Institutional level: Institutions are affected by this type of ableism. Medical ableism, for example, is based on the belief that any form of disability is a problem that has to be solved. When this is incorporated into medical education and policy, it has effects for the entire healthcare system as well as patient well-being.

Interpersonal level: This is the type of ableism that occurs in social situations and relationships. A parent of a disabled child, for example, would try to "fix" the impairment rather than accept it.

Internal level: Internalized ableism occurs when a person, whether consciously or unconsciously, believes and applies the negative messages they receive about disability to themselves. A person may believe, for example, that disability accommodations are a privilege rather than a right.

Hostile ableism: Bullying, abuse, and violence are examples of openly aggressive behaviors or policies.

Benevolent ableism: People with impairments are viewed as weak, vulnerable, or in need of rescue under this form of ableism. This is patronizing and diminishes the individual's autonomy and individuality, perpetuating an unequal power dynamic.

Ambivalent ableism: This is a mix of ableism that is both hostile and benevolent. A person might, for example, begin a social engagement by being patronizing and then become aggressive if the other person objects to their behavior.

Choosing an inaccessible venue for a meeting or event, therefore excluding some participants

Using someone else’s mobility device as a hand or foot rest

Framing disability as either tragic or inspirational in news stories, movies, and other popular forms of media

Casting a non-disabled actor to play a disabled character in a play, movie, TV show, or commercial

Making a movie that doesn’t have audio description or closed captioning

Using the accessible bathroom stall when you are able to use the non-accessible stall without pain or risk of injury

Wearing scented products in a scent-free environment

Talking to a person with a disability like they are a child, talking about them instead of directly to them, or speaking for them

Asking invasive questions about the medical history or personal life of someone with a disability

Assuming people have to have a visible disability to actually be disabled

Questioning if someone is ‘actually’ disabled, or ‘how much’ they are disabled

Asking, “How did you become disabled?”

Believe people when they disclose a disability

Similarly, don’t accuse people of ‘faking’ their disability

Listen to people when they request an accommodation

Don’t assume you know what someone needs

Never touch a person with a disability or their mobility equipment without consent

Keep invasive questions to yourself

Don’t speak on behalf of someone with a disability unless they explicitly ask you to

Talk about disability with children and young people

Incorporate accessibility into your event planning