Navigating dis/ableist school playgrounds and toilets with geographic maturity: stories of young people with dwarfism from their secondary education

Abstract

Little attention has been paid to the experiences of disabled young people of school playgrounds and toilets in mainstream settings. Drawing on the qualitative, first-hand accounts of 19 young people with dwarfism, this paper explores how they make sense and navigate school playgrounds and toilets during their secondary education from a Critical Disability Studies perspective. The findings suggest that playgrounds are experienced as inaccessible, hierarchical, panoptic and unsafe. Moreover, several factors affect the choice of school toilet–disabled or gender-binary–including the in/accessibility of toilets, the regulation of access to disabled toilets, and the social meanings attached to them. I argue such experiences are the outcome of both spaces being dis/ableist, designed for and with the ‘normatively developing’ body in mind. Participants’ stories also illustrate how they are aware of and resist the spatial scripts of these spaces–how they are meant to be used and who is allowed to inhabit them. This paper concludes with the need to listen to and engage with disabled young people for inclusive spaces to be achieved.