Jules Csillag

Document Type

Conference Proceeding


Academic spaces (K–12 or higher education) often place a great value on supposedly evidence-based practices, but this ignores the fact that traditional research doesn’t always reflect the priorities nor the realities of the populations they’re supposedly supporting. This results in the perpetuation of harmful practices that are directly or indirectly caused by racism, ableism, classism, queer- and trans-antagonism, monodialectalism/monolingualism, etc. In everything from accommodations statements to who appears in your syllabi or curricula (and more importantly- who’s notably missing), educators at all levels have a responsibility to listen to people with relevant lived experience, and legitimize that expertise.

This engaging presentation will use examples from the autistic community and the DisCrit framework to walk participants through their own biases and assumptions, and result in action items relevant for a variety of sphere of influences. Particularly relevant for anyone in the education and/or disability space.