325 What We Wish We’d Known About Infantilizing

In this episode of were talking about infantilizing — what it is, how it shows up, and why it matters.

To infantilize someone is to treat them as younger or less capable than they are. For people with disabilities, this often shows up in subtle but harmful ways: baby talk, lowered expectations, behavior plans for age-appropriate teen behavior, speaking about someone as if they aren’t in the room, or limiting choices because we assume immaturity.

We share real stories:

  • When typical high school behavior is labeled as a disability issue

  • How communication differences get mistaken for lack of intelligence

  • The risk of tying maturity to verbal skills

  • The hidden cost of withholding autonomy and choice

  • How even we, as parents, have had to unlearn assumptions

We talk about the radical assumption of competence — and how dignity starts with how we speak.

Our kids’ age is their age. Their interests don’t define their intelligence. And adults deserve to be treated like adults.

This conversation is nuanced. It’s uncomfortable at times. But it’s necessary.

Let’s raise expectations. Let’s offer real choices. And let’s stop talking to adults like they’re toddlers.

Interested in diving deeper?

We’ve talked about inclusion before — especially in the context of school, IEPs, and advocacy. If you want to explore more episodes with an emphasis on inclusion in education and collaboration, start here:

 

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GeneralValerie SchliederDown Syndrome, Advocacy, Education, independence, inclusionComment