Again their effort might look different, which means yeah if that kid has dyscalculia and a calculator helps, then yeah that is no problem. However, dyscalulia is also just... weird. Its highly different in different students and iirc it does tend to go away eventually. Effort is important in that, but so is being understanding of how tiring dealing with it can be, so breaks in that increased effort for that student (be it calculator or other tools or just literal breaks) is important. And my point with the snark on writing being: Of course you can find issue with any general statement if you just decide to throw something hyper specific into it, yes of course there are always exceptions, but those can be dealt with on an individual as needed basis.

My problem is not with calculators. Its with refusing to put in effort to learning something because you've decided something could do that for you and so there is zero reason to learn anything at all. However, even for those who struggle, a calculator takes you out of the problem, often multiple times per problem, and makes re-entering that problem, remembering where you were, what you were doing, and how you were doing it harder for many with disabilities as well. The goal of effort in not using calculators is to keep you inside the problem, so you don't break your chain of thought and can more easily finish the entire problem. Obviously, that takes time as at the start it will actually take you out of the problem longer as you have to do those in your head, but as you get used to it that helps build the mental connections needed.