Ableism and ADHD: The term ableism is increasingly common on the internet and social media, but have you ever wondered what it means and why it is a term you should be familiar with in relation to disabilities and marginalized conditions such as ADHD and other developmental disorders?
Find out why people with ADHD have to deal with ableism!
What is ableism?
The suffix “-ism” in terms such as racism, sexism, and ageism refers to a system of beliefs, attitudes, behaviors, or practices that are discriminatory or biased against a particular group of people.
The same applies to ableism, a form of discrimination that occurs when people with disabilities are devalued or excluded because of their conditions.
It is based on the belief that people without disabilities are superior to those with any form of disability, leading to unfair treatment and systematic exclusion in various areas of social, economic, and cultural life.
In general, it can be said that ableism manifests itself in the following ways:
1. Prejudices and stereotypes
People with disabilities are often reduced to negative stereotypes, meaning they are perceived through a distorted and limited lens that does not reflect their true nature and individual abilities. These negative stereotypes may include the idea that people with disabilities are incapable of performing certain actions or activities, even when those activities are well within their capabilities. For example, someone with a physical disability might be seen as incapable of performing an office job that requires primarily cognitive rather than physical abilities.
In addition, people with disabilities are often viewed as weak or constantly in need of help and pity, which demeans them and robs them of their autonomy. This paternalistic attitude can lead to treatments that infantilize them and deprive them of the opportunity to live independently and
Entscheidungen für sich selbst zu treffen. Auf der anderen Seite gibt es auch das andere Extrem, bei dem Menschen mit Behinderungen als außergewöhnliche Helden gefeiert werden, nur weil sie alltägliche Aktivitäten ausführen, ein Phänomen, das als “Inspiration Porn” bekannt ist. Diese Art der Erzählung kann ebenso schädlich sein, da sie unrealistische Standards auferlegt und die Person auf ihre Behinderung reduziert, ihre Menschlichkeit und Komplexität ignoriert.
2. Social exclusion
Ableism can result in people with disabilities being excluded from full participation in social, professional, educational, and recreational life by creating a series of visible and invisible barriers that limit their opportunities. In the social sphere, this exclusion can manifest itself in the absence of invitations to events, activities, or gatherings, leaving people with disabilities isolated and without a sense of belonging to the community.
In the workplace, people with disabilities may experience discrimination during the hiring process or be denied access to promotions and career growth opportunities, even though they possess the necessary qualifications and skills. In education, students with disabilities may not receive the necessary supports, such as technical aids, specialized assistance, or curriculum accommodations, that are critical to their academic success.
Finally, people with disabilities may face difficulties in accessing sports, cultural, or entertainment facilities in their leisure time, whether due to structural deficiencies or exclusionary attitudes on the part of organizers and audiences. All these factors together contribute to systemic marginalization, which significantly reduces the quality of life and opportunities for personal fulfillment for people with disabilities.
3. Physical and architectural barriers
The lack of accessibility in public and private infrastructure is a manifestation of ableism that prevents people with disabilities from moving freely and accessing the services they need. These barriers can take many forms, such as stairs without accessible alternatives such as ramps or elevators, narrow doors that do not allow wheelchairs to pass through, and toilets that are not adapted to the needs of people with physical disabilities.
Public transportation is also often inadequately equipped to accommodate people with limited mobility, forcing them to resort to expensive and less convenient private transportation solutions. In private infrastructure such as shops, restaurants, and entertainment facilities, the lack of accessibility continues to be a significant barrier that limits opportunities for social participation and leisure activities.
These physical barriers not only limit the autonomy of people with disabilities, but also contribute to a feeling of exclusion and isolation, which makes it difficult for them to fully integrate into society.
4. Institutional discrimination
Laws, policies, and practices that fail to accommodate the needs of people with disabilities perpetuate ableism and create an environment that not only fails to support their equal and full participation, but often actively hinders it. For example, in the education system, the lack of inclusive educational programs or adequate resources to support students with disabilities means that these students may not receive the personalized education they need to succeed.
Individualized Education Programs (IEPs), although in place, may not be effectively implemented due to insufficient resources or inadequately trained staff. In the workplace, the lack of reasonable accommodations, such as flexible working hours, ergonomic workstations, or the option to work remotely, can limit employment and advancement opportunities for people with disabilities.
Furthermore, government policies that fail to provide adequate economic and social support can leave people with disabilities in poverty or dependency, further limiting their ability to participate fully in society. This institutional discrimination reflects a lack of recognition of the rights of people with disabilities and perpetuates a cycle of exclusion and inequality.
5. Language and communication
Der Gebrauch abwertender oder infantilisierender Sprache gegenüber Menschen mit Behinderungen ist eine häufige Form des Ableismus, die dazu beiträgt, Vorurteile zu perpetuieren und die Autonomie und Würde dieser Menschen zu schmälern. Abwertende Sprache kann abfällige oder reduktive Begriffe umfassen, die die Person auf ihre Behinderung reduzieren und ihre Individualität und Komplexität vernachlässigen. Beispielsweise schafft die Verwendung von Wörtern wie “behindert” oder “handicapiert” in abwertender Weise ein negatives Stigma und mindert das öffentliche Bild von Menschen mit Behinderungen.
Infantilization manifests itself through the use of a condescending tone or treating people with disabilities as if they were children, regardless of their age or intellectual abilities. This type of language can imply that people with disabilities are incapable of making decisions for themselves or that they need to be controlled and guided in every aspect of their lives.
Furthermore, the lack of efforts to provide accessible communication, such as subtitles for the deaf or Braille texts for the blind, further limits the access of people with disabilities to information and social participation. Combating these forms of linguistic ableism requires broad awareness and a commitment to using respectful and inclusive language that recognizes and values the full humanity and capabilities of people with disabilities.
Ableism in neurodivergence
Ableism does not only affect physical disabilities, but also extends to neurodivergences such as ADHD (attention deficit hyperactivity disorder), autism, dyslexia, and other neuropsychiatric conditions.
In fact, even in these cases, it can be observed that:
1. Prejudices and stereotypes:
People with neurodivergences such as ADHD are often reduced to negative stereotypes that do not accurately reflect their abilities and individuality. These stereotypes may include the idea that people with ADHD are always distracted, disorganized, or uncontrollably hyperactive. It is often overlooked that ADHD is a complex disorder that varies greatly from person to person.
Some people with ADHD can be highly creative, innovative, and capable of intense concentration on activities of interest (hyperfocus), but these positive aspects are often overlooked in favor of a one-dimensional view of the disorder. This leads to a narrative that minimizes their abilities and potential and contributes to a general perception of incompetence.
2. Social exclusion:
Ableism can result in people with neurodivergences being excluded from full participation in social, professional, educational, and recreational life. For example, students with ADHD may be excluded from school or social activities because they are perceived as “difficult” or “problematic” due to their unexpected behavior or difficulties following standardized rules.
In the workplace, people with ADHD may experience discrimination during the hiring process or be underestimated compared to their colleagues. Their difficulties with time management and organization could be interpreted as a lack of professionalism or commitment, rather than being recognized as manageable characteristics of their disorder.
3. Physical and architectural barriers:
Although physical and architectural barriers are often associated with physical disabilities, people with neurodivergences may also encounter environments that are not tailored to their needs.
For example, work or school spaces that do not accommodate sensory needs can be extremely stressful for people with ADHD. Background noise, bright fluorescent lights, or a visually chaotic environment can make it difficult to concentrate and be productive. The lack of quiet spaces or frequent breaks can exacerbate ADHD symptoms and make the environment less accessible and welcoming.
4. Institutional discrimination:
Laws, policies, and practices that fail to accommodate the needs of people with neurodivergences perpetuate ableism and create an environment that hinders their equal and full participation. In the education system, failure to recognize the specific needs of students with ADHD can lead to inadequate management of their educational journey. For example, individualized education plans (IEPs) or specific supports such as extended exam times or the opportunity to pursue lessons in a less distracting environment may be lacking.
In the workplace, the lack of reasonable accommodations, such as flexible working hours or the option to work in less stimulating environments, can limit employment and advancement opportunities for people with ADHD. At the government level, too, the lack of adequate support can leave people with neurodivergences without the resources they need to live independently and participate fully in society.
5. Language and communication:
The use of derogatory or infantilizing language toward people with neurodivergences is a common form of ableism that contributes to perpetuating prejudice and diminishing the autonomy and dignity of these individuals. Derogatory language can include terms such as “hyperactive” or “inattentive” in a pejorative manner that reduces the person to their neuropsychiatric condition.
Infantilizing people with ADHD by treating them as if they are incapable of making autonomous decisions or require constant supervision robs them of their ability to self-determine and be recognized as competent individuals. Furthermore, the lack of effort to provide clear and accessible communication, such as detailed instructions or constructive feedback, can further limit the access of people with neurodivergences to information and social participation.
Auswirkungen von Ableismus auf die Aufmerksamkeitsdefizit-Hyperaktivitätsstörung (ADHS)
Attention deficit hyperactivity disorder (ADHD) is a chronic developmental disorder that also affects adults. Despite an incidence of 3.5% in the adult population (still largely underdiagnosed), people with ADHD tend to experience stigmatization and real discrimination due to ableism, which often leads them to:
- Feel ashamed about their ADHD condition,
- in the worst case, be pushed into isolation and low self-esteem,
- have even greater difficulties in everyday life.
Adults with attention deficit hyperactivity disorder (ADHD) experience various symptoms of ADHD, including difficulty concentrating on a specific task and remaining attentive, hyperactivity and impulsiveness in their actions, and a range of manifestations that can pose challenges in everyday life, such as the demands of academic, professional, and social contexts.
How does ableism manifest itself towards people with ADHD?
Here are two main manifestations of ableist discrimination against adults with attention deficit hyperactivity disorder (ADHD):
- Misunderstanding of attention deficit hyperactivity disorder (ADHD): For adults with ADHD, ableism can manifest in various ways, but perhaps most commonly through misunderstanding of the disorder itself. Many people with attention deficit hyperactivity disorder (ADHD) are accused of being lazy, unmotivated, or inattentive, when in fact their behavior is due to an underlying neurological condition. This misunderstanding can lead to negative attitudes toward people with ADHD, which in turn can lead to discrimination and exclusion.
- Negative stereotypes about adults with ADHD: In fact, the other side of the coin is that of negative stereotypes. Adults with ADHD are often described as hyperactive, disorganized, and unable to concentrate—all potentially harmful stereotypes, as they perpetuate the idea that people with attention deficit hyperactivity disorder are completely unreliable and unable to fulfill commitments, which can negatively impact potential career advancement. There is a tendency to minimize the disorder by viewing the symptoms as an excuse for a lack of discipline or willpower.
Ableism has led to situations of discrimination and misunderstanding in academic, professional, and social contexts, and in large parts of the ADHD community:
- Exclusion;
- Creation of institutional barriers;
- Reluctance to acknowledge specific needs related to the disorder.
Prejudice and misunderstanding are the basis of ableism.
Ableism obscures the positive characteristics of ADHD
The two extreme cases mentioned above, and above all the general underestimation of ADHD diagnoses in Germany, have meant that until recently, the positive characteristics that often distinguish people with ADHD were not taken into account, such as:
- the creativity,
- the curiosity,
- the sensitivity,
- the hyperfocus.
Many people with attention deficit hyperactivity disorder (ADHD) are characterized by creativity and curiosity and sometimes recognize patterns and connections where others do not. In addition, adults with ADHD can use their ability to hyperfocus (a classic feature of the disorder) to their advantage to be extremely productive and master certain areas of interest.
Internalization of ableism in the ADHD community
Unfortunately, due to the ableist attitudes that many, if not all, of us are exposed to, it is more often the case that weaknesses appear despite strengths, and even when this is not the case, the ADHD community is often unaware of the connection between these strengths and attention deficit hyperactivity disorder.
This phenomenon, known as “internalization of disability stigma,” is unfortunately widespread and severely damages the self-esteem and identity of the ADHD community, as it runs counter to the basic idea of accepting the condition as part of who you are. People with ADHD may begin to believe the negative stereotypes and underestimate their own abilities and positive qualities, leading to a vicious cycle of low self-esteem and diminished self-confidence.
The causes of ableism, both as an attitude and as an internalized process, influence the way the ADHD community perceives and interacts with the world. The first step in recognizing and dismantling ableist views of ADHD is to understand that attention deficit hyperactivity disorder is not only a disease but also an identity, and must be recognized as such.
It is crucial that people with ADHD learn to recognize and appreciate their strengths and abilities rather than focusing on the negative aspects of the disorder. Support from communities that highlight the positive sides of ADHD can help boost self-esteem and promote inner acceptance.
Another important step is to create an inclusive and understanding environment in which the needs of people with ADHD are respected and their contributions are valued. This includes access to appropriate resources, individual support, and the promotion of a positive and realistic self-image. These measures can empower the ADHD community to reach their full potential and overcome internalized disability stigma.
How can we overcome ableism towards people with ADHD?
If you believe that you have adopted a supportive attitude, you can take specific measures to help minimize the negative effects of ableism on people with ADHD.
Education: Educate yourself and others about attention deficit hyperactivity disorder (ADHD) and its diverse effects on the lives of those affected. Raise awareness among those around you about the challenges and special abilities associated with ADHD in order to break down prejudices and promote understanding.
At GAM Medical, we are committed to providing education and support for people with ADHD. Our goal is to combat ableism and promote a deeper understanding of the challenges and strengths of people with ADHD. That’s why we offer a free test as a first step toward diagnosis, to make it easier for those affected to access the help they need.
With this free test, we want to give you the opportunity to better understand your symptoms and take the right steps toward a sound diagnosis. This first step can be crucial in gaining access to further support and appropriate treatment approaches. By better understanding and supporting people with ADHD, we can work together to create a more inclusive and equitable society. Take this opportunity to help yourself and others by taking the test and expanding your knowledge about ADHD.
