Adolescent understandings of disability labels and social stigma in school

Abstract

Frequent discussion in the field of disability research focuses knowledge on rehabilitation for students with disabilities. However, lacking is a focus on student identity development in the face of a highly stigmatizing and stigmatized label. Semi-structured interviews with four freshman males labeled with high incidence disabilities were conducted. The aim of the study was a student-centered discussion of disability knowledge and awareness of stigma. This student-centered discussion is presented in contrast to a body of literature critiqued as stories that are told about people with disabilities by nondisabled researchers and practitioners. Instead, this paper frames students with disabilities as the experts on their own identity. All students were aware of the stigma of their disability label, though each negotiated this stigma differently. The young men conceptualized disability in differing ways. Results suggest students’ deep knowledge, of, and conscious behaviors to avoid disability stigma.