������Ƶ

The 'Disability Confidence for Education Practitioners' programme aims to move away from individual adjustments for disabled pupils in hurried response to their arrival in the classroom, which can unintentionally marginalise disabled pupils. Instead, it aims to provide teachers with the tools to create an inclusive and accessible environment that celebrates disabled people’s lives, for disabled and nondisabled pupils alike. 

"The language we use when discussing disability has a profound impact on younger generations. In children's literature, toys, and media, a gradual but meaningful shift is taking place. Disabled characters should no longer be relegated to medical settings or portrayed as ‘overcoming’ adversity. Instead, they are increasingly represented as full individuals with diverse personalities, talents, and interests. "

Educators are increasingly encouraged to consider how they can embed anti-ableist material in their daily practices. From books to classroom displays, teachers are urged to reflect on whether disability is portrayed as a natural part of human diversity. The course, which is self-paced and entirely online, provides practical, evidence-based resources, and guidance on how to incorporate anti-ableist narratives into teaching practices.  

Dr Uytman, continued: "Toy manufacturers like Lego and Playmobil are creating more inclusive products, reflecting disabled people in everyday settings such as schools and parks, rather than in hospitals. This is a critical evolution that helps to normalise disability as simply another way of being, rather than a limitation and is a step to building a future where every child feels represented, valued, and understood."

The Paralympic Games have long been a platform for challenging perceptions of disabled people particularly through media campaigns that aim to highlight the exceptional talents of the athletes. However, despite progress, focus has often been on the athletes' impairments rather than their sporting accomplishments, reinforcing outdated attitudes.  

Dr Siân Jones, a physically disabled senior lecturer in the Psychology, Sociology and Education Division at ������Ƶ, said: “Language is a powerful tool for changing attitudes, and it is through this lens that educators can start to rethink how disability and ableism are discussed in schools. When disabilities are portrayed more prominently, particularly in the classroom, our research shows positive outcomes in children’s conceptions of disability and acceptance.

“This year’s Paralympics took a refreshing approach, promoting a more nuanced understanding of disability that rejected the notion of "overcoming" impairments and urged the public to see the athletes for more than their athletic prowess alone.  Referring to athletes as actively competing rather than participating in their sport, removed the ableist filters of pity or patronising admiration.” 

������Ƶ has launched to share research evidence and free educational resources to help educational practitioners to talk positively about disability with children, and to construct anti-ableist environments, as well as the ‘Disability Literacy in Education Settings Network’, a platform for academics, professionals and stakeholders to discuss and advance research and practice in disability literacy and anti-ableism which can be joined via .  

For more information on the course visit this link.