Moving Past Ableism: A Deeper Understanding of Disabilities
Disability is a broad phrase that describes an array of conditions that impact daily function. Disabilities can be classified into four groups: behavioral/emotional, sensory, physical, and developmental.
Behavioral/Emotional Disabilities
Behavioral and emotional disabilities affect social relationships and emotional control in different situations. If left unidentified and untreated, these disabilities may lead to an inability to form relationships and seek employment as an adult. Emotional disabilities are directly related to behavioral issues since emotions provide the capacity to behave and respond in a specific manner. An emotionally disabled individual, for example, may be unable to manage their temper, participate in social rituals, or develop close relationships. They may show strong emotional responses or become highly anxious and fearful at times, especially when issues involve them. These disabilities are not typically marked by a physical and palpable condition, but may considerably affect mental well-being and social relationships.
Sensory Impaired Disorders
Sensory disabilities impair one or more of the five senses: sight, hearing, touch, taste, and smell. This type of disability is characterized by an abnormal amount of sensory input processed at a given moment. Visual disabilities, for example, may manifest as being unable to see without glasses or, more seriously, being unable to see anything at all and therefore requiring a walking aid. As such, half deaf people can use hearing aids while others are drastically disabled and must use other means of communication. Less directly affected, but no less pressing, are the senses of touch and taste. For instance, loss of the senses of touch or taste may have dietary consequences. Damaged senses can complicate everyday activities and may require accommodation through some kind of assistive device.
Physical Disabilities
Physical disabilities limit physical functioning, mobility, endurance, and dexterity. Physical disabilities are observable from the outside in some and to a lesser degree in others. Muscular dystrophy or muscular tissue degeneration due to inherited muscular disease and cerebral palsy, or movement disorder and motor control disorders are physical disabilities as well. The majority of physical disabilities require a lifestyle change, mobility assistance, or medical intervention in the interests of greater independence in the patients’ lives.
Developmental Disabilities
Developmental disabilities are disabilities that arise during birth and occur because there is something wrong in acquiring intellectual, physical, or social skills. This disability often dictates how a child will grow up. ADHD is an extremely common developmental disorder that is characterized by a state of hyperactivity, impulsivity, and inattention. Learning disabilities and intellectual disabilities, like dyslexia, all fall under this category. These impairments may have a widespread impact on self-care, language functioning, independence, and mobility, and may require the provision of one-on-one support within school and broader social settings.
Autism is a neurodevelopmental disorder that has long faced prejudice as a result of many misconceptions. Cherry Hill East junior Rivi Jay (‘26) founded the Autism Acceptance Club (AAC) to provide a welcome community for students on the spectrum and a space for other students to educate themselves.
Jay founded the club in September 2023 as a mutual effort with her co-presidents, Christina Song (‘25) and Anjali Soni (‘25). Jay was particularly inspired to create AAC due to her personal experience with the condition. Bullied in elementary school, Jay has since learned to embrace her neurodivergence and advocate for her needs both in school and outside of school. Through the club, she created a place for other students on the spectrum to learn how to thrive with their condition as well.
“I want to help those on the spectrum here feel more confident in their skin, because it’s great to be on the spectrum, but it’s also important to know more about yourself and what that really means,” Jay explained.
Since the club’s beginning, it has hosted a diverse array of activities. For example, AAC brought sensory rooms—designated areas for sensory-friendly activities—to Wellness Day 2024 for students who experience overstimulation and need a quiet environment. Specifically, the club allowed students to have access to slime stations, Legos, coloring pages, and other relaxing activities throughout the day. In addition, it provided a welcoming atmosphere through binaural music and a calming jellyfish visual on the classroom’s smartboard. AAC has since implemented similar sensory rooms at other events like Junior Prom 2025 and Field Day 2025.
Furthermore, AAC has fundraised for a variety of organizations to aid in their advocacy for autism awareness and support. One example of such partnership was with Luv Michael: an organization that works to provide more employment opportunities for people on the spectrum. Jay was inspired to pursue this partnership due to the alarming number of unemployed individuals with autism—around 85-90% according to Verywell Health. AAC has fundraised for other notable organizations as well such as the Eagles Autism Foundation.
Notably, AAC has something for everyone. Students who are not on the spectrum are welcome to join the club’s meetings and activities throughout the year to learn more. Jay emphasizes that the club is a safe place for students without autism and students with autism alike to interact and have meaningful conversations.
“I think that the best way for people to learn more about autism if they don’t have personal experience with it is to learn directly from people who are on the spectrum,” said Jay.
Furthermore, Jay highlights that the club is inclusive to all students with autism, regardless of their level of support needs. Jay disagrees with terms like “high-functioning” or “low-functioning,” believing they hurt the conversations surrounding autism.
“It’s not like those who have higher support needs are less functioning, they just [have] different support requirements,” she commented.
In the future, Jay hopes to continue implementing local initiatives across Cherry Hill and South Jersey while also expanding AAC’s impact as well.
It is clear that AAC will continue to thrive in the future and foster inclusion. Through Jay’s leadership, AAC has transformed into a close community of students who exemplify unity.
“We’re all human, but we all just have different support needs,” said Jay.
Students with disabilities face limited opportunities to participate in school sports. As a result, almost all 50 U.S. states have introduced the Unified Sports model developed by the Special Olympics. Today, the Special Olympics Unified Champion Schools program exists in over 10,800 schools across the country. Around 19.5 million students are currently involved in these initiatives that help foster greater acceptance while also reducing stereotypes and bullying.
Unified Sports, a division of the Special Olympics, is made up of Unified Partners and Unified Athletes. Unified partners participate alongside the Special Olympics athletes and are not required to have an intellectual disability. On the other hand, the Unified Athlete must be identified as having either an intellectual disability or a cognitive delay.
These inclusive sports programs give students with and without intellectual disabilities the opportunity to play on the same sports teams. They are built on the idea that training and playing together will lead to friendship and understanding.
At Eastern Regional High School, student athlete Logan Cherkas (‘26) describes the impact Unified Basketball has had on his high school experience.
“[Cole and I] met this year and I see him every day in the gym and in the halls and we always say ‘what’s up?’ On the court, I always learn stuff from him and I’ve seen his moves and he’s seen mine. He’s taught me to be a better teammate,” he said.
Lexi Buciorelli (‘26), a participant in the Lenape Unified Basketball Team, adds, “the best memory I have is when the kids score baskets and they get super excited and their eyes completely light up. All of the partners are super proud of them. They love interacting with us and it makes them able to experience high school sports like regular education students do.”
In New Jersey, 48 schools participate in the Unified Basketball Program, including nearby schools such as Lenape, Eastern Regional, Seneca, and Shawnee High Schools. Despite the growing presence of Unified Basketball in South Jersey, Cherry Hill High School East does not have a Unified Basketball team.
According to Cherry Hill East and West’s Athletic Director Michael Beirao, “the challenge with Unified Basketball is that there’s only a few kids that can participate and then there are some schools that put kids out there who steal the ball from other kids and they run the score up so I did not get a good impression.”
Beirao believes that Unified Sports should be more about the kids playing the game, having fun, and being able to participate without making it “super competitive.”
Although Unified Basketball has not been available to the Special Education population at East, students are offered the opportunity to participate in Unified Sports programs headquartered at Cherry Hill West. Currently, West has a larger Special Education population due to its Functional Behavior Program, in which students participate in a transition program until the age of 21. As a result, West has more programs available for Special Ed students who would like to partake in athletics.
Luckily, these programs are available for students at East too. East and West students can participate in the Unified Bowling and Unified Track teams designed for students with intellectual disabilities. East kids who wish to participate are bussed to West for the opportunity.
“Unified sports has been tremendous. Not only is it a great opportunity for kids in our Special Ed population to participate in athletics, but also it’s a great opportunity for our young people to help get involved and understand what it means to feel compassion and empathy. Also, it is a good transition for those who want to be in the field of education as they get to see how much it means to help others,” said Beirao.
Another great opportunity within the district for Special Education students in the Cherry Hill School District is the annual S.T.A.R.—Specially Talented Athletes Recognized—Games. This year, on May 2, students with special needs showcased their talents through a variety of competitions organized by school staff and high school volunteers. The S.T.A.R. Games promote inclusion, build self-esteem, and recognize the achievements of students with disabilities in a supportive environment.
According to Beirao, “[The STAR games] is for everyone across the district and they have food, games, and face painting. They also have a DJ, the Phillie Phanatic, some relay races, tag, and all kinds of fun games….Overall, it’s a really nice day.”
East also has its own Autistic Support Room, newly established this year, which provides education and resources for students in a self-contained classroom. As the Special Education population at East continues to grow, Mr. Beirao thinks a Unified Kickball event could be a great idea.
Although East does not necessarily have its own Unified Sports, there are still many ways for students to volunteer their time. The Special Olympics website (www.sonj.org) is always looking for volunteers to help out at local Unified Sports events.
Overall, Unified Sports provide year-round athletic opportunities for children and adults with intellectual disabilities which allow them to stay active, build confidence, and connect with peers through sports like soccer, basketball, bowling, and track. In schools, Unified Sports encourage friendship, leadership, and help students feel more connected and valued.
Each student learns differently. At Cherry Hill High School East, special education teachers work to ensure that all students, regardless of their learning differences, are given the tools they need to succeed. One special education teacher, Mr. David Allen, shared his insight into how his role differs from a general education teacher—and why it matters so much.
“One of the main differences between general and special education,” Mr. Allen explained, “is that we’re responsible for students with IEPs—Individualized Education Programs. You have to make sure that those accommodations, modifications, and those objectives in those plans are implemented. Those goals are individualized and structured around each student’s needs.”
Unlike the general education teachers who primarily focus on delivering the curriculum to the entire class, special education teachers take on an individualized approach, often presenting lessons in alternative and customized formats.
“You can’t just look at the group–you have to really figure out how each individual learns, because everyone learns differently,” Mr. Allen said. “Some students may need things presented in a different way or differentiated to meet their learning style. That helps them grasp the content and develop the skills they need to succeed.”
This level of differentiation takes time flexibility, often in an already demanding school environment. For students, the challenges can be even more internal. While special education is designed to provide support, some students struggle to communicate their needs and speak up for themselves.
“Some students with disabilities may struggle to advocate for themselves. They may not know how to ask for help or may feel uncomfortable doing so. They might not understand how to express what they need, and that can hold them back.”
Despite this, Mr. Allen doesn’t believe that students with special needs are treated poorly at East.
“I think [East] is a very welcoming community. I don’t really see a lot of disrespect. One thing is, in the classroom, you’re not supposed to know who has an IEP and who doesn’t. I think we do a good job with that. So I don’t think students really know, and I think most kids are tolerant and understanding.”
For Mr. Allen, special education wasn’t always part of the plan. As a high school student, he imagined becoming a physical education teacher, but two experiences rerouted that path. One was seeing a boy in a wheelchair whom he always tried to include because he was often left out during recess. The second moment came from his high school coach suggesting he go into special education instead of physical education.
“Honestly, it was the best decision I ever made,” Mr. Allen said.
Now, years later, Mr. Allen can point to moments that reaffirm that choice.
“We had a student who was neurodiverse–he was in one of the highest-level honors classes. He struggled at first, but we all worked together–case managers, teachers, guidance counselors–to create a plan for him,” they recalled. “That plan helped him succeed in that class, which not many students in special education take. He did really well, and now he’s in college.”
It’s this kind of team that the teacher sees as essential to the success of students with special needs.
“I don’t think anyone becomes successful alone. Whether it’s sports or school, people succeed because they have a great team behind them. And that student had a great team. It was amazing to see.”
However, Mr. Allen recognizes that misconceptions about special education exist. Many people think accommodations are unfair advantages when, in reality, they exist solely to support students with special needs. Accommodations like extra time on tests help students with special needs show what they know, not give them a boost over others.
For Mr. Allen, the goal is never to dwell on what a student can’t do.
“Instead of focusing on what students can’t do, we focus on what they can do. We don’t talk about deficits–we talk about strengths. We don’t say, ‘This student has a problem.’ We say, ‘This student is good at math,’ or ‘This student has a great memory.’ Everyone has something they’re good at. That’s what we focus on.”
By focusing on their strength, Mr. Allen makes space for students to see themselves not as limited, but as capable. It gives every student in their classroom the chance to succeed on their own terms.
According to the Center for Disease Control and Prevention, 27% of adults have a disability. Yet, a recent study found that only 1.9% of speaking roles in the top 100 films of 2022 were shown to have a disability. Nevertheless, when roles are given to disabled characters, they are often misrepresented—frequently portrayed by actors who do not share the disability depicted. They also often fall into harmful stereotypes: the villain with a notable physical difference, the object of pity requiring extraneous medical treatment and charity, or the inspirational superhero who has “overcome” their disability.
This is a problem because the media significantly influences the public and establishes norms, including society’s understanding of disabilities. While some of these portrayals might not necessarily seem harmful, they can easily perpetuate misconceptions and stigma rather than present disabilities as a natural part of our society. It is vital for viewers to understand the influence the media holds and the stereotypes that can emerge. Here are a few examples of films that have influenced the conceptions of disabilities in society:
Captain Hook
“Arrr Peter Pan” roars Captain Hook as he waves his menacing hook in the air. The notable Disney character Captain Hook is one of the most notable examples of the media creating the “Disability as Evil” trope. Despite the numerous adaptations of the film Peter Pan, the physical disability of his hook has remained a visual shorthand for evil for countless young viewers. In J.M. Barrie’s original work “Peter and Wendy,” Hook’s prosthetic limb became so synonymous with his character that it stripped him of complexity and reduced him to his physical difference. The name “Hook” reinforces the idea that his disability is his entire identity. The film alludes to the idea that Captain Hook’s disability is a moral marker of internal evil. Additionally, the portrayal of Hook “clawing” at Peter Pan dehumanizes those with disabilities by portraying them as “savage” like. Finally, despite having a weapon attached to his body, Captain Hook is constantly defeated by Peter Pan, suggesting that no prosthetic could ever fully complete the character. This sends the message that disabilities are direct obstacles to success.
The Joker
Todd Phillips’ “Joker” presents a complex portrayal of mental illness. Critics applaud the film for bringing mental illness to a necessary light, but also note the harmful strengthening of the misunderstood link between mental illness and violence. In the film, the Joker’s lack of treatment for his mental illness is portrayed as the breaking point for his violent outbursts. In reality, those with mental health issues are no more likely to be violent than anyone else, with only 3% to 5% of violent acts being attributed to individuals living with a serious mental illness according to the US Department of Health and Human Services. Yet the villain origin story of Joker and countless other villains with mental illness perpetuates the stereotype that those with mental illness are prone to be violent and are displayed as a “ticking time bomb” rather than human beings with the need for additional aid.
Forrest Gump
Robert Zemeckis’ 1994 film Forrest Gump has become an iconic Hollywood film, but has also become an example of how the media harmfully portrays intellectual disabilities. Although Forrest’s diagnosis is never clearly defined, the film clearly indicates he has an intellectual disability through visual and behavioral clues. He speaks slowly, uses simple vocabulary, and often appears confused or emotionally detached in conversations. These characteristics rely on exaggerated stereotypes rather than authentic representations of individuals with intellectual disabilities. Additionally, throughout the film, Forrest passively moves from one life-altering event to another. From the football stardom to a Medal of Honor in Vietnam, Forrest’s life is constantly being shifted by the choices of others or “ luck,” not by his own actions. This portrayal sends the message that those with intellectual disabilities lack individual autonomy in their lives.