Accessibility Commons^™

Moving Inclusive Design From Theory To Practice: A Reflective Teaching Approach Using Empathy-Based Accessibility Activities, Adriana Del Monaco-Shepherd

Staff Scholarship - Australia & Dubai

This reflective teaching practice explores the use of empathy-based learning activities to support UX Design students in developing a deeper understanding of accessibility and inclusive design.

While accessibility principles and standards were introduced within the curriculum, I observed that students often understood accessibility as a set of requirements rather than a human-centred design responsibility. Their design outcomes demonstrated strong visual creativity but sometimes overlooked important accessibility considerations such as colour contrast, content hierarchy, navigation clarity, and inclusive communication.

To address this gap, I designed two short experiential activities that encouraged students to experience accessibility barriers firsthand. The first activity used …

Independent Living Skills For The Aging Population Of Adults With Disabilities, Sara K. Fetter Otd, Otr, Jennifer L. Martin Otd, Otr, Cht, Clt, Michele L. Mccarroll Phd, Faacvpr, Acsm-Ccep, Ccrp, Lssbb

Developmental Disabilities Network Journal

Adults with intellectual disability (ID) are living longer and increasingly outlive family caregivers. Strengthening independent living and vocational skills has therefore become a critical public-health priority. Occupational therapy (OT) can address this need through person-centered, community-based programming. This paper describes the co-design, delivery, and preliminary outcomes of a short occupation-based curriculum intended to enhance autonomy and work readiness in aging adults with ID. In partnership with a Dallas, Texas nonprofit, the authors conducted a needs assessment and created an 8-session course rooted in the Independent Living Model and the Occupational Competence Model. The curriculum addressed four domains (physical health, financial …

Accessibility On Campus: Ruane Ll05, A. Gross, S. Peifly, S. Gallagher, K. O'Neil

Education Student Scholarship

No abstract provided.

How Disability Inclusion Shapes Student Experiences In Egyptian Public Universities, Ramez Maher

Theses and Dissertations

The inclusion of students with disabilities in higher education is a critical aspect of equity, social justice, and human rights, particularly in Egypt, where systemic barriers continue to hinder access to education for this demographic. Despite the enrollment of approximately 19.4 million students in 2018, only 38,135 students with disabilities were admitted, highlighting the significant challenges they face in accessing higher education.   Through a qualitative approach employing reflexive thematic analysis, this study explores the interplay of institutional policies, cultural attitudes, and accessibility challenges that affect the educational experiences of students with disabilities in Egyptian public universities. The analysis of 21 …

Creating Public Value Through Public-Private Partnerships In Technical And Vocational Education And Training In Egypt, Aseel Amr Tajuddin

Theses and Dissertations

Technical and Vocational Education and Training (TVET) has emerged in the last decade as a foundational pillar for Egypt’s workforce and economic development vision. More recently, the Egyptian Ministry of Education and Technical Education (MoETE) has scaled industry driven and Public Private Partnerships (PPPs) TVET models, industry affiliated dual education programs and Applied Technology Schools (ATS), seeking to strengthen alignment with the labor market and improving TVET graduates employability. Yet, TVET in Egypt continues to suffer from persistent social stigma, limited social legitimacy and low social ranking, despite the state led reform efforts. Existing TVET literature remains limited to examining …

Engaging Immigrant Families Of Children With Disabilities: Recommendations For Practitioners, Robai N. Werunga, John William Mckenna, Rocio Rosales

Developmental Disabilities Network Journal

Family involvement is essential for positive school outcomes. Yet research suggests that family engagement for students with disabilities may be marked by conflict. Furthermore, creating an environment that promotes active engagement for immigrant families may be challenging. In this paper, we synthesize existing research, legal guidance, and community-engaged insights to present four practice-oriented recommendations for educators and practitioners working with immigrant families of children with disabilities. Grounded in Hans and Love’s stages of immigrant family engagement, these recommendations aim to support meaningful and culturally responsive participation in special education processes.

Cross-Cultural Differences Among Children And Youth With Special Health Care Needs: A Mixed-Methods Analysis Of Chinese, Spanish, And English-Speaking Families, Kathleen Mcgrath, Miriam Franco, Amy Morales-Lara, Karen Bonuck Phd, Joanne Siegel

Developmental Disabilities Network Journal

One in five U.S. children has a special health care need, with prevalence rates rising each year. Children and youth with special health care needs (CYSHCN) from immigrant and/or non-English speaking families face heightened barriers to care, unmet health needs, and worsened health outcomes. This mixed-methods study explores cross-cultural similarities and differences among English-, Spanish-, and Chinese-speaking families of CYSHCN across four key domains – (1) the diagnostic process, (2) access to essential services, (3) community integration, and (4) social supports. As part of a statewide, New York State Department of Health funded initiative implemented across three University Centers for …

Learning From Planet Krypton - Building Faculty Efficacy To Remove Barriers To Neurodiverse Student Success, Anna Weisling, Nina F. Weisling

The Journal of Advancing Education Practice

There are an increasing number of students with Autism, ADHD, and other neurodiversities attending institutions of higher education. Unfortunately, most higher education faculty do not receive formal training or support around the skills, knowledge, and pedagogy needed to effectively design and implement instruction that removes barriers to accessing the post-secondary curriculum. This was the case for the first author, a content expert with a Ph.D. in Digital Media. She engaged author two, who holds a Ph.D. in Special Education, to discuss ways to more effectively support her neurodiverse college students. What emerged was a duoethnographic research study, followed by thematic …

From Access To Success: Addressing Barriers For Students With Disabilities In Higher Education, Melissa Wood

Inquiry: The Journal of the Virginia Community Colleges

Over the past several decades, enrollment of students with disabilities in higher education has steadily increased. However, disparities in retention and degree completion persist. Although federal laws such as the ADA and Section 504 of the Rehabilitation Act guarantee equal access, many students continue to encounter barriers that affect their academic experience. These challenges are often more pronounced in community colleges, which serve diverse populations and often operate with limited resources. This paper examines two key barriers and highlights best practices that institutions can implement to improve accessibility, strengthen support systems, and promote persistence and success for students with disabilities.

Layers Of Representation: A Multidimensional Book Analysis, Mariah Pfundheller, Nikki Logan, Amy E. Lein, Sydney Bueno

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

This study evaluates how educators interpret the Multidimensional Framework for Inclusive Literature (MDFIL), a tool for evaluating and selecting multicultural literature for their classrooms. Participants self-identified as current, former/retired, or student teachers, or as undergraduates pursuing a teaching license at the time of the survey. Incorporating multicultural literature into educational settings has a positive impact on children's development. Multicultural literature fosters feelings of acceptance, cultural awareness, and empathy among students. By exposing children to diverse cultural perspectives, multicultural literature not only enhances their understanding of their own identities but also cultivates a greater appreciation of others' experiences. The benefits of …

Reclamando Corazón Y Voz: Latinas Speak Their Truth Through Plática As Resistance In California Community College Learning Disabilities Assessments, Maricela Becerra

Dissertations

Although California Community Colleges (CCCs) offer learning disability (LD) assessments to determine eligibility for academic accommodations, for Latina students navigating converging forces of race, gender, language, citizenship, and ableism, these assessments often surface unspoken histories of harm. This study advanced Chicana feminista DisCrit (CFDC), extending disability critical race theory through Chicana spirituality and cultural intuition to examine possibilities when an educadora situates assessments in a plática grounded in consideración—respectful, relational, and unhurried care.

Rooted in Chicana feminist pláticas methodology and authored from the positionality of a disabled Latina scholar–practitioner, this qualitative decolonial dissertation explored how Latina students reflected on …

Who Gets To Be Taken Seriously? Three Atypical Scholars Navigate Doctoral Education At The Intersections Of Race, Neurodivergence, And Veteran Identity, Sr. Richard De La Garza

Dissertations

As a first-generation, neurodivergent, Mexican American/Chicano veteran, I entered the University of San Diego's doctoral program having had experiences that most institutional intake processes would label as risk factors. The Findings chapter of this dissertation begins by describing those experiences—not as a confession, but as the foundation for a systematic inquiry into how doctoral legitimacy is produced, withheld, and defended. The description of my life experiences is followed by a discussion of the doctoral journeys of two other study participants who also were atypical doctoral candidates.

The central argument being advanced is this: What higher education calls "fit," "rigor," and …

Building Capacity And Inspiring Change: The Impact Of Louisiana’S Ucedd Across The Lifespan, Alicia Kowitz, Constance Alphonse, Phil Wilson, Maria Blanco

Developmental Disabilities Network Journal

The Louisiana State University Health Sciences Center Human Development Center (HDC), as the state’s University Center for Excellence in Developmental Disabilities (UCEDD), serves as a catalyst for inclusive systems change through interdisciplinary training, community engagement, and evidence-based service delivery. This manuscript highlights the breadth and impact of HDC’s initiatives across early childhood, education, transition, and community inclusion. Through programs such as Inclusive Practices in Early Childhood, PAYCheck, and LEND, HDC builds capacity among professionals, empowers individuals with disabilities and their families, and strengthens systems to be more responsive and equitable. The stories and outcomes shared illustrate how intentional, collaborative efforts …

Behind The Scores: How Federal Education Legislation Influenced Dayton Public Schools’ Special Education System For Students Of Color, Simran Kaur

Aurora

This paper analyzes the district special education system of Dayton Public Schools’ through federal legislation requirements and state-reported data to evaluate access, implementation, and equity. Findings show that while the district meets several procedural requirements at federal levels, students with disabilities (especially Black students) face limited access to general education environments, family engagement, and disability identification at a local level. Risk ratios reveal subjective disability categories, which is contributing to the district’s low Achievement Gap Closing rate through the state-wide report card.

Goals, Properly Technical: Special Education Teachers Using Chatgpt To Develop Individualized Student Goals, Travis Hammond

UNLV Theses, Dissertations, Professional Papers, and Capstones

Educators’ responsibilities extend well beyond instruction to include administrative duties such as grading, maintaining records, and documenting student behavior, as well as ongoing meetings and professional development requirements (Billingsley et al., 2019; Darling-Hammond et al., 2017). These demands can create a disconnect between role expectations and daily realities (Brunsting et al., 2023). Special education teachers (SETs) face these same responsibilities alongside additional paperwork requirements, which may account for up to 20% of their workday (Carlson et al., 2002; Suter & Giangreco, 2009; Vannest et al., 2011). A central task is the development of Individualized Education Programs (IEPs), including measurable annual …

An Equity-Based And Culturally Responsive Bill Of Rights For Early Childhood Students Of Color With Exceptionalities, Evette Simmons-Reed, Michelle Frazier Trotman Scott, Gloria Tardash, Mildred Boveda, Donna Y. Ford

Perspectives on Early Childhood Psychology and Education

The COVID-19 pandemic exacerbated existing disparities in early intervention (EI) and early childhood special education (ECSE) services for culturally and linguistically diverse (CLD) disabled children, exposing critical gaps in access, services and support. systemic inconsistencies in implementation, training, and funding, remain barriers limit opportunities for CLD students to benefit, despite the aims of the Individuals with Disabilities Improvement Act (IDEA). To address these inequities, this manuscript proposes an expanded and updated Culturally Responsive Equity-Based Bill of Rights for EI and ECSE. Building upon Ford and colleagues' (2018) work, this revised document extends protections to children aged zero to five, emphasizing …

Guest Editor's Introduction: Methodological Innovations For Advancing Early Childhood Educational And Psychological Research, Anthony Mangino Ph.D.

Perspectives on Early Childhood Psychology and Education

The goal of this special issue is to provide you, the inquisitive reader and developmental scientist, with some of the methodological tools to aid in augmenting your analytic capacity.

The Higher Education Health Insurance Trap: How Underinsurance Fuels Health Inequity And Educational Inaccessibility, Hallie E. Vanney, David J. Satin

Journal of Patient-Centered Research and Reviews

Higher education institutions are increasingly committed to recruiting more diverse students. As these efforts succeed, institutions face the parallel challenge of meeting an evolving student body's broader and more complex healthcare needs. This article highlights how student health insurance is a critical need that may be unmet by institutions traditionally designed for young, healthy, able-bodied students. Graduate and professional students are particularly vulnerable to a “health insurance trap”; they may discover, only after enrollment, that their plan does not cover essential care, they can no longer work full-time to gain commercial insurance, they have aged out or do not have …

Becoming A "Still Point Of Grace": Identifying Obstacles Faced By Catholic Elementary School Teachers In Meeting The Needs Of Students With Generalized Anxiety In The Classroom, Kerry Smigielski

Electronic Theses and Dissertations

In the midst of a mental health crisis in the United States, teachers in the Diocese of Cityville need to be equipped to serve elementary students who experience anxiety within an authentic Catholic context. The purpose of this study is to begin improvement research on classroom supports for students with generalized anxiety in the Diocese of Cityville elementary schools. Journey lines and a focus group discussion were conducted within a causal systems analysis to respond to the central research question: “What obstacles do Catholic elementary school teachers in the Diocese of Cityville face in meeting the needs of students with …

The Impact Of The Science Of Reading Initiative On Reading Test Scores Among Rural Elementary Students In Arkansas, Julie A. Ferguson

ATU Theses and Dissertations 2021 - Present

This study examines changes in reading achievement among rural elementary students in Arkansas following the statewide implementation of the Science of Reading initiative. Beginning in 2019, Arkansas required educators in kindergarten through sixth grade to receive training in evidence‑based literacy practices emphasizing phonemic awareness, phonics, fluency, vocabulary, and comprehension. Despite these efforts, rural districts continue to face challenges related to staffing, access to professional development, and instructional resources, raising questions about whether statewide reforms have produced measurable improvements in reading outcomes.

Using a quantitative, longitudinal, quasi‑experimental design, this study analyzes ACT Aspire reading assessment data collected from rural Arkansas schools …