Guidelines for Presenting Notable Disabled People in the Classroom

When teaching about disabled scientists, historical figures, or other notable individuals, it’s important to approach the topic thoughtfully and avoid inadvertently reinforcing biases or stereotypes. Representation matters, and highlighting that someone is or was disabled provides valuable role models for both disabled and non-disabled students. However, the way these stories are presented can shape students’ attitudes and understanding in profound ways. Here are some key considerations:

Acknowledge Biases in Materials and Presentation

When introducing a disabled person’s story, examine the language and framing in the materials. For example, if a resource describes someone as “confined to a wheelchair,” this is an opportunity to discuss how wheelchairs provide freedom and mobility for many people. Highlight that a lack of accessible environments or adaptive tools—not the wheelchair itself—can impose limitations. This shift helps students understand disability as a societal issue rather than an individual shortcoming.

Avoid “Superhero” Narratives

While many disabled individuals have achieved remarkable things, it’s important not to frame them as “superhuman” or extraordinary simply because of their disability. For instance, you can teach about Helen Keller’s advocacy for educational opportunities without presenting her as a flawless hero, especially given her controversial views on eugenics. Show individuals as multi-dimensional, capable of both positive contributions and imperfect decisions, just like anyone else.

Reject Simplistic Motivational Tropes

Phrases like “If you dream it, you can do it” or “Anything is possible if you work hard” oversimplify the realities of success. People achieve notable accomplishments through a combination of factors: talent, resources, support networks, privilege, and access to opportunities. It’s important to convey a nuanced understanding of these elements, as it fosters a more realistic and inclusive view of success and resilience.

Avoid Assumptions About Disability and Ability

Refrain from speculating or stating that a person’s success is tied to when or how they acquired their disability. These kinds of assumptions oversimplify the diverse experiences of disabled individuals. For example, some might suggest that being blind from birth makes navigating blindness easier, while others might claim that becoming blind later in life provides advantages due to prior sighted experiences. Similarly, assumptions like “having some functional vision makes a person more skilled than someone with no light perception” or “having no light perception enhances other senses” are not universally true.

Such statements, even if well-intentioned, are rooted in stereotypes and fail to account for the individuality of each person’s abilities, adaptations, and circumstances. It’s essential to acknowledge that people’s experiences with disability are as varied as people themselves, and no single narrative or assumption can capture that complexity. Instead, focus on the individual’s unique story, contributions, and context without making generalizations.

Disability experiences vary widely. Refrain from making or repeating assumptions about what makes life "easier" or "harder" for someone based on when or how their disability arose. For instance, avoid suggesting that a person’s level of functional vision or when they became blind directly correlates with their abilities or achievements. Recognize that individuals navigate their disabilities in unique ways, and there’s no single “correct” way to live as a disabled person.

Teach History Without Judging Choices

Historical figures, like everyone, make decisions based on the options, societal pressures, and cultural norms of their time. These choices should be taught as part of their story—not as declarations of what is right or wrong for all disabled people. For example, Franklin D. Roosevelt’s decision not to be seen publicly in a wheelchair can spark discussions about societal attitudes toward disability in his era and their ongoing impact today. However, avoid framing such decisions as prescriptive or definitive for others.

Facilitate Thoughtful Classroom Discussions

When appropriate, encourage students to discuss why historical figures may have made certain choices and consider the broader context of those decisions. For instance, exploring the accessibility barriers or societal pressures a person faced can deepen students’ understanding of disability history. These discussions should emphasize empathy, critical thinking, and the diversity of disabled experiences, avoiding sweeping generalizations or judgments.

By approaching lessons with these considerations in mind, educators can create a more inclusive and accurate understanding of disability and the individuals who shape our world.