People With Disabilities | Format And Length: 1-2 Pages | AP ✓ Solved

People with Disabilities Format/Length: 1-2 pages | APA format | MUST use at least 2 course resources

In this week’s materials, we’re exploring key concepts associated with disability and disability rights. Something you may have noticed as we have examined different kinds of diversity in this course is that in all these categories, there is an assumption about which state is “normal.” Last week, we saw that many white people don’t necessarily see themselves as having a race, because white is the “normal” category. Because of this, the experiences of Black, Latinx, Asian, Native American, and other non-white people can be invisible. In a similar way, our culture views non-disabled people as normal and may make the experiences of disabled people invisible.

I encourage you to consider this idea as you work through the material this week. Using at least 2 of the required resources this week, please answer the following questions: In one of the week’s readings, Davis (2015) argues that disability is often left out of discussions of diversity, equity, and inclusion (DEI). Why do you think this might be? What does the term “TAB” (temporarily able-bodied) mean in the context of disability studies? What does this term add to your understanding of disability?

How might the concepts of intersectionality and privilege relate to the experiences of people with disabilities? Please give at least two examples.

Sample Paper For Above instruction

Disability is a vital component of diversity that often remains overlooked in discussions surrounding equity and inclusion. As Davis (2015) highlights, disability is frequently neglected in DEI initiatives, which stems from societal tendencies to regard non-disabled individuals as the standard or “normal.” This invisibility of disability within diversity frameworks can be attributed to societal constructs that prioritize able-bodiedness and marginalize those with disabilities, leading to their experiences being hidden or underestimated.

One reason why disability tends to be left out of DEI conversations is the pervasive societal perception that disability is solely a medical condition rather than a social and cultural issue. Instead of recognizing disability as an aspect of identity intertwined with social structures, many institutions focus on the individual’s impairment, thus ignoring the broader societal barriers that disable individuals (Davis, 2015). Additionally, ableism—discrimination in favor of able-bodied individuals—perpetuates the idea that able-bodiedness is the norm, which results in disabled people’s experiences being rendered invisible or insignificant in mainstream discourse.

The term “TAB,” or “temporarily able-bodied,” is used in disability studies to challenge the assumption that individuals are permanently able-bodied. It emphasizes that most able-bodied individuals could become disabled due to accidents, aging, or health issues. Recognizing oneself as TAB raises awareness of the fragility of physical ability and underscores the importance of designing environments and policies that are accessible to all, regardless of current abilities. This concept broadens understanding of disability as a flexible and fluid state rather than a fixed identity, which encourages a more inclusive perspective that considers temporary or situational impairments.

The concepts of intersectionality and privilege further illuminate the experiences of people with disabilities. Intersectionality posits that individuals hold multiple social identities—such as race, gender, class, and ability—that intersect to shape their experiences of discrimination or privilege (Crenshaw, 1995). For instance, a person with a disability who also belongs to a racial minority may face compounded barriers, such as limited access to healthcare and social services due to both ableism and racism. Another example involves economic privilege; a person with a disability who is financially stable might have better access to assistive technologies and healthcare compared to someone living in poverty, illustrating how privilege intersects with disability status.

Overall, understanding the invisibility of disability in DEI efforts, the fluidity introduced by the concept of TAB, and the intersecting identities that influence experiences can foster a more inclusive society. Recognizing that disability is not solely an individual medical issue but a social construct affected by societal barriers and privilege allows for more effective and equitable approaches to diversity and inclusion.

References

• Crenshaw, K. (1995). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299.
• Davis, L. J. (2015). The Disability Studies Reader (4th ed.). Routledge.
• Oliver, M. (1990). The Politics of Disablement. Macmillan Education.
• Shakespeare, T. (2013). Disability Rights and Wrongs Revisited. Routledge.
• Goodley, D. (2016). Disability Studies: An Interdisciplinary Introduction. SAGE Publications.
• Thomas, C. (2007). Sociologies of disablement and ableism. Society and Disability: Critical Views, 25-38.
• Barnes, C. (2012). Understanding the social model of disability. Research in Social Science and Disability, 10, 19-33.
• Shakespeare, T., & Watson, N. (2010). The social model of disability: An outdated ideology? Research in Social Science and Disability, 8, 9-28.
• McRuer, R. (2006). Crip theory: Cultural signs of queerness and disability. New York University Press.
• Jarman, J. (1998). Critical disability theory. Tourist Studies, 1(1), 109-124.