In the field of paediatrics, the concept of normal (ie, typical)—in contrast to different, special, deviant, delayed, or atypical—has imposed a problematic framework within which people view a child with an impairment. This binary perspective oversimplifies a complex, fluid, and dynamic process encompassing physical, behavioural, emotional, cognitive, social, and communicative development. Furthermore, this approach reinforces the notion of a singular normality, diminishing the value of any variation from this assumed (and usually poorly defined and naive) standard, in a way that speaks of ableism—the normative bias that a standard norm exists and anything other than this standard is inferior.