Tag: ableism

Don’t stop people from using their abilities

Real Social Skills

If developing a skill, even shakily, means someone will lose their accommodations, that makes it impossible for someone to use that skill. That’s a problem.

For instance, people who can walk often still need wheelchairs. Denying wheelchairs (or wheelchair accessible transportation, or other accessible things) to people who can walk doesn’t make a wheelchair any less necessary. It just prevents people who can walk a little from ever doing so in public. (And prevents some people from developing that ability at all.)

Similarly, a lot of AAC users can talk, or can talk some of the time. For many people, the best form of communication is a mixture of speech and a communication device. Often, when people speak, they are treated as though they are faking their need for AAC. Or that they’d be able to use speech as their sole means of communication if they tried harder. That doesn’t make AAC any less necessary. It doesn’t make speech any more possible. All it does is make it impossible for someone to use both speech and AAC, which deprives them of communication options they’d otherwise benefit from.

Similarly, a lot of people who can read visually also need screen readers from time to time. If seeing someone read standard print means that you won’t let them use electronic formats anymore, that doesn’t give them new abilities. All it does is stop them from reading.

Wheelchair users have the right to do what they want with their legs and AAC users have the right to do what they want with their voices. People have the right to read in a combination of ways that are possible for them. There are numerous other examples. Those rights matter, and they’re often ignored.

Short version: People with disabilities who use equipment or adaptive strategies are often prevented from doing things in the standard ways too. They’re expected to either do things in the approved disabled way or the approved normal way. This is wrong. People should be able to do things in the way that works best for them. (Which is often a mixture of different ways, some of which are used by nondisabled people as well.)

A reason your kids need you to talk to them about their disability

Real Social Skills

Sometimes parents avoid talking to disabled kids about disability because they don’t want to make them feel different.

The thing is, it’s not actually possible to prevent your child from noticing that they are different. They will notice that they aren’t just like all the other kids. Partly because it’s obvious. Kids compare themselves to other kids, and to adults that they observe. Disability is as noticeable as the fact that some people are fat, female, tall, short, black, white, or whatever else. Kids notice differences. They will notice this difference too. And that’s ok.

They will notice that you are willing to talk about some differences, but not others. If you refuse to talk about disability, they will still know that they are different. They will just learn that you consider the difference unspeakable.

They will also notice what other people think about them and their disability.

People will stare at your child and make disparaging remarks. People will call them the r-word, and every other disability slur. They will say “special” and “special needs” with a sneer. They will make fun of your child for not being able to do things. They will say, or imply, that they would be able to do them if they’d just try harder.

You can stop some people from doing this to your child (and you should), but you can’t stop them from ever encountering it. They will probably encounter it every day. They will know that they are different from other people, and our culture will teach them incredibly destructive things about what that means.

You can’t stop your child from hearing what our culture thinks of disability — and if you don’t talk about disability yourself, your child will believe that you agree with it.

If you don’t talk to your child about their disability, the only words they will have for themselves are slurs they hear other people call them. You can give them better words, and better information.

If you don’t talk to your child about their disability, they will end up with a lot of misinformation about what their difference means. If you talk to them, you can tell them the truth.

Short version: Refusing to talk to kids about disability doesn’t protect them from feeling different. It just prevents them from getting accurate information about what their disability is and what their difference means. When kids who don’t know the truth about their disability face hate, they have little-to-no protection against internalizing it.

Don’t be mean to fat disabled people

Real Social Skills

Some disabled people are fat.

Some fat disabled people have mobility impairments, and need to use wheelchairs and scooters.

Some fat disabled people need to sit down a lot.

Some fat disabled people need to park in handicapped parking.

Some fat disabled people need to sit in the disabled seating on busses.

Some fat disabled people need to use the bathroom stall that has grab bars.

Some people act like fat people are somehow “not really disabled, just fat” as though the two are somehow mutually exclusive. They’re not. Fat is not a cure for disability. Fat disabled people are as disabled as thin disabled people. Fat people have every right to exist in public and use mobility aids and other adaptations.

Some people act like being mean to disabled fat people will somehow force them to stop being fat and disabled. It won’t. Being mean is not a cure. If you yell at a fat disabled person for needing to park close to the building, it won’t give them the ability to walk further safely. It will just mean that their day got worse because someone decided to be pointlessly cruel to them.

Short version: Fat disabled people exist, and have a legitimate need for access and accommodations. Being mean to fat disabled people for having access needs doesn’t cure their disability. It just makes the world a crueler place. Don’t be a jerk.

You don’t have to be perfect at self care to deserve medical treatment

Real Social Skills

Disabilities and chronic conditions often require difficult and time-consuming self care.

For instance:

  • People who are paralyzed have to pay very close attention to their skin to avoid dangerous pressure sores
  • People with CF have to do a lot of breathing treatments
  • A lot of people have to keep track of a very complicated medication schedule
  • Or any number of other things

A lot of medical complications are preventable with the right self care. But no one manages perfect self care, because self care is hard, and people are human and nobody is perfect.

Making a mistake that leads to an injury that was theoretically preventable sometimes pisses off doctors. It’s also something that people sometimes feel very ashamed of. This can be a deterrent to getting medical care.

It’s not right that it’s this way. You don’t have to be perfect to deserve medical care. Sometimes you make mistakes and need treatment. That’s part of the human condition, and it doesn’t mean you’re somehow less deserving.

Nondisabled people injure themselves doing careless things all the time. People who fall off bikes in a moment of carelessness and break bones get to have medical treatment without facing that kind of hate. So do people who burn themselves cooking. Doctors are capable of understanding that people make mistakes and get hurt — and people with disabilities deserve this understanding just as much as anyone else.

Everyone who needs medical care deserves it. Including people who make mistakes. Including people with disabilities who make mistakes. You don’t have to be perfect at self care to deserve treatment.

Rigorous attention to self care is important. So is medical support for needs that arise, including as the result of mistakes.

Using the memory you have

Real Social Skills

A reader asked:

I have memory issues. Things like names, dates or times, directions, and other important details often escape me. Lately, I’ve been using “external memory” in the form of a notebook or my phone.

However, people tend to get impatient or bored at best when you’re constantly consulting a notebook in order to tell them what you need.

At worst, they talk over me, try to tell me what they think I want, or walk away.

How do I get people to understand?

Or should I just work on fixing my memory instead?

realsocialskills said:

A few things:

Don’t wait for better memory:

  • Improving memory is possible for some people; not everyone
  • Whether or not it’s possible for you, you need to communicate now
  • Communication shouldn’t wait for cognitive changes
  • It’s important to make strategies that work with the cognitive abilities you have now

Meanwhile, you might be able to make some of your external memory faster. Here are a few possible ways of doing that:

Write things on your hand or a wrist band:

  • Looking at your hand only takes a second
  • This might work well for remembering what food you want to order, or what you want to buy
  • Or in general terms what you wanted to talk about
  • There are also disposable paper wristbands you can buy to put notes on
  • That works similarly, without having to write stuff on your hand

Put some information on your phone’s lock screen, eg:

  • Write something in your notes app
  • Take a screenshot
  • Make that screenshot your lock screen wallpaper
  • This means the information is available immediately once you get out your phone

Cheat sheets:

  • If there are things you consistently need to know but can’t remember, making pages with that information and putting them in particular places might help
  • Eg, for remembering what a store has
  • Or remembering what questions you’re likely to be asked
  • Or lists of people who are likely to be in particular places

Optimizing your notebook:

  • Eg: If there is information you need frequently, it might be worth putting it on dedicated pages with color-coded tabs
  • It also might be worth using something like a three-ring binder so that you can put information you need soonest at the front
  • Or even *on* the front, if you get a three-ring binder that has a space to put in a cover sheet on the front

Communication boards or apps:

  • Using communication boards or a picture-based AAC app might help too
  • Communication aids aren’t just for generating speech, they can also be for cognitive prompting reminding you what it’s possible to say
  • Making pages for particular situations might help you to communicate faster
  • You’d still have to open the page, but it might result in less hunting around for information once you get there
  • Having a page with a few options might make it easier to remember and process things
  • Associating images with things you’re trying to remember might make them easier to remember
  • If you keep the symbols in a consistent place and touch them some while you communicate, muscle memory might also help you to remember things
  • (Even practicing with boards in private without using an app to communicate directly might make it possible to use muscle memory to prompt yourself)
  • Proloquo2Go might work well for this
  • (Or maybe even something like Custom Boards, although that uses more childish symbols and that could be a problem)

It also might help to be more open about your memory difficulties:

  • Sometimes being open about how bad your memory is can help
  • If you don’t tell people what you’re doing, they might not be able to tell the difference between using external memory and ignoring them
  • (Especially if you’re looking at a phone; they might think you are facebooking or something)
  • They also might be trying to help, and might not realize that it’s being anti-helpful
  • If you tell people what’s going on and what would help you, *some* people will do the right thing
  • (Not all. But enough that it’s often worth it)
  • That also can allow you to ask people things that you don’t remember

Eg:

  • “I’m sorry, my memory is bad — could you remind me who you are?”
  • “Give me a second — I need to check my notebook.”
  • “I don’t remember when that’s happening — I need to check my calendar on my phone.”
  • “I actually get really confused when people try to tell me what they think I want — I’ll be able to find it faster if I check my phone”.

Also, if you’re approaching people and they’re walking away, it might help to change the order in which you do things to make it go faster from their perspective, eg:

  • Get out your notebook
  • Turn it to the right page
  • Put your finger on the piece of information you need to remember
  • Then go up to them and ask for help

Short version: If you have memory issues and rely on external memory aids, there may be things you can do to use them more quickly.

It’s ok for people with disabilities to want attention

Real Social Skills

A lot of things that people with disabilities do get pathologized as “attention seeking behaviors”, whether or not they have anything to do with wanting attention.

That’s not the only problem with the whole concept of “attention seeking behaviors”.

Another problem is that there’s actually absolutely nothing wrong with wanting attention. In fact, all communication involves seeking attention in some way.

Taken literally, here are behaviors that involve seeking attention:

  • Saying hello
  • Asking if someone is ok
  • Writing a blog post
  • Performing on stage
  • Teaching a class
  • Waving to someone
  • Asking a question
  • Reporting a problem
  • Commenting on something
  • Posting on Twitter

“Attention seeking” isn’t a neutral technical term. It’s professional jargon for saying “this person becomes unworthy of attention when they do this, and so we’re going to aggressively ignore them.”

That’s a value judgement, generally a very harsh value judgement. There’s nothing scientific, technical, or medical about that kind of judgement. And it’s a very cruel thing to do to people who don’t deserve it.

Short version: Calling something an “attention seeking behavior” isn’t a technical term; it’s a (generally unwarranted) insult.

ABA therapy is not like typical parenting

Real Social Skills

Content note: This post is about the difference between intense behavior therapy and more typical forms of rewards and punishments used with typically developing children. It contains graphic examples of behavior programs, and is highly likely to be triggering to ABA survivors.

A reader asked:

I just read your thing about people with disabilities and their interests. Don’t people do the same thing to typical children? Restrict access to things enjoyed until act ABC is completed? For example, growing up, I was only allowed to watch tv for 1 hour a day IF I finished all of my homework and schoolwork related things first.

realsocialskills said:

It’s not the same (although it has similar elements and I’m not a huge fan of the extent to which behavior modification techniques are used with typically developing children either.)

Here’s the difference: Most children actually should do their homework, and most children have interests other than television. Typically developing children are allowed to be interested in things, and supported in pursuing interests without them becoming behavior modification tools.

(Another difference: intense behavior modification is used on adults with developmental disabilities in a way that would be considered a human rights violation if done to typically developing adults.)

Using behavior modification tools for one or two things in a child’s life isn’t the same as doing it with everything in someone’s life. Intense behavior therapy is a violation on a level that it’s hard to describe.

Intense behavior therapy of the type I’m talking about typically involves:

  • Being surrounded by people who think that you’re broken, that all of your natural behavior is unacceptable, and that you need to be made to look normal in order to have any hope of a decent future
  • Having completely harmless things you do pathologized and modified (eg: having hand flapping or discussing your interests described as “a barrier to inclusion”)
  • Having those things conflated with things you do that actually *are* a problem. (eg: calling both head banging and hand flapping “sensory seeking behavior” and using the same reinforcers to eliminate both)
  • Being forced to stop doing things that are very important to you, by people who think that they are pointless and disgusting or “nonfunctional” (eg: using quotes from TV shows to communicate)
  • Being forced to do things that are completely arbitrary, over and over (eg: touching your nose or putting a blue ball in a red box)
  • Being forced to do things that are harmful to you, over and over (eg: maintaining eye contact even though it hurts and interferes with your ability to process information)
  • Having everything you care about being taken away and used to get compliance with your behavior program (eg: not being permitted to keep any of your toys in your room)

(Behavior therapy often also involves legitimate goals. That doesn’t make the methods acceptable, nor does it make the routine inclusion of illegitimate goals irrelevant.)

Here’s an explicit instruction from a behavior expert on how to figure out which reinforcers to use for autistic children:

Don’t assume that you know what a child with ASD likes. It is important to ask a child, observe a child or perform a preference assessment. When asking a child about reinforcers, remember that multiple reinforcement inventories can be found on the Internet.

You can also simply sit down with a child and ask them questions like “What do you like to do after school?” or “What’s your favorite food?”or “What toys do you like to play with?”

When observing a child, set up a controlled environment to include three distinct areas: food, toys, and sensory. Then allow the child somewhat free access to this environment.

Watch and record the area that the child goes to first. Record the specific items from this area that the child chooses. This item should be considered highly reinforcing to the child.

Continue this process until you have identified three to five items. Remember that simply looking at an item does not make it reinforcing, but actually playing with it or eating it would.

Notice how it doesn’t say anything about ethics, or about what it is and isn’t ok to restrict access to. This is about identifying what a child likes most, so that it can be taken away and used to get them to comply with a therapy program. (Here’s an example of a reinforcement inventory. Notice that some examples of possible reinforcers are: numbers, letters, and being read to).

People who are subjected to this kind of thing learn that it’s not safe to share interests, because they will be used against them. That’s why, if someone has a developmental disability, asking about interests is often an intimate personal question.

This isn’t like being required to do your homework before you’re allowed to watch TV.

It’s more like:

  • Not being allowed to go to the weekly meeting of the science club unless you’ve refrained from complaining about the difficulty of your English homework for the past week

Or, even further:

  • Not being allowed to join after school clubs because you’re required to have daily after school sessions of behavior therapy during that time
  • In those sessions, you’re required to practice making eye contact
  • And also required to practice talking about socially expected topics of conversation for people of your age and gender, so that you will fit in and make friends
  • You’re not allowed to talk about science or anything else you’re actually interested in
  • You earn tokens for complying with the therapy
  • If you earn enough tokens, you can occasionally cash them in for a science book
  • That’s the only way you ever get access to science books

Or even further:

Being a 15 year old interested in writing and:

  • Being in self-contained special ed on the grounds that you’re autistic, your speech is atypical, and you were physically aggressive when you were eleven
  • Having “readiness for inclusion” as a justification for your behavior plan
  • Having general education English class being used as a reinforcer for your behavior plan
  • Not being allowed to go to English class in the afternoon unless you’ve ~met your behavior targets~ in the morning
  • Not being allowed to write in the afternoon if you haven’t “earned” the “privilege” of going to class
  • eg: if you ask questions too often in the morning, you’re “talking out of turn” and not allowed to go to class or write in the afternoon
  • or if you move too much, you’re “having behaviors that interfere with inclusion”, and not allowed to go to class or write
  • or if you mention writing during your social skills lesson, you’re “perseverating” and not allowed to go to class or write

Or like: being four years old and not being allowed to have your teddy bear at bedtime unless you’ve earned 50 tokens and not lost them, and:

  • The only way to earn tokens is by playing in socially expected ways that are extremely dull to you, like:
  • Making pretend food in the play kitchen and offering it to adults with a smile, even though you have zero interest in doing so
  • You gain tokens for complying with adult instructions to hug them, touch your nose, or say arbitrary words within three seconds; you lose two for refusing or not doing so fast enough
  • You lose tokens for flapping your hands or lining up toys
  • You lose tokens for talking about your teddy bear or asking for it when you haven’t “earned” it
  • You lose tokens for looking upset or bored

Or, things like being two, and loving books, and:

  • Only having access to books during therapy sessions; never being allowed unscripted access to books
  • Adults read to you only when you’re complying with therapy instructions
  • They only read when you’ve pointed to a picture of a book to request it
  • You’re required to sit in a specific position during reading sessions. If you move out of it; the adult stops reading
  • If you rock back and forth; they stop reading
  • If you stop looking at the page; they stop reading
  • If you look at your hand; they stop reading
  • Adults interrupt the story to tell you to do arbitrary things like touch a picture or repeat a particular word. If you don’t; they close the book and stop reading.

Here are a few posts that show examples of the kind of thing I’m talking about:

Short version: Intense behavior therapy has some things in common with methods that are used with typically developing kids, but it’s not actually the same. Intense behavior therapy involves violation and a degree of control that is not considered legitimate with typically developing children.

“I don’t see you as disabled”

Real Social Skills

I think that most people with disabilities have heard many people say, “I don’t see you as disabled!” in a tone that implies that this is a compliment.

It’s a strange thing to say. It’s especially strange since they will say that about even the most conspicuously and stereotypically disabled people. It sounds like an obvious lie.

I’ve been realizing lately that some people who say things like that aren’t lying. They really *don’t* see us as disabled, because they’re mentally editing out the disability.

They sort the world into people they can respect, and people they can regard as significantly disabled. So if they respect someone, they mentally edit out the disability. They can see a person and they can see adaptive equipment, but they refuse to see the disability.

They assume that, since they respect you and see you as a real person, that you’re not *really* disabled. They think that you may have a condition, but that you would ~never let it define or limit you~. They think that you can overcome everything with the sheer power of determination and positive thinking. They think that ~the only disability in life is a bad attitude~, and that, since you don’t have a bad attitude, you can’t possibly be disabled in any significant way.

And in real life, disability always matters. As Stella Young said, “No amount of smiling at a flight of stairs has ever made it turn into a ramp. No amount of standing in the middle of a bookshelf and radiating a positive attitude is going to turn all those books into braille.” There will be times when things aren’t accessible. There will be things we can’t do. There will be times when disability suddenly becomes visible and undeniable.

When disability clearly and visibly matters, people who ~don’t see us as disabled~ tend to lash out. Because then, as they see it, we’re not upholding our end of the bargain. We’re supposed to be the kind of people who don’t let disability matter. And if we’re the kind of people who can’t or won’t ~overcome disability~, then they don’t know how to respect us. And things can get really bad really quickly.

Short version: When people say that they “don’t see you as disabled”, they’re not always lying or awkwardly trying to be police. Sometimes they mean it. When they mean it, it’s often for a frightening reason. Proceed with caution among people who sincerely refuse to see disability.

Responding to desexualization without hurting others

Real Social Skills

Content note: This post is about ableism and desexualization of adults with disabilities. It is highly likely to be triggering to some people who have experienced degrading desexualization, as well as to some people who have been sexually assaulted or otherwise had people violate their sexual boundaries.

A reader asked:

As an autistic person I often feel desexualised, and I don’t like it but I feel sorta uncomfortable stating it for some reason? How should I like, deal with this and enforce my sexuality without making people uncomfortable?

realsocialskills said:

This gets really complicated.

Being desexualized is awful, and it’s also really hard to talk about without sounding like you feel entitled to sexual or romantic attention from other people. Especially when you’re talking to people who’ve been on the receiving end of a lot of intrusive sexual attention and who aren’t aware that desexualization also happens and is also a problem.

Another complication is that many adults really are asexual or aromantic. That’s an ok way to be, and it’s important to acknowledge that those people exist and aren’t broken. Objecting to desexualization does not mean objecting to asexual people.

People who desexualize adults with disabilities in these ways aren’t recognizing asexual adulthood; they’re denying disabled adulthood and expressing it in sexual terms. (And this denial of adulthood expressed in sexual terms also hurts asexual adults).

I think that desexualization is when people refuse to acknowledge or respect some basic things:

  • That you’ve reached adulthood or you are a teenager
  • That you’re as likely as anyone else your age to experience romantic and sexual attraction
  • That if you are experiencing sexual and/or romantic attraction, it’s as significant and important as attraction anyone else experiences
  • If you want to, it’s completely appropriate for you to act on your sexual and romantic feelings (either with yourself or consenting other people)
  • You have the same right to physical, sexual, and emotional boundaries as anyone else

People who desexualize you might treat you inappropriately in group dynamics, eg:

  • By assuming that you will never have a crush on anyone in your friend group
  • By assuming that you don’t date for real and will always be available to go to couple’s events with someone who is caught without a partner at the last minute
  • By saying things like “I hate men/women/whoever. You’re so lucky you don’t have to deal with dating them.“
  • Or like “It’s so great to talk to you about this stuff. I’m so tired of how everyone else is making the group awkward with their dating drama.”
  • Or venting to you about how hard it is for them to find a partner without considering that you might share this frustration, and that it’s probably harder for you than it is for them
  • Or making jokes about how you’re their ~boyfriend~/~girlfriend~, ignoring the possibility that you might want to be someone’s boyfriend or girlfriend and that you might, in fact, be attracted to them.

People who desexualize you also sometimes don’t observe appropriate sexual boundaries, eg:

  • Assuming that rules of modesty don’t apply to you
  • Undressing in front of you (in a community in which it would normally be considered inappropriate for someone of their age and gender to undress in from of someone of your age and gender)
  • Touching you in ways that are considered inappropriately intimate in your social circles for people who are not romantically or sexually involved
  • Adopting suggestive poses or being inappropriately close (eg: by having their breasts or crotch way too close to your face)
  • (The rules of acceptable nudity, physical contact, and closeness are different in different cultures, and that’s fine. What’s not fine is having established rules of modesty/boundaries but ignoring them when interacting with disabled people)

It’s ok to be angry about this kind of thing, and it’s ok to insist that people knock it off and treat you with more respect. It’s ok to expect people to respect your maturity, your romantic and sexual capacity, and your physical and emotional boundaries.

For instance, it’s ok to say “I’m a grown man; you shouldn’t be changing in front of me,” or “I’m not your girlfriend; stop touching me like that,” or “I don’t want to go to that event with you unless it’s a real date,” or “I don’t like it when you make jokes about dating me,” or “I get crushes too you know.” This will probably make some people uncomfortable; and that’s ok. You don’t have to do all of the emotional labor of making social interactions comfortable; it’s ok to have boundaries even when other people don’t like them. It’s also ok to insist that people acknowledge and respect your age even if they’d rather see you as a child.

It’s ok to be angry about people treating you badly in areas related to sexuality, and it’s ok to insist that they knock it off. It’s ok to be upset when you’re single and don’t want to be, and it’s ok to be upset about the role that ableism is playing in making it hard to find someone.

It’s also important to be careful that this doesn’t turn into anger at people for having sexual boundaries of their own. It can easy for some people to become confused about this when start realizing that it’s ok to have sexual feelings, and not ok that others treat you as though your disability means your sexuality doesn’t count. If you’ve been treated as outside of legitimate sexuality for your whole life, you likely have missed opportunities to learn about consent and appropriate sexual and romantic interactions. That’s not your fault; it is your responsibility to address. Being the object of discrimination does not give you a free pass to violate other people’s boundaries, even if you’re not doing it on purpose.

It’s important to keep in mind that no one is obligated to date you, sleep with you, allow you to touch them, consider dating you, justify their lack of interest in dating you, or anything else like that. (And that it’s not ok to hit on people if you’re in a position of power over them).

You’re human, so it’s likely that you’re having some less-than-ideal feelings about this stuff some of the time. You might feel jealous, or upset, or even angry at people who haven’t really done anything wrong. (Because they’re dating visibly and you’re lonely, or because you asked them out and they said no, or other things like that which can hurt to see but aren’t their fault.) It’s ok if you’re feeling that way; you don’t have to have superhuman control of your feelings to treat people well. What’s important is that you don’t feed it, and that you don’t act on it.

In particular, it’s important not to cultivate offense when people you’re interested in dating aren’t interested in you. That leads nowhere good. (eg: I got an ask about how to stand up to a person who was using disability as an excuse to grope people a while back.)

Rejection sucks, and it sucks more when you’re already really lonely, and it sucks even more when you know that ableism is probably a major factor in why some people you’re attracted to aren’t interested. It can be really tempting when things are that hard to take offense. It’s important to stay aware that people who reject you aren’t wronging you, and to find constructive ways to deal with it that don’t involve contempt for the people you’re attracted to. (In particular, stay away from pick up artist communities. Adopting that worldview makes it much harder to learn about good consent and have respectful relationships).

It’s also important to keep in mind that it’s ok for you to be sexual and to express interest in dating people. (Even if you encounter people who are profoundly uncomfortable with the idea of disabled people having and acting on sexual and romantic feelings. Those people are wrong.) Your sexuality is not ever the problem. (It’s possible sometimes that things you’re doing might be a problem, but having a sexuality is never a problem in itself.)

In particular – if you ask someone out or hit on them and they say no, that doesn’t mean that you did something wrong. It just means that they aren’t interested. Asking people who turn out not to be interested is ok; asking is how you find out. You don’t have to be a mindreader in order for it to be ok to ask someone out.

All of this can be really, really hard to navigate. I hope some of this helped.

Short version: Disabled adults and teenagers are often treated like children. People often express this in sexualized terms by assuming that disabled adults are all incapable of legitimate sexual expression. It’s awful to be on the receiving end of that. It’s also hard to talk about or object to effectively. Scroll up for more thoughts on how to navigate this.

Being seen as “manipulative”

Real Social Skills

A reader asked:

Hey! I was wondering what you think about adults thinking of neuroatypical kids as “manipulative,” “charming,” etc. surely not everyone who says that is wrong, but it can’t be a coincidence that it’s usually said about neuroatypical kids?

realsocialskills said:

I think that people jump to that conclusion really quickly with disabled kids. “Manipulative” can kind of become a catch-all category for ways to delegitimize a kid’s interests, opinions, and self-advocacy.

Manipulative often translates as meaning things like:

  • “She resists doing what I tell her to do, and tries to distract me so I’ll let her do something else”
  • (without reference to what it is they’re telling her to do, why she doesn’t want to do it, and what she does want to do)
  • (Sometimes this means that she is 12 years old, and she’s resisting doing a preschool curriculum worksheet for the zillionth time)

Or this:

  • “He keeps trying to say things I don’t want to hear, and to convince me that what he’s saying is important even though I keep telling him it isn’t.”
  • (Without reference to what he’s saying, why it matters to him, or why it’s so unreasonable for them to listen to him about it)
  • (Sometimes this means that he’s in pain, and trying hard to tell them and get it to stop, but they don’t believe him or don’t care if he’s hurting.)

Or this:

  • “Other people sometimes believe her about things when I tell them she’s lying”, or
  • “Other people ask for her side of the story even after I’ve told them mine.”
  • (And expecting you to believe the adult automatically that it’s unreasonable to ever believe anything the kid says)
  • (Sometimes this means that they’re hitting her when no one who cares is looking, and they’re afraid that she might eventually convince someone with power that they’re doing something wrong.)

Charming can also mean “other people like this person more than I do, and more than I think they deserve”.

That said, being manipulative in a bad way is a real thing, and people with disabilities are just as capable of being manipulative as anyone else is.

Being manipulative in the bad sense involves doing things like:

  • Having highly developed skill at getting other people to like them and want their approval
  • Using that skill to ride roughshod over people’s boundaries
  • And/or get them to do things that they don’t want to do or shouldn’t do
  • Convincing people they want to manipulate that they are friends, and not actually reciprocating friendship in a meaningful way

Sometimes people with disabilities are manipulative. More often, they are manipulated. (For instance, adults often have nondisabled kids volunteer to pretend to be the friends of disabled kids. This usually results in the disabled kids being manipulated in really degrading ways and misled about what friendship is.)

Short version: Being manipulative is a real thing, but disabled kids are accused of it far more often than they are guilty of it. When a disabled kid is called manipulative, it often means that someone is objecting to their entirely justified attempts to get control over their life. (Which would be seen as normal and acceptable in a nondisabled person their age.)