Okay, So I Educated 1 Nondisabled Person, Only 6 Billion to go.

It is a truth universally acknowledged that a nondisabled person in the company of a disabled stranger wants to know “What is wrong with you?”

Tell them anyway

Image description: Screenshot of a tweet with author redacted that reads “It’s not your job, no, but people are naturally curious. What’s with the hostility? when you could use the opportunity to educate instead? :/”

This tweet was shared in response to someone who had just explained not only that they did not want to answer people’s random questions about their disability but also that they found the practice to be emotionally harmful.

I have written about this phenomenon before but as it appears to not be diminishing, I’m going to talk about it some more.

I certainly hope the title of this piece has sufficiently set up the absurdity of the idea that expecting disabled people to act as surprise ambassadors to whoever feels the need to ask probing and personal questions.

As an education model, it is simply unsustainable. Even if you had the entirety of the world’s estimated 1.5 billion disabled people in on the scheme. A single disabled person simply cannot explain the entirety of the disabled experience.

It would require the world to engage in a bizarre version of speed dating where individuals cycled through disabled people to get anything but an individual and monolithic view of disability.

The thing is this “natural curiosity” isn’t actually genuine interest. It’s a voyeurism that comes with an inherent power imbalance.

If a person had a genuine interest in learning about disability, it is something that can be done without accosting random disabled people. Not only does Google exist but so do libraries. Either of those venues is infinitely better suited to genuinely learning about disability.

Libraries even have employees whose entire job it is to help you find information tailored to exactly what it is you want to know.

The thing is that most people who throw up wanting to learn as a defence against the suggestion that disabled people are entitled to privacy don’t really want an education.

Because if they did they would have learned the lesson that the disabled person just tried to teach them. No, is an appropriate and entirely valid response to probing questions.

Or the lesson that sometimes these questions aren’t mere inconvenient invasions of privacy but actually cause people emotional harm.

These are lessons. Expressing them is not hostile.

These people don’t want to learn. They want an emotional payoff. Sometimes this can come with as little information as naming a diagnosis.

Seriously, what can really be learned from what amounts to medical jargon?

It’s less an education and more of a way for a person to categorize how they think you are broken.

True learning takes time, engagement and a respect for the subject. None of which is present in unsolicited questions demanding medical information and prying into only the more graphic aspects of disability.

This tactic does not work as an education tool and it never has.

I challenge you to cite a single major advancement in disability rights that occurred because of it… I’ll wait…

No? hmm.

The education excuse, on the other hand, has been used to maintain the exploitation of disabled people.

In the late 19th Century when displaying disabled people in freak shows began to go out of fashion as a direct result of the fact that they were viewed as exploitative. The displaying of disabled people did not stop. They just changed the narrative.

consider Krao Farini


L0047972 Krao - The Missing Link

Image Description: A promotional poster for “Krao” The Missing Link. It shows an illustration of Krao a small girl with hypertrichosis standing in a jungle wearing only a loin cloth.

Krao was a supposedly Laotian child (her origins are difficult to ascertain as her background was heavily fictionalized) with hypertrichosis who was exhibited after many freak shows had closed down. She was exhibited not as a freak but as a scientific discovery. A distinction which allowed Guillermo Farini (who adopted her and exhibited her) to escape claims of exploitation. She was marketed as the missing link.

She was a disabled woman of colour whose exhibition reduced her to subhuman. Make no mistake Guillermo Farini was not actually under the impression that she really was the missing link. In spite of the veneer of educational value, Krao was advertized with a fantastical backstory which included heroic white men trudging through the jungle and outsmarting the primitive locals, including royalty. You can read it here *.

Education has been used as a veneer for the exploitation of disabled people for centuries. It wasn’t true then and it isn’t true now.

The expectation that disabled individuals answer any question that they don’t want to is absolutely not a path to greater understanding. It is an expression of dominance.

Hiding behind the idea of some mythical educational value only compounds the oppression.

Learn the lessons we are trying to teach you when we say no. They are much better lessons than getting someone to share a diagnosis or other private medical information.

Or better yet, don’t ask at all. If you are genuinely interested in learning do it in a way that doesn’t demand unpaid labour from disabled people. There are after all many alternatives.


*The images aren’t screenreader friendly so I’m adding a PDF that can be run through an OCR program

Krao Pamphlet Full

**This post is inspired by a twitter thread I did earlier today and can be read here.

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Mentioning Disability is not an Invitation for Commentary or an Inquisition

I think one of the clearest examples that I experience regularly that disability is not an accepted experience is that I can’t casually reference the experience of being disabled without being met with either pity or inappropriate questions. Sometimes it is both.

For me disability is a huge part of how I experience the world. It impacts how I do every day things. If it is relevant I should be able to reference it in the same way a nondisabled person talks about their day.

When I reference my disability or how it impacted an activity (like referencing how I had to do something differently than the norm). I am not looking for pity. But I all too often get it.

Or in a situation where I am airing a grievance based on discrimination, where empathy (though I usually get pity) is appropriate, it is misplaced. People are sorry that I am disabled not that I experienced discrimination or prejudice.

I have written about how nondisabled people often treat disabled people like public spectacles before. Here, I’m going to address how casual acquaintances try to legitimize inappropriate questions about disability.

This isn’t about those people who accost disabled people on the street to ask “what’s wrong with you?”

Rather this is about those people who you are conversing with casually who take the remotest reference to disability to ask “what’s wrong with you?” even when that question is not a natural progression of the disability reference.

These encounters often involve social coercion on the part of the questioner to get you to answer.

The scenario might involve a peer at work or a fellow guest at a party. They are people who can have genuine reasons to speak to you. They will also use the circumstance of being at work or surrounded by other people to force compliance because failure to comply could have consequences.

For example, you are attending a bridal shower for a close friend but it is being hosted by that friend’s future in-laws so the only person you really know is the bride. Everyone else is either a future in-law or one of their close family friends. As often occurs in these situations people ask what you do.

For me this brings disability up basically immediately because I’m a Disability Studies student. It’s a miracle is people don’t immediately move a conversation about what I study to what I am. Usually, telling someone you are a student elicits questions about the program and what you are planning on doing after graduation.

Not so if you are both disabled and a student of disabilities. Somehow, people see to think that asking about my medical history is a perfectly natural progression from me saying that I study disability. It is always quite clear in these conversations that people aren’t just ascertaining whether I have a personal stake in my field. That could be more respectfully determined by asking why I chose disability studies.

A question like that also would allow me to determine what information I am comfortable sharing. Demanding someone’s medical information is about entitlement and voyeurism. Waiting for a disabled person to make even the vaguest reference to disability first does not make it more acceptable.

Making that demand in front of other people is just coercive. Particularly if refusing will put you in a awkward position. Either with the questioner or in keeping with the bridal shower scenario with the bride.

I have found that simply telling people that you don’t want to share that information is rarely received gracefully when the request originated as a demand.

People tend to realize that a refusal is also a message that the question was inappropriate so they feel the need to justify their right to ask it and shame you for noncompliance (remember this is not a private conversation but one that is happening in earshot of other people). So they ask follow-up questions.

You’re doing a PhD in disability studies, shouldn’t you want to educate people about disability?

The answer I wish I could give: Yes, and an integral part of teaching about and advocating for disabled people is making clear boundaries. It does not benefit disabled people to reinforce the idea that our lives and bodies are available for public consumption.

Additionally, as you point out I am doing a PhD in disability studies which means that in addition to my years of experience as a disabled person, I have spent years and tens of thousands of dollars becoming this qualified. University professors don’t work for free so why should I? If you would like to agree to an hourly rate, I’d be happy to share my extensive knowledge with you. Like any work arrangement though I have the right to have my medical privacy respected and I will not be sharing any personal information unless I choose to do so.

I am just trying to learn, why won’t you educate me? Don’t you want people to understand?

The answer I wish I could give: Setting boundaries is a lesson in respect. If you really wanted to learn, you would accept that lesson rather than expecting me to give you personal information which in the grand scheme of things would tell you nothing about the experience of being disabled. It really only serves to parrot information that can be found in a medical textbook or on WebMD.


Ultimately as much as I want to, I don’t say those things. More often than not I just give them the information that they want. This invariably leaves me feeling horrible. The consequences for noncompliance however are greater. In the bridal shower scenario it would put my friend in the awkward position of either defending me or defending a future family member or friend. Either alienating me from them or them from family.

These more public confrontations risk more than angering a single person but can have wider consequences from witnesses who are often just as curious as the original questioner. It is usually easier and often safer to comply in the short term and if the questioner is someone that you are likely to have repeated contact with (like a coworker) consider taking action to change the environment in the long term.

I wish these interactions didn’t happen at all. I wish people’s express desire to learn was genuine and not a convenient excuse to justify inappropriate behaviour. So in case you do genuinely want to learn about disability and don’t want to be an asshole in the process here are a few tips.

If you are able, make an effort to educate yourself on your own time. Read blogs by disabled people. Read academic disability literature (some disability studies journals like Disability Studies Quarterly are public access and can be read for free by anyone).

If you are talking to a disabled person, don’t take any vague reference to disability as an invitation to ask probing personal questions. Make sure any follow up questions are directly related to the person’s original reference.

Let the disabled person decide how much they are willing to share and respect their privacy and boundaries.

Recognize that diagnosis information often says very little about the actual lived experience of disability and should not be considered essential to learning about it.

Please Stop Simultaneously Bringing Attention to and Minimizing Examples of Passive Oppression

First off lets define what I mean by passive oppression. I am referring to those instances of bigotry that people unaffected by the oppression don’t see as problematic. These actions are usually brushed off with a “oh I didn’t mean it that way” or “It was Just a joke, lighten up”. The thing that makes passive oppression so insidious is that people don’t take it seriously and the ideas that they perpetuate get normalized and robs the people affected of being able to define what is and isn’t harmful to them.

Perhaps one of the most common forms of passive oppression is how euphemisms or words that describe either a psychiatric diagnosis or a person with a psychiatric diagnosis are more commonly used to describe things or social situations that are in fact entirely unrelated to mental illness. This is most frequently used in negative connotations but it is not uncommon to hear defenses that the terms were being used positively.

This was most recently highlighted by HBO show host John Oliver when he condemned the practice in a segment on his show Last Week Tonight.

The point is easy to see in the context of how people with psychiatric diagnoses are unfairly stigmatized in relation to acts of violence. But what happens when is occurs in the the cute and fuzzy realm of celebrating Christmas?

This Huffington Post piece talks about how Target is experiencing some backlash for selling a sweater that reads “OCD Obsessive Christmas Disorder”. Some people with Obsessive Compulsive Disorder, the condition that the sweater is referencing are justifiably unimpressed with how the co-opting of the Acronym and clear reference to the diagnosis, minimizes their experiences.

This is where the “we didn’t mean it like that” mentality rears its ugly head. As Target has released a faux apology and refused to stop selling the sweaters.

For the most part the Huffington Post does a decent job of covering the controversy, they share the voices of those impacted and then share Target’s response. Were the article gets sketchy is in the last two sentences.

Between this and the Starbucks Christmas cups controversy, it looks like the holidays are off to a rocky start.

So what do you think? Is this sweater offensive? Or are people being too sensitive? Sound off in the comments below.

I’ll seal with the last sentence first. Simply by inviting people to debate whether people have the right to feel offended by the sweater is deeply problematic. It effectively polices people who particularly in this case are already marginalized by invalidating their right to have and express genuine emotions.

The issue that truly minimizes the effect of passive oppression here though is how the article ends by connecting this issue with the “controversy” of how the Star Bucks Christmas cup that isn’t Christmasy enough for some people.

I bring this up not to shame those who are offended by the cup. I won’t police people’s reactions to things (even though I have an opinion on it). The big issue here is not to debate whether Christianity is under attack and whether Christians are oppressed in North America, they’re not (don’t believe me? read this take-down by an actual Christian on why this Star Bucks situation is ridiculous) but rather to place the debate around the Target Sweater and the Christmas cups in the same frame.

Regardless of which side of the cup debate you are on it is hard to deny that the most common reaction to the issue is one of derision and mockery. By placing the sweater debate in that context it is basically saying the offense over it is unwarranted.

That framing in conjunction with the invitation to debate whether the offense is an over-reaction effectively minimizes the issue the article was bringing attention to.

Add to that the fact that it isn’t hard to argue that Star Bucks is not oppressing Christians by having a still clearly Christmas themed cup (consider the time frame in which it is available and the colours which are clearly associated with Christmas). The conclusion to the Huffington Post article is basically an invitation to disregard the entirely different situation involving target. People with psychiatric diagnoses are much more objectively oppressed in society.

So while I won’t tell people how they can or cannot feel on either issue. In the case of Target I will say that if you are not a person with a DSM diagnosis, your opinion doesn’t matter and you absolutely don’t get to say whether someone is over-reacting to something that does actually affect them.


While Outlander is a Real Winner for Women it Totally Fails Disabled People

Colum MacKenzie complete with CGI bowed legs on able-bodied actor Gary Lewis

Colum MacKenzie complete with CGI bowed legs on able-bodied actor Gary Lewis

Outlander is returning to the Starz Network today. It is a popular series based on the novels of Diana Gabaldon. I admit I like the show. I read the books first so of course I cringe where the show deviates from the original.

The show is well made and truly entertaining. It has also been lauded for its complex portrayal of women and female sexuality. These assessments are pretty accurate though I take issue with the casting of the female lead. Jenny Trout describes her like this;

“[Caitriona] Balfe is slender, but her stomach isn’t flat and her breasts are natural. The lack of body hair is a bit disturbing, given the time period, but watching the actors together, the viewer sees two people being intimate with each other, instead of two sculpted dolls switching between acrobatic positions.”

So she not totally perfect but she is very slim, which is the standard for women on TV and in movies. In the books however, Claire is repeatedly and consistently described as curvacious. Something Balfe is decidedly not. It might have been nice for them to have diversified the bodies of their female cast but they only non thin women are either extras or characters over forty-five. So I guess it’s only a partial win for women.

The show does however completely throw disabled people under the bus. The story contains the character of Colum MacKenzie who is both disabled and the Laird. The character is in many ways a major step forward for disabled characters in television.

Colum is not a stereotype. His character is complex, his role in the story is not completely defined by his disability, though it is informed by it. He does not fall neatly into the almost universal boxes of being a saint, villain, victim or inspiration. He has both good and bad qualities and none of his character flaws or virtues are a result of his disability.

And yet despite all of that, I cringe every time he is on screen. It is extremely disappointing that the producers of this show opted to cast an able-bodied actor. Particularly because none of the usual excuses for passing over a disabled actor apply.

The character is never shown as able-bodied. There is no transition to excuse the use of cripface.

The actor Gary Lewis is not the major draw to the series and is in fact almost unrecognizable due to the hairstyles and clothing. So his star power is not required for the show to be a success.

His disability is entirely created through the use of CGI and can therefor the portrayal is not the result of acting skill.

In fact as you see in the image above, which I obtained from an episode review, the author added the word Yo in between the bowed legs to draw added attention to them. The author had this to say about the physical presentation of Colum’s disability.

“the Laird shows up at the door, surprising [Claire] with both his abrupt entrance and CGI legs. Seriously, what in the world? The special effects here are maybe a little extreme, but sure. Let’s roll with it.”

The author is presumably able-bodied as she hasn’t indicated why she would have any expertise to judge the reality of the portrayal. So by have an able-bodied actor in computer generated cripface, the show destroys its own ability to claim a realistic portrayal of disability by giving viewers the ammunition to question it.

If a disabled actor had been used, this argument would not exist. You can’t argue with the reality of a person’s actual body. rather than a picture superimposed in post production.

This is a prime example of why there needs to be actually disabled actors cast as disabled characters. Realisn cannot be achieved through imitation or computer generation. It also shows that regardless of how accurate those CGI legs were (and I’m not competent judge), they allow nondisabled people to dismiss the possibility that for someone, that this might be their real body and real lived experience.

Hey People: Diagnoses are Nouns not Adjectives

As I have written about before, language usage is important when considering how disabled people are viewed and portrayed in society. While I personally prefer to not use person first language, there is one situation where the person should always come first. This is when an actual diagnosis is being discussed. I will demonstrate:

Person with Cerebral Palsy

Person with Down Syndrome

Person with Spina Bifida

and so on.

This should be self evident because both the word person and the diagnosis are nouns, and yet this simple grammatical concept is to complicated for a lot of people. Today, I read this. The headline reads

Kiwi expat family take cerebal palsy son’s discrimination case to UN

What the fuck? Cerebral Palsy is a noun, it is the name of a medical diagnosis. It is not now nor has it ever been an adjective. It can’t even be made into one as Autism can be made into autistic (most autistic people are totally fine with being called autistic but people with other diagnoses that can be made into descriptors like Schizophrenia really hate it and you should all respect that).

This is far from the first time, I have seen this severe lapse in grammar. It often happens to people with Down Syndrom2 for example here and here. Bless Google for knowing this is terrible. while I was searching for the examples, I knew were plentiful, my top results were for articles with correct person first phrases “man with Down Syndrome” or “child with down syndrome”. Even so, it didn’t take much scrolling before I found examples of the offending phrases. To add insult to injury, the second example is a story about a young man with Down’s who was killed by police. Even in death he can’t have his humanity recognized

By trying to turn a noun into an adjective, you are going to both fail and give that noun precedence of place. By putting it before the person you are giving it ownership of that person and denying their humanity and individuality. So in future check your grammar and remember that diagnoses are not descriptions of people but are things that people have.

Proof that “Positive” Euphemisms for Disability Just Don’t Work

In the last couple of decades the language surrounding disability has become very fluid, less specific and just generally vague because “disability” is seen as a dirty word whose associations have negative affects on the people to whom it’s applied. In a move that fools exactly no one supposedly positive euphemisms have been introduced to replace referring to people as disabled. Words like “differently-abled” and “special needs”. These terms are suppose to reduce the stigma associated with disability by framing disabled people with positive language.

Does it work?


Comparisons to and associations with disability are still considered offensive to nondisabled people.

Take for example the fact that Anglophone Quebec residents (a minority in the province) warranted an apology when a provincial website referred to English language users as Quebecers with special-needs.  An error that has blamed on poor translation.

In a bilingual country, translation errors occur all the time and are usually corrected without incident. However when that error accidentally associates a large group of people with disability it makes national news.

Considering the real tensions between francophone and anglophone Quebecers this will be seen as a slight to the Anglo minority. If a possible and likely translation error that inaccurately associates a majority nondisabled group with disability causes enough controversy to be covered by the news, the term is not functioning as intended.

Associations with disability even when accidental are still causing offense even with so called “positive” language.

Time to do away with the misleading and lazy language and deal with the real stigma and prejudice.

When Your Disability isn’t Considered in Grade School

I have hemiplegic cerebral palsy and am on the autism spectrum. I wasn’t diagnosed with the latter until I was eighteen and had already graduated high school. In some ways the total lack of knowledge my parents had about cerebral palsy contributed to this lack of diagnosis. My extreme sensitivity to touch and textures was attributed to my CP. My behavioural issues were never linked to my hyper-sensory issues and as such was generally considered to be poorly behaved and to have issues with anger management.

So though my autism absolutely affected my grade school experience, it was not something my parents or teachers were aware of. So for the purposes of this post, I am going to focus mainly on how having CP affected my experience of government mandated education.

Doctors would often describe my cerebral palsy as mild. As far as I can tell that mostly just boils down to the fact that I can walk without the assistance of a cane or walker and can climb a flight of stairs.

Having a disability that has been labeled as mild by the medical establishment also seems to have the added pressure of being considered “not disabled enough” to need accommodations.

When disability and education are discussed it usually follows one of two streams.

Inclusive education: where disabled and nondisabled students are taught together with added supports for the disabled students.

Or Segregation: where disabled students are taught separately from their nondisabled peers.

Each group has their pros and cons and supporters or detractors.

In my case neither of these scenarios was even considered. I was just dropped into a school that had no supports for disabled students. I was one of only two students in the school with a disability. The other was in the English stream whereas I was in French immersion, so while we were aware of the other, we had little contact with one another. We might as well have been attending different schools.

Because my disability wasn’t really considered to be something that required consideration or accommodation, it was never discussed that I might face physical barriers to access the school or activities. As such when I encountered them it never occurred to me that I could or should complain or demand access. I was already being viciously bullied by the other students and was keenly aware that if I mentioned my difficulties, I would just be further separating myself from my classmates.

As I have mentioned in a previous post, one of the issues I encountered at this school was an inability to use the sinks in the school bathroom. This being the early 1990s, those motion sensor taps hadn’t been invented yet so in order to conserve water, the school installed sinks that had rounded knobs that stopped the flow of water as soon as you let go of them. I did not have the hand dexterity or strength to use those taps. It never even occurred to me that I should complain. I thought that the inaccessibility was normal and acceptable.

Other than that in those early years my difficulties came up when scissors or tracing were involved. I could not hold objects still with my weaker limb in order to trace a object or cut it with my dominant hand. I had a lot of particularly sloppy looking art projects as a child.

Gym class was generally awful at both my elementary schools but there was a situation at this first school that was particularly bad and occurred because my disability was never considered and I was expected to just be abe to do everything that my able-bodied peers could.

It happened in grade 5 which was also the year I insisted on transferring schools. The teacher had planned an alternate gym activity. We were going to ski in the playground.

All the other children put on their skis and immediately began racing down the low hill that the school was built on. I on the other hand found that as soon as I put on the skis (which were poorly sized to my small frame) that I was immobile. My left leg was to weak to get me moving. I quickly fell down. I decided the best course of action was to just stay still until the class was over. Unfortunately the teacher noticed my nonparticipation and demanded to know why.

I explained that I wasn’t able to ski but assured her I was fine and didn’t mind. She however concluded that if I couldn’t ski than no one could. Against my pleading, she recalled my classmates told them the fun was over and even pointed to me as the cause.

My peers spent the rest of the day making it very clear that they were less than impressed that I had ruined their fun.

I could have easily just played outdoors without skis, there were several sleds at school as sliding down the hill in Winter was a common recess pass time but instead, I was made the scapegoat for my teacher’s lack of imagination or consideration.

Unfortunately my move to a new school later that year did nothing to improve my situation as I became the only disabled student in the entire school, a trend that continued into high school.

While in high school, I continued to have the expected issues in gym class, where my lack of athletic ability was further highlighted because my school had added a points system to the curriculum. Our performance was publicly displayed on a chart where I was placed dead last by a wide margin. These placements were supposed to be anonymous but were most definitely anything but. The comparison was supposed to incite competition but was really more of a ranking system.

High school gym was where I first really advocated for myself but it did not come from a new found sense of entitlement to access and inclusion. It came from a real fear that if I participated in the outdoor rollerblading class that I would risk real and serious injury. I had to spend the entire class sitting in the change room while I waited for the others to return.

The class that actually had some of the worst access in high school was actually Grade 9 & 10 Science. My social isolation followed me from elementary to high school and when it came time to find a partner in science class, I was frozen out. There was an odd number of students so I was left out. I tried to find a pair who would let me work with them but was repeatedly refused. I asked the teacher to assign me to a pair but he felt that it was not his responsibility. I was thus forced to work alone. I had to try to complete experiments that had been designed for two able-bodied people alone and with only one fully functioning hand.

This continued with me underperforming my experiments until due to my lack of dexterity I burned myself with hydrochloric acid. It would have continued beyond that because my teacher remained unmoved by my obvious disadvantage but finally a pair in the class took pity on me and allowed me to work with them.

My troubles in science class weren’t over though. When we started doing experiments where our findings had to be written in charts that we had to draw by hand with a ruler to our teachers precise specifications. As I have mentioned, I don’t trace well, I can’t hold a ruler steady so my charts looked sloppy and I began to lose marks for presentation even if my findings were correct.

I explained the reason for my difficulties and asked if I could make the charts on the computer in advance and fill in printed sheets by hand. I was refused.

My request in no way threatened the academic integrity of the experiment and would have stopped me losing marks for something other than a wrong answer but I was refused and that refusal did not come with a justification.

I never complained to the school, I don’t even think I mentioned it to my parents at the time. It never occurred to me that that complaining was an option. I didn’t know I had the legal right to accommodation.

The reason I did not know this was because I had been completely isolated from other disabled people and to the adults around me this was seen as a good thing.

In an ableist society, a disabled person’s value is determined by how little effect their presence has on the nondisabled people around them. This creates a hierarchy of disability that is often internalized inside the disability community. The fewer accommodations you need or reject using despite need means you have more value. You are less of a burden.

The more obvious your disability or the more you are seen as part of the larger group of disabled peopled, the less value you have. This is a systemic problem and often leads to disabled people comparing themselves to others and finding the others wanting.

People brag about the accommodations they don’t use. This reinforces the idea that needing and accepting accommodations makes you lesser.

I categorically reject this idea because I have experienced the harm and marginalization that is the result of being denied the help I need to succeed.

My experience has also made me acutely aware of the harm that total isolation from disabled peers can cause. I never knew any better and that ignorance did not mitigate the harm I experienced through lack of physical or social access. Perhaps if I had been aware of other disabled children, I might have known to fight back against those instances of oppression where changes could be made.

In my isolation, I never knew that change was even possible.