One of the mainstays of special-education programs for students with cognitive and learning disabilities is the concept of inclusion.

What used to be referred to as mainstreaming, inclusion refers to the practice of educating special-education students in regular-education classes alongside their non-disabled peers.

Inclusion has been found to be successful because special-education kids learn well in a “normal” setting in which accommodations for individual needs have been provided. In addition, many social skills and quality-of-life factors are provided to special-education students.

On the flip side, regular-education students benefit from getting to know and making friends with students with disabilities. Many life lessons are learned.

So why do we give up the idea of inclusion when we reach adulthood?

In my career writing about disability topics, I can’t tell you how many times well-meaning people have encouraged me to submit my articles to publications sponsored by disability organizations and directed to readers with disabilities.

I write about disability awareness and etiquette. Why should I write for readers who have disabilities? They are already aware and are quite good with etiquette. That would be preaching to the choir.

My goal is to educate the able-bodied so that they understand the needs of the disabled, hence creating a society more accommodating to those with disabilities.

There is an inherent implication with this overused statement that I should write articles for people with disabilities. The implication is that people with disabilities are the ones who always need the services. People with disabilities are the ones who need education and need help.

Throwing caution to the wind, I suggest that able-bodied people are the ones who need the education. Able-bodied people are the ones who don’t get it.

Able-bodied people often don’t bother creating accessibility, don’t understand how to show respect to people with disabilities, and don’t realize that they are missing out on a huge market for their goods and services as a result.

However, people with disabilities are just as guilty at creating this segregation and perpetuating the ignorance of the able-bodied.

I’ve noticed that when those of us with disabilities encounter discrimination, difficult situations, ignorance and social faux pas, we tend to complain among ourselves, but we don’t complain to the able-bodied. Why is that?

I continually have readers with disabilities contact me via e-mail and tell me their stories and comment on my columns. However, when I encourage them to post their comments online, very few are willing to do so.

Is it because when people with disabilities complain, able-bodied people often write us off as over-emotional?

Is it that able-bodied people tend to have the attitude that they know what’s best and that people with disabilities are tired of being treated as if we are too dumb to understand our own needs?

I offer this challenge. I challenge every person who has a disability who is reading this to start talking to people who are able-bodied. Every time you encounter a situation that offends you or a situation of discrimination, don’t just tell your friends with disabilities. Tell someone who is able-bodied. Be their mentor. Educate them.

Write an online comment in response to my columns. Write a letter to the editor to your local paper. E-mail your state legislator or congressional representative.

Correspondingly, I challenge every person who is able-bodied who is reading this to get to know someone who is disabled. I mean really get to know them. Invite them to talk. Listen.

Don’t form predetermined assumptions as to what their needs are. Don’t think you have all the answers.

Just listen. Really listen.