Question
What are some examples of ableist goals that may lead to autistic masking and camouflaging?
Answer
Certain IEP goals are considered ableist because they focus on changing neurodiverse individuals to conform to societal norms rather than accommodating their unique needs and strengths. These goals can lead to masking, which involves hiding one’s true self to fit in, resulting in significant stress and frustration. Examples of ableist goals that should be avoided include those that require changes in tone of voice, discussing topics of no personal interest, or eliminating stimming behaviors, which are often vital for self-regulation.
Additional problematic goals include forcing a child to maintain eye contact, participate in conversations about uninteresting subjects, hide emotions for the comfort of others, or engage in socially expected rote scripts that do not involve self-advocacy. These goals can also demand cooperation without valuing the child’s voice or opinion, expect the child to tolerate change without addressing underlying anxieties, or require the suppression of natural body language and facial expressions.
Instead of imposing these types of goals, IEPs should be designed to respect and support the individual’s neurodiversity. This means setting goals that enhance self-advocacy, understanding the reasons behind certain behaviors, and accommodating the need for breaks or alternative forms of communication. By doing so, educators and caregivers can foster an environment that promotes genuine inclusion and well-being.
This Ask the Expert is an edited excerpt from the course Assessment of Autism: What the Words Mean (and Why That’s Important) presented by Angie Neal, MS, CCC-SLP.
