The effects of ableism in education: Spotlight on the health and well-being of disabled children

Abstract

Background and Aims: Inclusion of disabled children into mainstream education has become a focal point of educational reform, emphasizing disability-inclusive and disability-affirming practices. Inclusion is considered one of the social determinants of health and well-being, with social exclusion being a catalyst for health inequities. Despite these advancements, ableism continues to be a significant barrier to inclusion, leading to adverse effects on the health and well-being of disabled children. This study aims to explore how ableism in education shapes the inclusion, health, and well-being of school-aged disabled children.

Methods: A critical interpretive synthesis (Dixon-Woods et al., 2006) of the literature on disability, inclusion, and primary and secondary education was conducted. A systematic search of five academic databases, Medline, ERIC, Scopus, CINAHL, and PsycINFO identified 25 peer-reviewed articles for analysis. Thematic analysis of the articles followed the Dixon-Woods et al. 2006 protocol, drawing on ableism as a sensitizing concept.

Results: Thematic analysis generated five key themes: 1) systemic ableism and ruling relations, 2) interpersonal ableism and social relations, 3) internalized ableism and perceptions of self, 4) counteracting ableism through advocacy and supports, and 5) anti-ableism and actualizing inclusion. Systemic ableism manifested in institutional policies, exclusionary practices, structural barriers, and resource allocations. Interpersonal ableism was perpetuated through social exclusion and discriminatory attitudes. And internalized ableism led children to adopt negative perceptions of self. The effects of ableism were linked to negative health and well-being outcomes. However, disability-inclusive and disability-affirming practices and supports were linked to improvements in social inclusion and overall health and well-being.

Conclusions: Ableism in education settings significantly impacts the health and well-being of disabled children. Disability-inclusive and disability-affirming practices, when effectively implemented, can mitigate these effects. This study highlights the need for systemic transformation to address the root causes of ableism in education and effectively promote the inclusion, health, and well-being of disabled children.