Racism, ableism, and creative potential
“Neurodiversity is a natural and valuable form of human diversity.
The idea that there is one ‘normal’ or ‘healthy’ type of brain or mind, or one ‘right’ style of neurocognitive functioning, is a culturally constructed fiction, no more valid (and no more conducive to a healthy society or to the overall well-being of humanity) than the idea that there is one ‘normal’ or ‘right’ ethnicity, gender or culture.
The social dynamics that manifest in regard to neurodiversity are similar to the social dynamics that manifest in regard to other forms of human diversity (e.g., diversity of ethnicity, gender, or culture). These dynamics include the dynamics of social power inequalities, and also the dynamics by which diversity, when embraced, acts as a source of creative potential.” (Walker, 2014, excerpt from The Neurodiversity Reader, 2020).
As I continue in my personal journey of becoming anti-racist, I have noticed how my own internalized racism — inherited through 50 years of indoctrination since I’ve been on the planet, plus the racism of my ancestors — runs up against, or alongside, my internalized ableism.
As a speech-language pathologist who works with autistic people of all ages, I have struggled with institutions that uphold these -isms. My work in the schools entailed conflict with colleagues, both in general and special education, as well as administration. I advocated for inclusion — for disabled students to have access to the least restrictive environment, or LRE, under the Individuals with Disabilities Education Act, or IDEA. I observed the diminution and discrimination against those whose behavior and ability to communicate differed from the norm. Did these educators not see the disparities, and the disadvantages imposed upon not only disabled students, but also their non-disabled peers?
How could those who have access to a child’s development not want them ALL to have an equitable, inclusive education?
My most recent middle school placement was in a conservative town and district — a known breeding ground of white supremacists, namely the nefarious “Proud Boys” (such an embarrassing name). The middle school was staunchly anti-inclusion — teachers didn’t want “those kids” in their classes, because they’d have to accommodate their different learning styles, and the challenging behaviors that could result from their different brains.
These students were excluded — their classrooms were down a separate hallway. They ate lunch separately, had recess separately; their classroom aides were selected for their ability to pass a background check, not for their training in or experience with neurodiversity.
I asked a 7th grade student if he knew any of the kids whose classes were down that hallway. He said no. I asked if he knew anything about them. He responded, “I just know they have autism and that’s a bad thing, and that we should be thankful that we’re not like them.” I felt like I’d been sucker punched in the face — twice. Analogous to the damage done to the psyche of those who uphold white supremacy is the damage done to those who uphold outdated notions of neurotypicality, and dehumanizing interventions for autistic people. Everyone’s world is constricted.
My journey towards becoming anti-racist is inextricably connected to my desire to provide services that benefit both the neurodiverse and the status quo. They are similar journeys in many ways — most clearly, in that the dismantling of these systems starts inside myself. Rejecting the term autism spectrum “disorder.” Instead, I use “characteristics.” The differences in communication styles between autistics and “allistics” are cultural ones.
Finally, in terms of social skills trainings — why should the onus be on the person with the cultural and social disadvantage to accommodate those whose brains function like those in the majority? Very real dangers exist as a result of not providing direct instruction in social skills to autistic people. Our ableist society renders some autistic behaviors dangerous, even criminal. Just like Black parents have to give their children “the Talk,” with direct instruction in how to behave during interactions with the police so they lessen their child’s chances of being extrajudicially murdered, so do we have to teach self-advocacy and perspective-taking skills to autistic people, so they don’t suffer similar fates. And, even more urgently, we have to build capacity in social, work, and educational environments for differences, as this capacity contributes to society’s creative potential and liberation.