About This Guide
This guide was created by us, ATLAS, Surrey's participation group for young people with additional needs and disabilities, during Disability Pride Month 2026.
Together, we shared our experiences, views and ideas about disability, inclusion, support, identity and belonging. Through these discussions, we explored what matters most to us and what needs to change to create a more inclusive society.
Our message is simple: we should be involved in decisions that affect our lives. By listening to our experiences, people can better understand the barriers we face and work with us to remove them.
What is the Social Model of Disability?
The Social Model of Disability tells us that people are disabled by barriers in society, rather than by their condition or disability itself.
These barriers can include:
- Buildings and spaces that are not accessible
- Information that is difficult to understand
- Negative attitudes, stereotypes and stigma
- Rules, systems and services that do not meet people's needs
For example, a wheelchair user is not disabled by using a wheelchair. They are disabled when a building only has stairs and no accessible entrance.
Similarly, a neurodivergent young person may experience barriers when a school does not give them the support or adjustments they need to learn successfully.
We strongly supported the Social Model of Disability. However, we also felt it is important to protect disabled people's rights and ensure everyone can access the support they need, which links closely to the Human Rights Model of Disability.
What we told each other
Although our experiences are all different, several common themes emerged throughout our conversations
We want to:
- Be listened to.
- Be involved in decisions about our lives.
- Be treated as individuals.
- Have our strengths recognised.
- Receive the support we need without having to constantly explain ourselves.
Many of us felt that barriers are often created when services, environments and systems are not designed with disabled people in mind.
Education
Many of us felt that schools and colleges are working hard to support inclusion but that there were opportunities to strengthen understanding and make sure all young people feel supported to thrive.
- staff having a deeper understanding of different disabilities, neurodiversity and individual support needs - when professionals understand us better, they are more able to build positive relationships and respond in ways that help us succeed
- some of us shared experiences where the support outlined in our Education, Health and Care Plans (EHCPs) was not always followed and that more collaboration between young people, families and professionals could help make sure that agreed support is understood and delivered well
- more regular access to quiet, calming and sensory-friendly spaces so we can regulate, feel safe and reset
- it’s important that teachers understand the reasons behind behaviour, supportive conversations and curiosity are more effective than punishment and help us to feel heard, understood and able to overcome challenges
- stereotypes or assumptions about disabled young people and what they need to feel supported can be challenging and make us feel that we aren’t being understood for our own unique needs
We thought schools could support the social model of disability by:
- Increasing disability awareness among staff and students.
- Celebrating disability, diversity and difference.
- Listening to disabled students when making decisions and introducing changes.
- Providing flexible support that meets our individual needs.
- Improving communication between schools, families and professionals.
We believe that inclusion should benefit everyone and that every student's voice matters.
Healthcare
We recognise the important role that healthcare services, treatments and therapies can play in our lives.
However, we recognised that there are to more when accessing healthcare services
We feel that healthcare services could better support the social model of disability by:
- professionals recognising recognise we are experts in our own lives and experiences. Taking the time to listen, understand our perspectives and work alongside us helps build trust, improves relationships and leads to support that better meets our needs.
- Having communication that is clear, consistent and easy to understand. This includes using accessible language, explaining information in a way that makes sense to us, checking our understanding and being mindful of tone of voice, which can have a significant impact on how supported and respected we feel.
- Letting us be active partners in decisions about our health and wellbeing. This means having our views heard, being involved in discussions about treatment or support options, and being given the information and opportunities we need to make informed choices about our care.
- Receiving information in advance so it reduces anxiety and make appointments feel more accessible. It would be helpful to have clear guidance about what to expect, who we will be meeting, how to prepare, and practical information such as how to book appointments and access services independently.
- being flexible to individual needs. This could include offering different appointment formats, having quiet waiting areas, allowing extra processing time, making communication adjustments, or offering alternative ways to access support. Reasonable adjustments help remove barriers and ensure everyone can access healthcare on an equal
We believe that building trust and working together leads to better experiences and outcomes.
Home, identity and belonging
Many of us said that home is where we feel most comfortable, especially in spaces where we can truly be ourselves.
For some of us, our bedroom is a safe space where we can rest, relax and recover after a busy or difficult day.
We also spoke about disability being an important part of our identity. Some of us said it took time to understand and accept our disability, and we wished we had received more support and understanding earlier in life.
We believe that parents, carers, schools and professionals all have an important role in helping us develop confidence, build a positive sense of identity and feel proud of who we are.
Disability Culture and Representation
We believe disability culture exists, but it is not always visible in everyday life.
We would like to see:
- More disabled people represented in the media.
- Better and more realistic portrayals of disability.
- More disabled role models.
- Greater awareness and understanding of different disabilities.
We feel safest and most accepted in environments where people understand, respect and accommodate our needs.
The role of allies
To us, an ally is someone who supports disabled people, even if they are not disabled themselves.
We think good allies:
- Listen and learn.
- Challenge discrimination and stereotypes.
- Avoid making assumptions.
- Ask people what support they need.
- Help make spaces and activities more inclusive.
We also believe it is important for disabled and non-disabled young people to work together to build understanding, break down barriers and create positive change.
Our message
We believe that inclusion is everyone's responsibility.
We want a society where people are treated with kindness, differences are respected and barriers are removed so that everyone can participate, belong and thrive.
As one of us said:
"Just be kind wherever you can."
By listening to us and working alongside us, we can create communities where all children and young people feel valued, included and supported.
To hear more
As part of Disability Pride Month to capture our conversations we recorded a podcast which talks about the important themes discussed in this guide such as the Social Model of Disability, power of language, disability identity and disability culture. Listen to it below.
If you would like to read our full PDF Young Peoples Guide to the Social Model of Disability, please email atlas@surreycc.gov.uk to receive a copy.