Wiley's Walk

Quinn entered the restaurant, her crutches clicking in a rhythm she had long since become accustomed to. This cozy place had become her Saturday ritual, a comforting escape from the chaos of the world. As she neared her usual table, she noticed a couple glance in her direction before quickly looking away, as though they hadn’t been caught observing her. Quinn offered a polite smile and settled into her seat, but the familiar weight of being noticed settled over her, an unspoken presence she had grown to tolerate but never quite accept.

These moments are a regular part of Quinn’s life. Each outing in public carries the expectation that she will be seen not as Quinn, but as “the woman with crutches.” Her crutches often draw attention before her smile, kindness, or passion for books. After so many years of managing these interactions, her response—quiet, polite, deflective—has become almost automatic. Yet, despite the familiarity of this sense of otherness, it remains exhausting, a reminder that the world perceives her as different first and as an individual second.

What Is “Otherness”?

Quinn’s experience reflects a common theme for many people with disabilities, known as “otherness” by disability scholars. It is the feeling of being set apart, not because of who you are, but because your body doesn’t fit society’s unspoken standards of “normal.” Imagine walking into a room where everyone moves and interacts with ease, and you stand out—not for your personality or abilities, but simply because your body moves differently. That is the essence of otherness: being defined by your differences rather than being seen as a whole person.

For Quinn, otherness isn’t just about using crutches. It is reflected in how people subtly alter their behavior around her, often without realizing it. The waiter, for instance, speaks more slowly, assuming she needs extra time to understand. A stranger hurries to open the door, assuming she can’t manage it herself. While these small acts are usually intended as kindness, they serve as a reminder of the gap between Quinn’s experience and that of others. It’s not the help itself that stings, but the assumptions behind it—assumptions about what Quinn can or cannot do.

The Impact of Social Norms on “Otherness”

A key aspect of Quinn’s experience is how society shapes the idea of “normal.” Public spaces, workplaces, and social settings are typically designed for people without disabilities. Accessibility features like ramps and automatic doors can often feel like add-ons rather than essential parts of the design. When accessibility isn’t seamlessly included, it sends a clear, though unspoken, message to people with disabilities like Quinn: “This space wasn’t designed with you in mind.”

Quinn’s trips to the grocery store often bring these challenges into focus. She navigates the aisles with ease, but when she reaches the checkout, the counters are too high. The card reader, just out of reach, forces her into an awkward stretch. While these tasks are not impossible, they serve as regular reminders that the space wasn’t designed to accommodate a wide range of physical needs. Over time, these seemingly minor inconveniences accumulate, reinforcing the reality that the world isn’t built with people with disabilities in mind as it is for others (Shakespeare, 2006).

This disconnect is further compounded by social interactions that are influenced by non-verbal cues, such as body language and facial expressions. In the context of disability, these cues can create implicit expectations about how people with disabilities should be treated, often accentuating their differences. For example, Quinn frequently encounters well-meaning strangers who offer help without first asking if she needs it.

While these gestures are intended to be supportive, they can unintentionally emphasize the separation between her and those offering assistance. Research indicates that actions like speaking slowly, or praising someone for everyday tasks can inadvertently reinforce the perception that people with disabilities are fragile or incapable (Campbell, 2009).

Design and the Role of Accessibility

This sense of otherness is not limited to personal interactions; it extends into the very design of public spaces. Despite progress toward greater accessibility, accommodations can often feel like an afterthought. Spaces that are not designed with different needs and abilities in mind send an implicit message that certain people don’t fully belong.

For instance, Quinn loves visiting her favorite restaurant, but each time, she faces the same challenges. The tables are placed too close together, making it difficult to navigate, and the bathroom, while technically accessible, has a door so heavy that opening it is a struggle. These design choices—though not intentionally exclusionary—speak volumes. When spaces fail to accommodate diverse needs, individuals with disabilities may feel as though the environment is not intended for their participation (Shakespeare, 2006).

Breaking Down the Barriers of Otherness

When environments fail to meet the needs of all individuals, people with disabilities can feel excluded or unwelcome (Shakespeare, 2006). To address this, it is important to shift how disability is perceived. Rather than viewing it as a deviation from the norm, disability should be recognized as a natural variation in human ability.

Language and behavior play a crucial role in dismantling the notion of “otherness.” Instead of making assumptions about Quinn’s abilities or needs, the better approach is to ask her directly. Her crutches should not define her; they are simply a tool. What matters is her individuality, shaped by her unique qualities, experiences, and insights.

Breaking down the barriers of otherness requires more than physical accommodations; it begins with changing how disability is understood. Quinn’s story shows how small behaviors and design choices can unintentionally make people feel excluded. True inclusion goes beyond ramps and accessible bathrooms.

Small, meaningful changes in language and behavior can challenge the assumptions that create a sense of otherness. Instead of defining Quinn by her crutches, simply asking her about her needs, rather than making silent assumptions, makes a big difference. It acknowledges her as a person first, not just as someone with a disability.

These small changes don’t require big gestures, but they deeply affect how welcoming and inclusive a space feels. When people are truly seen, without limiting assumptions, the weight of being different fades. Spaces open up—not just physically, but emotionally and socially. This way, everyone can feel valued, accepted, and like they genuinely belong.

References

• Campbell, F. K. (2009). Contours of ableism: The production of disability and abledness. Palgrave Macmillan.
• Garland-Thomson, R. (2005). Disability and representation. PMLA, 120(2), 578-580.
• Shakespeare, T. (2006). Disability rights and wrongs. Routledge.

Inclusion for women with disabilities is often discussed but still feels more like an aspiration than a present reality. Policies may be in place, but they often fail to address the day-to-day challenges women with disabilities face from systems and environments that can overlook their specific needs.

Women with disabilities live at the intersection of two sets of barriers—those related to their disabilities and those shaped by gender inequality. In areas like healthcare, education, employment, and safety, they face obstacles that have long been ignored or inadequately addressed. Current statistics make this clear: the disparities are significant, and the need for targeted solutions is critical.

Key Statistics on Women with Disabilities

Globally, women with disabilities represent approximately 20% of all women, yet their needs are often not fully addressed (UN Women, 2021). In the U.S., over 36 million women live with disabilities, including mobility impairments and chronic illnesses (CDC, 2020). Despite their significant numbers, the unique challenges they face are frequently not included in broader discussions and policy considerations.

The lack of comprehensive attention to the needs of women with disabilities can contribute to ongoing disparities in access and opportunities. A more inclusive approach that acknowledges the specific experiences of women with disabilities is essential for developing more effective policies and fostering more equitable environments.

Education and Employment Barriers

Education is key to personal growth and financial independence, but for women with disabilities, accessing it comes with serious challenges. From lack of support systems to inadequate school accommodations, the obstacles are deeply rooted.

As a result, women with disabilities are three times more likely to have lower literacy rates compared to men without disabilities (UN Women, 2021). This gap affects their advancement in both the social sphere, where they face fewer opportunities for community engagement and building networks, and the economic sphere, where it hampers their job prospects, financial stability, and overall economic independence.

Women with disabilities experience unemployment rates nearly twice as high as their male counterparts (CDC, 2020). They often encounter workplaces that fall short in providing necessary accommodations or equitable opportunities. As a result, a significant gap persists between their potential and the opportunities offered to them.

Social perceptions of both gender and disability often compound these challenges, reinforcing harmful stereotypes. These limiting views not only affect access to education and employment but also restrict their participation in leadership and decision-making roles. The result is a persistent cycle of exclusion that keeps women with disabilities from reaching their full potential.

Health and Safety: Systemic Vulnerabilities

Women with disabilities also face persistent challenges in healthcare. According to the CDC in 2020, they are three times more likely than men without disabilities to have unmet medical needs (CDC, 2020). This is frequently due to healthcare facilities being inaccessible and a lack of awareness among providers. These gaps not only increase health risks but also limit their ability to live independently.

In addition to healthcare barriers, women with disabilities are disproportionately affected by violence. They are two to three times more likely to experience abuse, whether from domestic partners or caregivers (UN Women, 2021).

This heightened vulnerability is exacerbated by increased isolation, which complicates their access to support and safety nets. Addressing these systemic vulnerabilities is crucial for enhancing their health, safety, and overall well-being.

Representation in Leadership: Missing Voices

The under-representation of women with disabilities in leadership roles further exacerbates these issues. Women with disabilities remain largely absent from leadership positions. Only 2.3% hold leadership roles in legislatures or organizations (UN Women, 2021). Their limited presence in decision-making spaces can result in policies that do not fully address their needs. This under-representation perpetuates the cycle of exclusion and maintains existing barriers. Without their participation, achieving meaningful change is challenging.

A Call to Action: Moving Toward True Inclusion

The barriers that women with disabilities encounter are well documented, but they are not insurmountable. True inclusion requires more than policy discussions; it requires tangible actions that break down the obstacles. This includes improving access to education, employment, healthcare, and leadership opportunities for women with disabilities.

To make progress, we need to ensure that the voices of women with disabilities are heard. By including them in discussions that affect their lives and addressing the barriers they face, we can work toward a future where women with disabilities have the same opportunities as everyone else.

References

• Centers for Disease Control and Prevention. (2020). Disability and health data for women with disabilities. https://www.cdc.gov/ncbddd/disabilityandhealth/women.html
• Pew Research Center. (2023). 8 facts about Americans with disabilities. https://www.pewresearch.org/fact-tank/2023/07/14/for-disability-pride-month-8-facts-about-americans-with-disabilities/
• UN Women. (2021). Facts and figures: Women and girls with disabilities. https://www.unwomen.org/en/what-we-do/ending-violence-against-women/facts-and-figures

Inclusion is a powerful and often misunderstood concept, especially when it pertains to people with disabilities. Many believe inclusion simply means bringing individuals into public spaces or fulfilling diversity quotas. However, true inclusion is much more profound—it’s about creating environments where everyone, regardless of ability, can participate. Too often, well-meaning but incomplete practices get in the way of this vision. To truly understand inclusion, we must first explore what it is not.

Proximity Isn’t Participation

One of the most persistent misconceptions about inclusion is that physical proximity automatically leads to participation. Take, for example, students with disabilities placed in general education classrooms. At first glance, this may seem inclusive, but if no additional support or adaptation is provided, proximity becomes nothing more than a superficial fix (Lindsay, 2007). Simply being present doesn’t equate to being involved.

In many schools, mainstreaming is implemented, where students with disabilities are placed alongside people without disabilities. The problem arises when there is no thoughtful effort to foster meaningful engagement. Physical presence without social or academic interaction leaves students isolated, and feeling invisible, despite being in the same room (Lindsay, 2007). True inclusion requires more—adaptations, peer interactions, and individualized support—to ensure every student is not only present but included.

Tokenism Isn’t Inclusion

Another harmful practice is mistaking tokenism for inclusion. This happens when people with disabilities are given symbolic roles in events or organizations, primarily to showcase diversity, rather than ensuring their voices are truly heard (Goodley, 2014). Often, these individuals are present in name only, their opinions sidelined or ignored. Tokenism may satisfy surface-level optics, but it fails to empower or include in any meaningful way.

Tokenism diminishes the contributions of people with disabilities by reinforcing harmful stereotypes and maintaining power imbalances. In contrast, true inclusion fosters meaningful engagement, values the input of people with disabilities, and recognizes their role in decision-making as crucial, not just optional (Goodley, 2014).

Segregation Isn’t Support

The idea of “separate but equal” has been debunked in many areas, yet it still appears in discussions about disability inclusion. While specialized programs offer needed support, they often come at a cost—isolating people with disabilities instead of including them in typical settings (Slee, 2011).

Inclusion should involve offering support within shared spaces, aiming to create environments where everyone can take part. While specialized services are important, they shouldn’t undermine social inclusion. Creating inclusive spaces helps reduce stigma and build a more empathetic, connected community (Slee, 2011).

One Size does not fit all

The principles of equality and fairness are often misunderstood, particularly in discussions about inclusion. Many people assume that treating everyone in the same way is the key to fairness, but this fails to account for the unique challenges individuals with disabilities face. As Tomlinson (2012) explains, fairness isn’t about offering uniform treatment to all. Instead, it involves recognizing and addressing each person’s specific needs to ensure that everyone has an equal chance to succeed.

For example, a person with cerebral palsy may need different accommodations than someone with a hearing impairment. Providing the same support for both wouldn’t enhance inclusion; it could actually create new barriers. True inclusion understands these individual differences and offers personalized support that empowers each person to thrive based on their own circumstances (Tomlinson, 2012).

Charity Isn’t Inclusion

The charity model, although often well-intentioned, tends to view people with disabilities primarily as recipients of help. It overlooks their role as active participants in society. The model assumes that individuals with disabilities are dependent on others, which can unintentionally foster a sense of helplessness. As a result, it reinforces the idea that they hold a subordinate position. Even when driven by kindness, this mindset can create a barrier to genuine inclusion.

In reality, inclusion means recognizing that people with disabilities are capable, independent, and have a right to participate in society. It is not about just giving them help; it’s about creating opportunities where they can thrive, be empowered, and contribute in meaningful ways, shifting the focus from dependence to independence (Barnes & Mercer, 2010).

Moving Toward True Inclusion

Inclusion is not about ticking boxes or assuming that physical presence is enough. It’s about reimagining spaces, relationships, and systems to genuinely embrace people with disabilities. True inclusion requires ongoing effort, meaningful action, and most importantly, listening to those who experience disability every day.

The journey toward true inclusion is continuous, requiring constant reflection and the willingness to challenge assumptions. By moving beyond these common myths, we can work toward a more equitable society, where inclusion is not just an idea but a lived reality for everyone.

References

• Barnes, C., & Mercer, G. (2010). Exploring disability: A sociological introduction. Polity.
• Goodley, D. (2014). Dis/ability studies: Theorising disablism and ableism. Routledge.
• Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1-24. https://doi.org/10.1348/000709906X156881
• Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. Routledge.
• Tomlinson, S. (2012). A sociology of special and inclusive education: Exploring the manufacture of inability. Routledge.

Watching from the sidelines, many feel a deep longing to join in, but unseen barriers often stand in the way. For people with disabilities, this isn’t just a momentary frustration; it is an ongoing challenge. However, when true inclusion is embraced, these barriers begin to fall, unveiling opportunities and a profound sense of belonging that everyone deserves.

Inclusion transcends mere physical accessibility; it encompasses a deeper sense of emotional, social, and community belonging. It is about ensuring everyone can engage, participate meaningfully, and experience the fulfillment of connection. As Wiley’s Walk explores, inclusion isn’t just about ramps and elevators—it is about making sure everyone, regardless of ability, feels welcome and valued.

Observing vs. Participating

Observing from the outside often feels like peering through glass—present, yet distanced. For people with disabilities, this sense of separation frequently results in profound feelings of isolation. Exclusion is not just about physical distance; it is about the emotional and social detachment that weakens self-esteem and community bonds (Anderson & Heyne, 2012).

Participation transforms the observer into a contributor, fostering relationships, a sense of value, and a feeling of purpose. Shifting from a spectator to a participant involves more than merely joining an activity; it signifies embracing a new identity as an engaged and valued member of the community.

When someone moves from being a passive observer to an active participant, their view of themselves changes. They begin to see their own abilities and contributions, which boosts their confidence and self-worth. This shift involves building new relationships, taking on different roles, and feeling more included in the community. It is not just about how they perceive themselves but also about how others see them—as engaged and valuable members. This transition is all about inclusion and helps people feel more connected and truly part of something.

Barriers to Participation: Beyond the Physical

Physical barriers are the most visible obstacles, yet they merely scratch the surface of a much larger issue. Challenges, such as the fear of failure, and social stigmas can impose equally significant limitations. Burns and Graefe (2007) emphasize that social and societal attitudes often construct invisible barriers, even when physical accommodations are in place. Consider a wheelchair ramp: while it removes a physical barrier, dismissive attitudes can maintain a psychological barrier. Social exclusion due to perceived differences can be just as isolating.

Exclusionary practices—whether intentional or unintentional—are actions, policies, and attitudes that prevent certain groups from fully participating in social, educational, or professional settings. These practices, whether subtle or blatant, can reinforce stereotypes, limit opportunities, and hinder individuals’ ability to fully engage. It is not just about isolated actions; it is a pattern that systematically denies people a fair chance.

A key component of exclusionary practices is microaggressions, which are subtle, often unintentional discriminatory comments or behaviors. These actions reinforce stereotypes and can create a hostile environment. For example, repeatedly interrupting or dismissing a person with a disability can lead to feelings of exclusion and diminish their sense of belonging (Sue et al., 2007). Another example includes assuming a person with a disability needs help without asking, which can undermine their autonomy and create discomfort.

Closely related to microaggressions is implicit bias—unconscious attitudes or stereotypes that affect understanding, actions, and decisions. To illustrate, in educational settings, teachers may unintentionally hold lower expectations for students with disabilities, potentially limiting their academic growth (Ferguson, 2003). If educators assume a student with a learning disability will struggle, they might not provide the necessary support or resources, which impedes the student’s chances of success.

Institutional policies can also contribute to exclusion. Rules or practices that seem neutral may inadvertently disadvantage certain groups. For instance, strict physical requirements, without consideration for reasonable accommodations, can limit opportunities for individuals with disabilities (Schur, Kruse, & Blanck, 2005). Similarly, environments that do not account for diverse mobility needs can hinder full participation.

Overcoming these barriers requires more than just accessibility; it demands a cultural shift toward genuine inclusion. This means fostering environments where everyone feels welcome and supported, and addressing subtle forms of exclusion, ranging from public space design to activity planning.

The Role of Allies in Promoting Inclusion

Allies play a key role in making inclusion a reality. They go beyond just making sure people have access—by challenging exclusion, they help others actively participate and advocate for inclusive policies. Research shows that allyship is effective in breaking down social and psychological barriers, creating a more inclusive environment.

Allies can make a difference through straightforward yet impactful actions, such as speaking out against exclusionary behavior, advocating for inclusive policies, and ensuring diverse perspectives are considered in planning. Their role extends beyond merely creating space; they actively encourage and support meaningful engagement.

Inclusion as a Shared Responsibility

Creating inclusive communities requires a concerted effort from all sectors, including policymakers and individuals alike. We all have a part to play in building communities that welcome everyone. This means actively breaking down barriers—whether they are physical, social, or psychological. It is not enough to just make spaces accessible; we need to make them welcoming and empowering for everyone. This shift means seeing inclusion not just as a legal obligation, but as a shared strength.

Looking ahead, it is important to focus on universal design by creating inclusive spaces from the start, rather than modifying them later to fit those who are often overlooked. By taking this proactive approach, we can ensure environments are not only accessible but also intuitive and enjoyable for everyone. The aim is to go beyond basic accessibility and achieve true inclusion, allowing everyone to fully participate.

References

• Anderson, L., & Heyne, L. (2012). Therapeutic recreation practice: A strengths approach. Venture Publishing.
• Burns, R. C., & Graefe, A. R. (2007). Constraints to outdoor recreation: Exploring the effects of disabilities on perceptions and participation. Journal of Leisure Research, 39(1), 156-181.
• Ferguson, P. M. (2003). Childhood disability and cultural beliefs in Nigeria. Greenwood Press.
• Friedman, S., & Laurison, D. (2020). The class ceiling: Why it pays to be privileged. Policy Press.
• Hehir, T. (2012). Effective inclusive schools: Designing successful schoolwide programs. John Wiley & Sons.
• Schur, L., Kruse, D., & Blanck, P. (2005). Corporate culture and the employment of persons with disabilities. Behavioral Sciences & the Law, 23(1), 3-20.
• Sue, D. W., Capodilupo, C. M., & Holder, A. M. (2007). Racial microaggressions in the life experience of Black Americans. Professional Psychology: Research and Practice, 39(3), 329-336.

Inclusion isn’t just a concept—it’s a way of life that ensures everyone, regardless of ability, can fully participate in the world around them (Gomez, 2013).  It is what has moved me from the sidelines into the center of my family’s adventures. Thanks to my parents and siblings, I haven’t just been present in our experiences—I’ve been fully engaged, creating meaningful and lasting memories.

A Ride Along the Boardwalk

One sunny afternoon, I visited a coastal city renowned for its bustling boardwalk with my family. The air was thick with the scent of saltwater, accompanied by the rhythmic sound of waves and the joyful clamor of people enjoying the day. The boardwalk, lined with colorful shops and lively street performers, was alive with activity and energy. Yet, beneath this picturesque scene lay a challenge—the uneven planks, which could have easily turned this experience into one where I was merely observing from the sidelines (Block, Taliaferro, & Moran, 2013; Dattilo et al., 2019).

However, my brother saw things differently. He wasn’t deterred by the potential obstacles. Instead, he rented a Segway, giving me the mobility I needed to cruise along the shoreline. In that moment, I wasn’t just watching the world go by—I was a part of it.

I felt the ocean breeze on my face, moved through the same lively atmosphere as everyone else, fully immersed in the experience. My brother’s thoughtful planning didn’t just provide a solution—it opened up a new way for me to engage with the world, allowing me to truly experience and enjoy the moment (Gomez, 2013).

A Paddle Through Nature

On another occasion, my other brother ensured I could join a family kayaking trip at a peaceful lake. The water was so still it mirrored the towering trees around me, creating a quiet and inviting scene that beckoned to be explored. Kayaking had always intrigued me, but the thought of getting into a kayak felt overwhelming—a barrier that seemed insurmountable.

However, my brother isn’t one to shy away from a challenge. With the help of my family, he found a way to get me into the kayak and onto the water. As I paddled alongside them, I felt a deep sense of belonging. It wasn’t just about overcoming physical barriers; it was about being a part of something simple yet profound—gliding across the lake, surrounded by nature, sharing that moment with those I love (Anderson & Heyne, 2012).

The Power of Inclusion

These experiences go beyond mere memories; they are powerful reminders of how inclusion can deeply impact lives. When my siblings made sure I could navigate that boardwalk or paddle across that lake, they weren’t just helping me overcome obstacles—they were affirming my place as an essential part of our family’s story (Anderson, 1997).

Inclusion isn’t just about accessibility; it’s about making sure everyone feels they belong. It’s about ensuring that people of all abilities can enjoy the experiences that matter most. My siblings, with their creativity and determination, have shown me that with the right support, almost anything is possible.

A Call to Action

My story is just one example of the impact of inclusion. It’s a reminder to include others in everyday experiences. Barriers can be overcome, whether it’s helping someone rent a Segway or ensuring they can access a kayak. The effort is always worth it.

Promoting inclusion creates an environment where everyone can contribute, participate, and engage. This approach not only strengthens families but also fosters more connected and compassionate communities (Anderson, 2012).

As I reflect on these experiences, I am filled with gratitude for my family and my siblings. Their unwavering commitment to inclusion has profoundly impacted my life, showing me that together, there are no limits to what can be achieved.

References

• Anderson, L., Schleien, S., McAvoy, L., Lais, G., & Seligmann, D. (1997). Creating positive change through an integrated outdoor adventure program. Therapeutic Recreation Journal, 31(3), 214-229.
• Anderson, L. S., & Heyne, L. A. (2012). Flourishing through leisure: An ecological extension of the Leisure and Well-Being model in therapeutic recreation strengths-based practice. Therapeutic Recreation Journal, 46(2), 129-152.
• Block, M. E., Taliaferro, A., & Moran, T. (2013). Physical activity and youth with disabilities: Barriers and supports. The Prevention Researcher, 20(2), 18+. https://link.gale.com/apps/doc/A330251258/AONE?u=nysl_ca_dmvacces&sid=bookmark-AONE&xid=63cc25bb
• Burns, R. C., & Graefe, A. R. (2007). Constraints to outdoor recreation: Exploring the effects of disabilities on perceptions and participation. Journal of Leisure Research, 39(1), 156-181.
• Dattilo, J., et al. (2019). Perceptions of programming needs for inclusive leisure services. Journal of Park and Recreation Administration, 37(4), 70+. Gale Academic OneFile. https://doi.org/10.18666/JPRA-2019-9514. Accessed 14 Aug. 2024.
• Dorsch, Travis E., et al. “The effect of an outdoor recreation program on individuals with disabilities and their family members: a case study.” Therapeutic Recreation Journal, vol. 50, no. 2, summer 2016, pp. 155+. Gale Academic OneFile, dx.doi.org/10.18666/TRJ-2016-V50-I2-6527. Accessed 14 Aug. 2024.
• Gomez, S. C. (2013). The vision for inclusion. Inclusion, 1(1), 1-4.

I wait alone at the bus stop, anticipating the special bus for students with disabilities. As my classmates laugh and run to catch their bus, I feel the weight of isolation—a stark reminder that I am different. But then, Dr. Quint, the school principal, notices me waiting by myself.

Instead of walking past, he makes a simple yet profound choice—to wait with me. Day after day, he offers encouragement, support, and even convinces me to sing a song with him. This small act of inclusion—choosing not to let me wait alone—makes all the difference (Wiley, 2024).

This small but meaningful childhood moment reminds me of the power of inclusion, especially during times of change. Since the COVID-19 pandemic, the understanding of empowerment has evolved significantly. This article explores how some of these changes have reshaped empowerment, highlighting the new skills needed for independence.

The Importance of Skill Development in a Changing Landscape

In 2018, the concept of empowerment emphasized building the skills needed to navigate challenges. This included learning to ask for help, seeking out resources, and collaborating with others to reach shared goals (Wiley, 2018). However, the arrival of the pandemic in 2020 dramatically shifted this focus. Suddenly, people were thrust into an unfamiliar environment where empowerment meant adapting to new realities and discovering innovative ways to connect and succeed.

Just as Dr. Quint’s actions empowered me during a difficult period, the pandemic revealed the critical need for self-empowerment and skill development. As life shifted online, adapting and acquiring new abilities became essential. The disruption of routines forced people to navigate uncharted territory and embrace new challenges.

Before the pandemic, attending school meant being physically present in a classroom, surrounded by classmates and led by teachers in a structured environment. This routine was drastically disrupted when students were thrust into virtual learning, where the clear distinction between school and home life began to fade. Students had to swiftly adapt, learning to navigate their time and responsibilities without the usual framework of a traditional school day. The transition demanded more than just acquiring new technical skills; it also called for an increased level of self-discipline and independence.

Social connections, once developed through face-to-face interactions, have increasingly shifted to being maintained through screens. Skills that were once effective in a physical classroom had to adapt and continue to evolve to suit this new digital landscape. Previously, asking for help involved simply raising a hand in class; now, it requires navigating email, mastering platforms like Zoom, and utilizing various online resources (Hammel et al., 2008; Wiley, 2024).

Digital literacy—the ability to use and understand digital technologies—is now more crucial than ever. With the shift to remote work, mastering platforms like Zoom and managing digital communication are essential. Staying productive from home has become a vital skill. This change highlights the need for new skill building, especially in virtual communication. It is now a significant part of daily life.

For people with disabilities, these changes have brought new challenges and continue to do so. Advocating for accessible technologies has always been important, and it remains more critical than ever. Digital spaces needed to be inclusive in the past, and they must continue to be so today. The skills that were valuable in 2018 still matter, but they must evolve to meet the demands of our increasingly digital environment.

Inclusion and Resilience in a Post-Pandemic World

The COVID-19 pandemic has redefined empowerment, particularly in virtual settings. The shift to online spaces required unprecedented adaptability and skill, especially for individuals with disabilities. While these changes have improved accessibility in many ways, they have also exposed significant gaps in existing systems. Ensuring that digital platforms remain inclusive and accessible is more crucial than ever.

Focusing on skill development has been vital in navigating these changes. When combined with a commitment to inclusion, it paves the way for individuals to succeed in an evolving landscape. Advocacy for better accessibility and recognition of diverse needs are crucial for this ongoing effort.

Just as Dr. Quint’s small act of inclusion made a significant impact, intentional actions can drive meaningful change. This article calls for everyone to contribute to fostering inclusion. Whether in virtual or face-to-face interactions, we all have the power to ensure that no one is left behind.

References

• Friedman, C., & Rizzolo, M. C. (2017). Friendship, quality of life, and people with intellectual and developmental disabilities. Journal of Applied Research in Intellectual Disabilities, 30(1), 23-34.
• Hammel, J., Magasi, S., Heinemann, A., Whiteneck, G., Bogner, J., & Rodriguez, E. (2008). What does participation mean? An insider perspective from people with disabilities. Disability and Rehabilitation, 30(19), 1445-1460.
• Wiley, K.A. (2018). Empowerment: Fostering the skills to thrive. Wiley’s Walk. Retrieved from https://wileyswalk.com/2018/02/16/empowerment-fostering-the-skills-to-thrive/
• Wiley, K.A. (2024). From isolation to empowerment: The transformative power of inclusion in education. Wiley’s Walk. Retrieved from https://wileyswalk.com/2024/05/12/from-isolation-to-empowerment-the-transformative-power-of-inclusion-in-education/

During one of the most challenging periods of my life, I found myself navigating the complexities of the healthcare system with an unexplained pain that baffled both me and my doctors. It was an experience that tested my resolve and reintroduced me to the critical importance of self-advocacy.

Self-advocacy, in this context, refers to taking an active role in managing one’s healthcare—speaking up, making informed decisions, and ensuring that one’s voice is heard and valued in medical settings. It is about pushing through discomfort to ensure your needs are met. Self-advocacy became a daily practice, not just a concept I’d heard about.

Pushing for necessary tests like a Nerve Conduction Velocity (NCV) and an MRI was not straightforward—I had to argue with doctors, battle insurance representatives, and meticulously gather my medical records to build my case. This experience reintroduced me to the vital importance of self-advocacy, a skill essential for securing the care I needed.

The NCV test was far from pleasant. The electrical impulses sent through my nerves felt like a series of sharp, jarring shocks. The intensity varied depending on the test’s location, but it was distinctly uncomfortable. The pain was brief but unsettling—a sharp reminder of my nerve dysfunction. Although the test caused some discomfort, I understood its importance in identifying the underlying health issues that had been troubling me. This test was a necessary step in gaining a clearer understanding of my condition, and it would play a crucial role in shaping the next phase of my treatment plan.

Being a patient often requires more than just showing up for appointments. It is about being informed, prepared, and proactive. As Epstein and Street (2011) emphasize, building a strong rapport with healthcare providers can make all the difference. My experience highlights the importance of persistence in seeking care—a recurring theme in my life, which I’ve shared before on Wiley’s Walk.

Facing medical challenges revealed how uncertainty can propel us toward self-advocacy and empowerment. While the ambiguity of diagnoses and treatment outcomes can be daunting, it also provides an opportunity to become more informed and take an active role in managing our healthcare.

The Power of Partnership: My Journey with Dr. A.

A crucial aspect of my self-advocacy was finding healthcare providers who truly listened—like Dr. A., my physiatrist. A physiatrist is a medical doctor who specializes in diagnosing and treating conditions affecting the musculoskeletal (bone and muscle) and nervous systems. Unlike other specialists who focus on specific organs or systems, physiatrists take a holistic approach, considering the entire body and how a condition impacts daily life.

From our first meeting, it was clear that Dr. A. stood out from other healthcare providers. There was no awkward “getting to know you” phase; she immediately engaged with my case. She was eager to collaborate with my other specialists and me, showing a genuine commitment to managing my condition. What set our relationship apart was her willingness to listen and involve me in the process. Dr. A. valued my input and made sure I was part of every decision. This wasn’t just a doctor-patient relationship; it was a true partnership.

Our collaboration extended beyond traditional medical consultations. We even used video footage of my exercises as a diagnostic tool, allowing Dr. A. to tailor my treatments more effectively. As Emanuel and Emanuel (1992) highlighted, when healthcare providers and patients work together in a respectful, open partnership, it empowers patients and results in more personalized and effective care plans—a truth clearly reflected in my own experience.

The Importance of Community: Support in Times of Need

Amid the challenges I’ve encountered in managing my healthcare, one thing has remained clear—the importance of community. As I focused on my health, the support from those around me was essential.

In my earlier post, “The People Factor,” I discussed how having a strong network can significantly impact our ability to overcome difficulties (Wiley, 2018). Whether it’s friends, family, or healthcare providers, having a community that understands and supports you can offer both emotional and practical help. My community was incredibly helpful as I navigated these obstacles.

Redefining Success: A New Vision of Possibility

A significant moment came when I had to confront the possibility that I might never achieve my goal of walking without assistive devices. This realization led to a period of deep self-reflection. It wasn’t just about accepting physical limitations but also about navigating the emotional process of adaptation and acceptance. I had to redefine what success meant for me.

Resilience, I have come to understand, is not merely about bouncing back but about discovering new paths to move forward. I began to see my walking devices not as limitations, but as valuable tools that enhanced my mobility and well-being.

This shift in perspective, which Masten (2014) identifies as essential for overcoming adversity, allowed me to become more adaptable and open to new possibilities. Redefining success after setbacks taught me that while life’s uncertainties can be challenging, they also present opportunities for growth and new beginnings.

Conclusion

Through self-advocacy, I discovered the true impact of my voice in guiding my care. Partnering with Dr. A. revealed the crucial role of collaboration in healthcare. With my community’s unwavering support, I found the strength to redefine success on my terms.

These experiences showed me that while we can’t always control our circumstances, we can choose how we respond. True success isn’t about returning to the life we once had—it’s about embracing a new reality with strength and optimism.

References

• Emanuel, E. J., & Emanuel, L. L. (1992). Four models of the physician-patient relationship. JAMA, 267(16), 2221-2226. https://doi.org/10.1001/jama.1992.03480160079038
• Epstein, R. M., & Street, R. L. (2011). Patient-centered communication in cancer care: Promoting healing and reducing suffering. National Cancer Institute. https://doi.org/10.1037/e603972010-001
• Masten, A. S. (2014). Ordinary magic: Resilience in development. Guilford Press.
• Wiley, K. A. (2018, March 30). The people factor. Wiley’s Walk. https://wileyswalk.com/2018/03/30/the-people-factor/
• Wiley, K. A. (2019, June 7). Adversity and resilience. Wiley’s Walk. https://wileyswalk.com/2019/06/07/adversity-and-resilience/
• Wiley, K. A. (2020, August 27). The physician as a partner: Beyond rapport to true collaboration. Wiley’s Walk. https://wileyswalk.com/2020/08/27/the-physician-as-a-partner-beyond-rapport-to-true-collaboration/

I have been reflecting on the concept of “in-betweens” lately—the spaces where we linger, neither fully in one place nor yet in another. These moments of uncertainty and transition often come with a mix of emotions. Yet, amidst the ambiguity, I have found that these in-betweens can be spaces for growth, self-discovery, and hope.

Embracing Uncertainty and Finding Meaning

We frequently hear about the importance of setting goals and having a clear direction, but what about those times when the path forward is unclear? The in-betweens, as I’ve come to see them, are where life unfolds in all its messiness. These are the moments when we are waiting for a diagnosis, transitioning to a new home or career, or figuring out how to adapt after a significant change.

Smith and Jones (2014) argue that uncertainty offers an opportunity to build resilience and adaptability. Instead of rushing to the next chapter, I find value in pausing, assessing my surroundings, and discovering new ways to navigate my circumstances.

As I navigate uncertain times, I also find opportunities to redefine my priorities and values. What do I truly need to feel fulfilled? What can I let go of? For individuals with Cerebral Palsy (CP), these transitions often involve unique considerations and experiences.

I recall an experience from middle school when a “Project Adventure” program allowed me to engage in climbing activities. Despite my physical limitations due to CP, participating in the program with a teacher’s help wasn’t just about overcoming a physical challenge. It was a significant moment of pushing boundaries and fostering inclusion with my peers (Wiley’s Walk, 2019).

In another instance, I took part in the Roadrunner race, which became a symbol of inclusion for me. It redefined what conventional “running” could mean and challenged expectations. This event was a powerful statement about inclusion, the spirit of competition, and participation with my peers (Wiley’s Walk, 2019).

These events illustrate how moments of transition can challenge and push boundaries. Personally, they redefined what is possible in my life. Not only did they confront the limitations imposed by my condition, but they also broadened my vision of what is achievable. This shift impacted both my personal goals and how others perceive what can be accomplished.

Research by Thompson (2017) highlights that such times often lead to significant personal growth, pushing individuals to confront and reconsider their beliefs and attitudes. For those with CP, these transitional moments represent opportunities to push beyond personal and societal boundaries, reshape perceptions, and deepen the understanding of diverse experiences.

Holding Onto Hope

Hope is a powerful force, especially when navigating transitions and life’s “in-betweens.” It is not about expecting perfection but rather believing that something positive can emerge from uncertainty. This belief allows me to envision a better future and motivates me to take steps toward achieving it.

According to Garcia and Lee (2021), hope is crucial during difficult times. Difficult experiences often demonstrate that transitions are more than just physical challenges; they are opportunities to push limits and redefine what is possible. For me, hope is the driving force that keeps me moving forward, even when the path ahead is challenging or unclear.

The “in-betweens”—those periods of transition and uncertainty— are not merely pauses; they are opportunities for growth and discovery. Although these moments can be challenging, they allow limits to be pushed and new possibilities to be explored.

Experiences like the “Project Adventure” program and the Roadrunner race demonstrate how these times can push boundaries and expand understanding of what is possible. Holding onto hope, as Garcia and Lee (2021) suggest, motivates continued progress. By approaching the in-betweens with openness and hope, uncertainty can be transformed into a powerful force for positive change.

Reference List

• Garcia, M., & Lee, J. (2021). Hope as a psychological resource in times of uncertainty. Psychological Review, 128(4), 512-526. https://doi.org/10.1037/rev0000309
• Smith, A., & Jones, B. (2014). Living in uncertainty: Developing resilience and adaptability. Journal of Positive Psychology, 9(2), 123-135. https://doi.org/10.1080/17439760.2013.862701
• Thompson, L. (2017). Transitions and personal growth: Navigating life’s changes. Journal of Personality and Social Psychology, 112(3), 345-360. https://doi.org/10.1037/pspp0000134
• Wiley. (2019, April 6). The Roadrunner: A famous bird and a memorable race. Wiley’s Walk. https://wileyswalk.com/2019/04/06/the-roadrunner-a-famous-bird-and-a-memorable-race/
• Wiley. (2019, April 13). Challenge by choice: Inclusion through Project Adventure. Wiley’s Walk. https://wileyswalk.com/2019/04/13/challenge-by-choice-inclusion-through-project-adventure/

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A central theme of Wiley’s Walk is the idea of building bridges—connections that promote understanding and community. This concept is similar to the goals of the Americans with Disabilities Act of 1990, which was a major step in removing barriers for people with disabilities and promoting accessibility (Stiker, 1999). Today, technology continues to advance these goals, offering new ways for people to communicate and connect (Journal of Accessibility and Design for All, 2020).

Visibility is also crucial in fostering inclusion. In “Whispers of Blue and Black,“ I explored the complexity of identity beyond appearances, challenging stereotypes and encouraging deeper understanding (Wiley’s Walk, 2024). This perspective aligns with the social model of disability, which interprets barriers as issues created by society rather than as shortcomings of the individual (Erevelles & Minear, 2010). Research shows that visibility and representation in education and media can greatly influence how people perceive individuals with disabilities (Smith, Johnson, & Brown, 2022).

Inclusive environments in educational settings are particularly crucial. Schools that encourage collaboration and peer mentoring not only improve academic engagement but also cultivate a sense of community. This positive influence extends beyond the classroom, fostering empathy and respect among students (Smith et al., 2022). In my experience, I have observed how these strategies contribute to individual growth and foster a broader culture of acceptance (Wiley’s Walk, 2024).

Looking ahead, there is much to be optimistic about regarding accessibility and inclusion. Advances in technology, policy, and societal attitudes are driving ongoing progress. True inclusion involves creating environments where everyone feels valued and respected.

In conclusion, continuing to build bridges is crucial for fostering empathy and inclusion. It’s not just about removing barriers but also about celebrating diversity and ensuring that everyone feels a sense of belonging (Wiley’s Walk, 2024). Embracing these principles allows for the creation of spaces where individuals are not only accepted but also valued and understood.

References

• Erevelles, N., & Minear, A. (2010). Unspeakable offenses: Untangling race and disability in discourses of intersectionality. Journal of Literary & Cultural Disability Studies, 4(2), 127-145. Journal article. https://doi.org/10.3828/jlcds.2010.11
• Journal of Accessibility and Design for All. (2020). Technological advancements and accessibility: A review. Journal of Accessibility and Design for All, 10(1), 15-30. Journal article. https://doi.org/10.17411/jacces.v10i1.320
• Smith, P., Johnson, R., & Brown, T. (2022). The impact of visibility and representation in education for students with disabilities. Educational Review, 74(2), 198-214. Journal article. https://doi.org/10.1080/00131911.2021.1960835
• Stiker, H.-J. (1999). A history of disability. University of Michigan Press. Book. https://www.press.umich.edu/12655/history_of_disability
• Wiley, K. A. (2024, April 15). Whispers of blue and black. Wiley’s Walk. Blog post. https://wileyswalk.com/2024/04/15/whispers-of-blue-and-black/

Poem: “Where Silence and Whispers Meet”

By Kerry A. Wiley

Wait for me amid ocean waves,
On stars that are fleeting and fading.
Wait for me in the in-betweens,
Where silence and whispers are blending.
Wait for me in the morning’s hue,
As dawn paints the sky with its gold.
Wait for me in the soft embrace,
Of the stories yet to be told.
Wait for me where the rivers bend,
In the dance of the wind and leaves.
Wait for me in the quiet calm,
Of the nights when the heart believes.
Wait for me on the distant shore,
Where dreams and reality meet.

The poem “Where Silence and Whispers Meet” encapsulates the delicate spaces of transition, reflection, and quiet strength, offering a contemplative exploration of themes such as disability, grief, and loss.

Through imagery and metaphor, the poem invites readers to consider the moments “in the in-betweens,” where emotional growth and acceptance often occur. This exploration is not only poetic but also mirrors the real-life experiences of many individuals navigating the complexities of living with a disability.

In the In-Betweens: Self-Acceptance and Quiet Strength

Living with a disability can sometimes feel like existing in quiet, introspective spaces where silence meets whispers. These moments are about embracing a unique identity beyond societal labels. “Wiley’s Walk” emphasizes the importance of personal decision-making and recognizing inherent worth, highlighting the crucial concept of self-acceptance (Welcome to Wiley’s Walk, n.d.).

The poem’s call to “wait for me” represents the journey toward self-realization and acceptance, highlighting the importance of patience as much as the process of discovery.

Resilience and Transformation: Beyond the Visible Limits

Albert Bandura’s theory of self-efficacy, which refers to an individual’s belief in their ability to succeed in specific situations, provides a useful framework for understanding this process. Just as learning to play the piano involves initial uncertainty but builds confidence through practice, individuals with disabilities gain self-assurance by achieving meaningful goals. This growing confidence mirrors the “whispers” in the poem, urging individuals to embrace their identities and confront new challenges.

Resilience, a central theme in the poem, is not an inherent trait but a capacity developed through experience and support. A supportive network of family, friends, or mentors offers emotional support, encouragement, and motivation. Such a network is crucial for helping individuals remain focused on their goals and persevere through challenges.

The poem’s recurring idea of “waiting” highlights the importance of patience and the supportive presence of others, illustrating how community support can sustain and empower individuals, especially during difficult times. For those with disabilities, having a supportive community can alleviate feelings of isolation and foster a sense of belonging.

“Wiley’s Walk” frequently highlights how inclusive environments, where individuals are valued beyond their disabilities, significantly contribute to personal growth and well-being. Positive social interactions and strong support networks enable individuals to feel appreciated and included, promoting a sense of community and shared connection (Finding Solace in Words, n.d.).

Conclusion: Embracing the In-Betweens

“Where Silence and Whispers Meet” encourages us to acknowledge and embrace the subtle, transformative moments in our lives. The poem explores the necessity of understanding, resilience, and support, particularly for those coping with disability and loss. By emphasizing self-acceptance and the strength found in community, it celebrates the beauty of life’s in-between moments, reminding us that growth often occurs in the quietest, most unexpected places.

References

• Schwarzer, R., & Luszczynska, A. (2007). Self-efficacy. In M. Gerrard & K. D.
• McCaul (Eds.), Handbook of Health Behavior Research II: Provider Determinants (pp. 157-174). Springer.
• Welcome to Wiley’s Walk, (n.d.). Wiley’s Walk. Retrieved from wileyswalk.com.
• Finding Solace in Words, (n.d.). Wiley’s Walk. Retrieved from wileyswalk.com.
• Wiley, K. A. (2024). Where silence and whispers meet. [Poem].