Unveiling Ableism in Education: A Critical Examination of its Normativity and Implications for Learning in Schools

ABSTRACT In this article, I critically examine the concept of ableism within educational contexts, highlighting its normative dimensions and implications for learning in schools. Drawing on neo‐institutionalist theories of education, I explore how normative expectations around ability shape educational practices and contribute to the marginalization of students with disabilities. I argue that ableism is not merely a matter of individual prejudice but is embedded in institutional structures and cultural norms. In this article, I critique the conceptual ambiguity in current ableism discourse—particularly the conflation of normativity and normality—and call for a more precise analytical framework. By distinguishing between educational goals and the means to achieve them, I advocate for a multifactorial approach to combating ableism that addresses individual attitudes, institutional practices, and societal norms.