Photo by Greg Rosenke on Unsplash
By Emily Chan (General member, The Young Canadians Roundtable on Health)
In 2017, Statistics Canada found that one in five (22%) of the Canadian population had one or more disabilities – or around 6.2 million Canadians. Of this number, over 200,000 are children and youth, many of whom live with multiple disabilities. The Canadian Survey on Disability conducted by Statistics Canada categorized ten disability types: seeing, hearing, mobility, flexibility, dexterity, pain, learning, developmental, mental/psychological, and memory. Although this is not an exhaustive list, it illustrates an important point: some disabilities are visible, others are not. The Learning Disability Association of Canada estimates that one in ten Canadians has a learning disability and Statistics Canada estimates mental health-related disabilities are the most prevalent type of disability in youth ages 15-24.
A prominent issue faced by children and youth with disabilities is ableism. The term is defined as a form of discrimination and a way to exclude individuals with disabilities on the basis that typical abilities are superior. Ableism takes many forms and poses significant challenges and barriers for children and youth with disabilities.
Ableism looks like bullying. According to the Canadian Survey on Disability, 42% of youth with a disability have experienced bullying at school because of their condition. This number increases to 62% among youth with a severe disability or multiple disabilities. This leads to feelings of isolation, exclusion, and loneliness. Much of the bullying stems from the fact that children and youth with disabilities can have different ways of navigating the world (e.g. using a wheelchair), communicating (e.g. using sign language), and expressing themselves. The problem of isolation and exclusion has only worsened with the COVID-19 pandemic.
Ableism looks like discriminatory hiring practices. Statistics Canada found that the employment rate for individuals with disabilities is significantly lower compared to non-disabled employees. Many youth seeking employment are confronted with the challenge of finding a role they can perform with their disability and finding an inclusive organization to work for. There is an additional challenge of determining when and how to disclose a disability during an interview with a potential employer. Many youth worry about facing stigma and discrimination if they disclose their disability to an employer. The fear becomes, ‘they do not think I am capable of performing this job because of my disability.’ Yet, not disclosing prevents youth from asking for workplace accommodations which may help them perform the job tasks to the best of their ability. This internalized form of ableism prevents many youth with disabilities from pursuing exciting careers or deters them from seeking employment entirely.
Ableism looks like inaccessible environments. From the lack of curb cuts and working elevators to the lack of closed captioning and ASL interpreter supports available in classrooms, society is not built in a way that supports children and youth with disabilities.
Ableism is pervasive in our everyday lives. However, you can be part of the change. Here are four tips on how you can be a youth ally and stand in solidarity with children and youth with disabilities.
Never assume that someone with a disability needs help.
Although your intentions to help are good, it is not always needed. Always ask and wait until an invitation to help has been extended before taking action, and respect that your invitation may be declined
Ask the child/youth with a disability if they prefer person-first or identity-first language.
An example of person-first language is saying ‘youth with a disability’ and an example of identity first language is saying ‘disabled person.’ Although referring to a person with a disability (PWD) by name is the best option, if you are talking about a PWD, always check to see which language a person prefers as not everyone prefers person-first language.
Keep accessibility at the forefront of your mind when creating spaces.
Whether it be online spaces or physical spaces/events/forums, always ask yourself if this space is accessible and inclusive and if not, what modifications would you need to put in place? This may include closed captioning, ASL interpreters, and documents available in alternative formats. If you are not sure if a space you are creating is accessible, ask.
If you witness a form of ableism taking place, and you feel comfortable, say something.
Emily Chan is a recent graduate of the Master of Social Work Program at the University of Toronto and identifies as a young person with a disability. As a passionate advocate for disability rights and leader in her community, Emily has lent her lived experience to several disability justice and health equity organizations. She is also an active stakeholder on many community committees including the Holland Bloorview Youth Advisory Council, the Young Canadians Roundtable on Health, and the March of Dimes Strategic Planning Committee. Emily also hopes to continue being a champion for change and advancements of disability rights.