for Learning Disabilities In the context of disability, it is important to mention that this model is beneficial to students with learning disabilities as it involves teaching them how to approach tasks and use knowledge to complete learning […]
• Families With Members Who Experience Disabilities Early childhood services which offer professionalized care services to parents help them meet the needs of the special children so that parents are able to balance their strengths, resources and challenges in the family.
• Support Inclusion and Effective Practices for Students With Disabilities The purpose of this article is positioning that the ambition towards support inclusion and effective practices for students with disabilities have to be the groundwork for inclusive postsecondary education.
• Peer Buddy Program: Students with Disabilities in High School This research paper seeks to establish the purpose, importance, and rationale of the study of peer buddy program on students with disabilities in high school, in both social and academic grounds.
• An Action Plan for Serving Individuals With Disabilities – Library and Information Science First is the total cost of the whole project, the architectural design of the library building and whether it can accommodate the new developments and the current issues affecting accessibility with regards to the disabled.
• Internal Campaign Planning for Inclusion of Persons With Disabilities The key mandate of the act was to protect the employment rights of persons with disabilities. Secondly, newsletters can be developed so as to raise awareness on the importance of diversity and inclusion.
• Human Rights of People With Intellectual Disabilities Since disability is not inability, human rights’ advocates argue that perception of people with disabilities as disabled is discriminative and therefore call for their recognition as a minority people with unique abilities that do not […]
• Adolescents with Learning and Behaviour Disabilities: Graduation and Employment Difficulties One of the causes of high school dropout of this group of students is the feeling of being out of place.
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• General Curriculum for Intellectual and Developmental Disabilities Learners The purpose of the study was to examine the extent to which learners with intellectual and developmental disabilities have access to the general education curriculum and the extent to which such access is related to […]
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• Chicago (A-D)
• Chicago (N-B)

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Disability Essay Examples

Navigate the complexities and diverse narratives surrounding disability with our extensive collection of disability essay samples. These essays offer a wide range of perspectives on disability, highlighting the challenges, triumphs, and societal implications associated with physical and mental disabilities. Whether you're seeking to deepen your understanding, gather evidence for an argument, or find inspiration for your own disability essay, our collection serves as a valuable resource for any student engaged in this important discourse.

Understanding Disability

Disability encompasses a broad spectrum of conditions that impact individuals' daily lives and abilities. Essays on disability cover various themes, including accessibility, discrimination , legislation, and personal experiences of living with a disability. By exploring these essays, students can gain insights into the lived experiences of individuals with disabilities, the societal barriers they face, and the ongoing efforts towards inclusion and equality. These essays encourage a deeper reflection on how society perceives and accommodates disability, challenging stereotypes and advocating for change.

Highlights from Our Essay Collection

Our disability essay samples address a multitude of topics, ensuring that students can find essays that resonate with their specific area of interest or research focus. From analytical pieces on policy and rights to reflective essays on personal growth and resilience, our collection provides a rich source of information and perspectives. Each essay not only enriches your research but also helps in crafting compelling narratives that bring to light the realities of living with a disability.

Leveraging Our Essays for Your Academic Success

• Idea Generation: Use our essays as a springboard for developing your own unique thesis or research question on disability.
• Research Aid: Employ these essays to identify key issues, trends, and scholarly debates surrounding disability.
• Structural Guide: Analyze the structure and argumentation strategies used in our essays to enhance the organization and persuasiveness of your own writing.
• Citing Sources: Observe how our essays incorporate and cite evidence, providing a model for academic integrity and proper referencing in your work.

The exploration of disability through academic writing is an opportunity to engage with critical issues affecting millions of individuals worldwide. Our collection of disability essay samples is designed to support students in navigating this complex topic, offering a foundation for informed, empathetic, and impactful essays. By delving into our essays, you can contribute to a more inclusive and understanding discourse on disability.

Begin your journey through the multifaceted world of disability by exploring our disability essay samples today. Allow these essays to inspire and guide you as you contribute your voice to the vital conversation on disability and inclusion.

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Example of a Great Essay | Explanations, Tips & Tricks

Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.

This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .

Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .

As you read, hover over the highlighted parts to learn what they do and why they work.

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Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.

Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.

Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.

Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.

While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.

The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://​doi.org/10.1001/​archophthalmol.2009.286.

Herron, M. (2009, May 6). Blind visionary. Retrieved from https://​eandt.theiet.org/​content/​articles/2009/05/​blind-visionary/.

Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://​doi.org/10.1016/​j.survophthal.2008.10.006.

Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://​www.jstor.org/​stable/40214926.

Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.

Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.

Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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Bryson, S. (2023, July 23). Example of a Great Essay | Explanations, Tips & Tricks. Scribbr. Retrieved April 2, 2024, from https://www.scribbr.com/academic-essay/example-essay-structure/

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Shane finished his master's degree in English literature in 2013 and has been working as a writing tutor and editor since 2009. He began proofreading and editing essays with Scribbr in early summer, 2014.

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