About the Module Creators

This module was developed by Inclusive Experiences (IX), a disability-led consultancy specializing in anti-ableism, disability inclusion, and systems change. To be offered as a resource for Actua’s national network, Actua programs take place in many Indigenous territories and communities across Turtle Island. 

IX is located on the traditional and unceded territories of the Skwxwú7mesh (Squamish) Nation and the səlil̓ilw̓ətaʔɬ (Tsleil-Waututh) Nations, and was co-founded by Elisabeth Walker-Young and Shawna Lawson. 

Course Outline 

As a reminder, this module is designed for self-paced learning. While it may prompt discussion, it is not intended to be facilitated or taught without expertise in anti-ableism and disability inclusion.

This course will take about 90 minutes to complete, and the following topics will be covered:

1. Getting Started: Welcome and Level-Setting (5 minutes)
This section welcomes you to the module and outlines what to expect. It introduces how to engage with the content, including reflection questions, and sets shared expectations for learning.

2. About Actua’s National Youth with Disabilities Program (5 minutes)
This section introduces Actua’s National Youth with Disabilities Program, including its guiding principles and approach to inclusive STEM programming.

3. Introduction: Why Anti-Ableism in STEM Matters (15 minutes)
This section introduces anti-ableism and explores why it matters in STEM programs. It considers how STEM environments shape who feels capable, included, and valued.

4. Understanding Disability: Beyond a Checklist (10 minutes)
This section expands how disability is understood, moving beyond categories or checklists to explore disability as part of a broad and diverse human experience.

5. Disability Storylines: Challenging Assumptions and Stereotypes (10 minutes)
This section explores common ways disability is understood and represented. It examines how these storylines shape expectations, interactions, and program design.

6. Lived Experiences: Ableism in STEM Programs (20 minutes)
This section shares real experiences of ableism from participants, staff, and families. It highlights how ableism shows up in everyday STEM environments and the impact it has.

7. Anti-Ableism: Accountability and Action (10 minutes)
This section focuses on what anti-ableism looks like in practice. It explores the role of instructors in shaping program experiences and identifies concrete ways to take action within your sphere of influence.

8. C.A.R.E. Framework: Check, Ask, Redesign, Embed (15 minutes)
This section introduces the CARE Framework as a tool to support ongoing reflection and improvement. It provides a structured way to identify assumptions, respond to needs, and strengthen inclusive practices over time.

Learning Outcomes

The learning outcomes represent what you will achieve by completing this module. These are the learning goals and outcomes for this course/training material: 

Discover 

• Describe disability and distinguish anti-ableism from accessibility.
• Identify common storylines about disability (e.g., broken, burden, inspiration) and explain how these shape expectations and experiences in youth STEM programming.

Recognize

• Recognize how disability intersects with other identities (e.g., race, Indigeneity, gender, age, income, language, geography) to shape young people’s experiences of participation, belonging, and STEM identity development.
• Recognize how disability and ableism affect not only youth participants but also peers, co-instructors, leaders, parents/guardians, and guest presenters.
• Explain how ableism shows up in STEM programs, including in program design, expectations, communication, and everyday interactions with youth, families, and team members.
• Identify where disability inclusion and accessibility may be overlooked in programs, activities, or training approaches.

Apply

• Apply guiding principles of anti-ableism, including shared accountability and centering the experiences of disabled people, in your role.
• Use the CARE Framework (Challenge, Ask, Redesign, Embed) as an ongoing, iterative approach to examining assumptions and strengthening program design.
• Identify actions you can take to contribute to more inclusive and accessible STEM experiences, regardless of your role or available resources.

Future Skills Developed 

Developing anti-ableist practices in your role as an instructor will help you in your programming, and give you future skills that you can draw on throughout your career and bring into the rest of your life. Some of the skills you will be developing or strengthening are listed here:

Social Intelligence (Social Perceptiveness)

This module strengthens your ability to recognize and respond to the experiences, needs, and perspectives of others. You will build awareness of how ableism shows up in interactions and evolve your approach to better support all participants.

Critical Thinking and Analysis

You will develop your ability to examine assumptions, question common narratives about disability, and analyze how ableism shows up in program design, expectations, and everyday decisions.

Teamwork and Collaboration

This module supports your ability to work effectively with co-instructors, leaders, and families. You will consider how shared responsibility and collaboration contribute to more inclusive and supportive program environments.

Communication

You will strengthen your ability to communicate in ways that are clear, respectful, and inclusive. This includes adapting your language, tone, and approach to enhance inclusion and avoid reinforcing ableist assumptions.