Achievement isn’t about sidestepping obstacles. It’s about transforming them into something valuable. Often, a small shift in perspective reveals opportunities hidden within the challenge itself. Progress emerges in unexpected ways when approached from a different angle (Shogren et al., 2019).
For individuals with disabilities, this perspective turns barriers into new possibilities. It is not about overlooking limitations, but about asking a simple, powerful question: “What else is possible?” This mindset doesn’t erase barriers; it encourages creativity to see them differently.
By focusing on what could work instead of what doesn’t, challenges become opportunities for progress. These solutions empower individuals, foster inclusion, and drive meaningful change. Re-framing challenges isn’t just a shift in perspective. It is a purposeful practice that opens the door to innovation (Burgstahler, 2015).
The Power of Early Messages
Possibility starts in childhood, when self-perceptions are still forming. For children with disabilities, the messages they hear early on can either build confidence or create self-doubt. The words adults choose can shape how children see themselves and imagine their futures (NCBI, 2020).
A physical therapist once offered a perspective that reshaped my understanding of independence: “You may never walk without canes or some other device, but you will find your own way in the world.”
Those words, both practical and hopeful, stayed with me. They challenged the conventional idea of independence. It wasn’t about walking a certain way; it was about finding freedom in movement, in whatever form it takes. That perspective opened the door to possibilities I hadn’t considered before.
The concept of independence became something broader—uniquely mine to define. With the steady and unwavering support of my family, I realized that independence isn’t about meeting someone else’s standards of success. It is about creating a life based on personal strengths and values, shaped by what truly matters.
When children are encouraged to see challenges as opportunities to explore, they gain a powerful understanding: solutions are always within reach. Asking “How can this work?” instead of “Why can’t it?” sparks the kind of thinking that drives real and lasting change (Shogren et al., 2019).
Community as a Catalyst for Change
Success is shared. A community thrives through common values, mutual support, and collaboration. It turns challenges into opportunities, transforming bold ideas into action. Community isn’t defined by proximity, but by the collective effort that turns ambition into meaningful impact.
This collective effort begins with asking, “What if?” and “Why not?” and making it happen. Growth starts with connection. From these connections, solutions emerge, potential is unlocked, and change takes root. Community isn’t just about location; it is about working together toward progress. When inclusion becomes a priority, the impact is profound.
The shift from asking “Can this student participate?” to “What do they need to succeed?” (Burgstahler, 2015) reflects a meaningful move toward spaces that prioritize genuine inclusion over mere compliance. This shift has the potential to extend beyond the classroom, influencing workplaces and public spaces, where the focus could gradually shift to offering everyone the opportunity to engage and thrive.
Universal design principles in schools make learning more accessible for everyone, not just students with disabilities. For instance, captioned videos allow all students, including those with hearing impairments or language barriers, to fully engage with multimedia content. Offering materials in different formats, such as printed handouts and digital versions, ensures students can access content in the way that works best for them. Similarly, inclusive workplace practices like accommodations and mentorship programs, enhance productivity and foster a sense of belonging for all employees.
Public spaces, including parks and libraries, are increasingly being designed with accessibility in mind (Patrick & McKinnon, 2022). This focus ensures that these spaces are welcoming to all individuals, regardless of their abilities. This focus on inclusion is further strengthened by representation. When people witness others overcoming similar challenges, it makes the concept of success feel more tangible. It transforms abstract possibilities into clear, achievable goals. Role models play a crucial role in showing that success is personal and adaptable. They reinforce the belief that everyone has the potential to thrive and reach both individual and shared goals.
Possibility in Action: A Daily Practice
Possibility isn’t a fixed idea; it’s a choice to embrace hope, determination, and creativity every day. Consider the college student with a visual impairment who faced inaccessible textbooks. Rather than accepting the challenge, she advocated for accessible software at her university. Her efforts not only solved her problem but also brought lasting change, benefiting others for years to come (Shogren et al., 2019).
This example shows what possibility looks like: identifying challenges, finding better solutions, and working toward them. Even small steps, taken consistently, lead to meaningful progress. Moving from “What if?” to “Why not?” is a continuous process that requires creativity, resilience, and the belief that change is possible.
Conclusion: Advancing Toward Inclusive Possibilities
Reframing challenges means seeing obstacles as opportunities for growth. By designing systems where inclusion is the foundation, not an afterthought, a more accessible environment becomes not just possible—but tangible. Every act of advocacy, innovation, or change helps move this vision forward.
References
- Burgstahler, S. (2015). Universal design in higher education: From principles to practice (2nd ed.). Harvard Education Press.
- Grandin, T. (2009). The way I see it: A personal look at autism and Asperger’s (2nd ed.). Future Horizons.
- National Center for Biotechnology Information [NCBI]. (2020). The impact of early intervention on children with Cerebral Palsy. Retrieved from https://www.ncbi.nlm.nih.gov
- Patrick, M., & McKinnon, I. (2022). Co-creating inclusive public spaces: Learnings from four global case studies on inclusive cities. Journal of Public Space, 7(2). https://doi.org/10.32891/jps.v7i2.1500
- Shogren, K. A., Burke, K. M., Antosh, A., Wehmeyer, M. L., LaPlante, T., Shaw, L. A., & Raley, S. (2019). Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability. Journal of Disability Policy Studies, 30(1), 22–34. https://doi.org/10.1177/1044207318792178
Discover more from Wiley's Walk
Subscribe to get the latest posts sent to your email.