Accessibility Commons^™

Reflection On The ‘Power Of Us’ Conference: How Mainstream Schools In England Offer Provision To Children With Special Educational Needs (Sen), Grace H A Cooper

Plymouth Interdisciplinary Education Open Journal

The majority of children in England with Special Educational Needs or Disabilities (SEND) are educated within mainstream schools. Due to the broad range of needs of children, it is essential that mainstream schools are provided with adequate funding, preparation and training to ensure that the inclusion of every child is achievable and expected. Furthermore, sometimes schools feel that they cannot offer ample provision to give every child an equitable access to learning and therefore they are directed to SEND schooling – can a mainstream school be considered inclusive if they cannot support all children? This article will consider these arguments …

‘They Actually Made Me Feel Like They Wanted Me In The Classroom’: Reflections Of Inclusion, Katherine Gulliver, George Osborne

Plymouth Interdisciplinary Education Open Journal

This article highlights the value of listening to individuals with lived experience in creating inclusive environments. Drawing on Gulliver’s (2023, 2024) research and the personal reflections of George Osborne, a disability advocate with Williams Syndrome, the article recognises the importance of early intervention, tailored support, and educator awareness in supporting children with rare disabilities. Through an awareness-raising exhibition and personal narratives, the article illustrates how inclusion can be meaningfully achieved when schools adapt to the needs of the child - rather than requiring the child to adapt to the school. George’s story demonstrates how empathetic, informed practice can help contribute …

Power Of Us: Listening To Families, Tara J. Vassallo

Plymouth Interdisciplinary Education Open Journal

This article, originating from the ‘Power of Us!’ conference held in June 2025, reflects on the session titled ‘Listening to families’ which offered an experienced parent panel, providing a forum for discussion. The session had a particular focus on the experiences of families and their children with neurodivergent and other individual educational needs and the families’ pursuit of genuine co-production with their children’s school. The article offers an insight into the session, sharing reflections from the discussions, and calls for action aimed at creating a truly inclusive educational system.

A Preston Bridge School (Pbs) Approach To Inclusive Multisport Practices Within Sen, Jack Smith

Plymouth Interdisciplinary Education Open Journal

This paper, originating from the ‘Power of Us!’ conference held in June 2025, reflects on the session titled A Preston Bridge School Approach To Inclusive Multisport Practices Within SEN, which captured the current physical provision offer at Preston Bridge, with a particular focus on how the implementation of inclusive practices enable young people with SEN to meet and achieve their EHCP targets through physical education. The paper offers an insight into the session delivered, sharing best practice, staff and student reflections, and calls for action to promote the inclusion of young people with SEN within the context of physical education.

Adapting Research Ethics For All: Training Centers For Independent Living In Community-Based Research, Rtc: Rural, Will Hoard, Krys Standley, Catherine Ipsen

Education

The Research and Training Center on Disability in Rural Communities (RTC:Rural) adapted Research Ethics for All (RE4ALL)—an accessible, participatory training co-created with people with disabilities—to equip Centers for Independent Living (CIL) staff with tailored human subjects research ethics education. Traditional institutional trainings (e.g., CITI) posed barriers for CIL community partners, who needed practical, role-specific guidance for their work on the Rural Health Pathways Program, a study comparing delivery models of a health intervention. The adapted 90-minute RE4ALL session preserved core accessibility features (plain language, visual aids) while addressing CIL staff’s real-world scenarios, such as consent processes …

Evaluating The Predictive Value Of Basc-3 Anxiety Scale And Working Memory Index Scores For Clinically Significant Test Anxiety: A Comprehensive Analysis Of Non-Classifiable Cases, Des'tiana S. Williams

Electronic Theses and Dissertations

This dissertation will explore how test anxiety (TA) affects working memory (WM) and whether certain factors can help predict higher levels of test anxiety. Anxiety has been defined as a common experience that can show up in various forms—like general worry, social fears, panic attacks, and specific phobias (APA, 2022). It was described as often triggering our natural “fight-or-flight” response, which can impact our ability to focus, think clearly, and remember things. For students, test anxiety has been especially challenging, affecting how they perform in high-stakes academic settings. Using data from a university based psychological assessment center, this study will …

Lecture Capture Transcripts: Use And Perceptions On Utility, Steven Garwood, Dawn Shell, Jackie Giacobbe

Rowan-Virtua SOM Faculty Teaching & Learning Seminar

This project focuses on student use and perceived utility of the transcripts created for all recorded lectures in the Synergistic Guided Learning (SGL) curriculum track. This poster will present our findings from a survey conducted with first year Osteopathic Medical Students (OMS-1) in Spring 2025.

Holistic Student Discipline: How A Proactive Empathetic Approach To Discipline Combined With Restorative Practices Can Change The Discipline Landscape, Melissa A. Dunworth

Education Dissertations

Student discipline in the United States consists of a myriad of methods, including suspension, corporal punishment, isolation, seclusion, and restraint. Since the onset of COVID-19, students and staff have experienced an increase in trauma which has impacted the social-emotional skills of students and teacher burnout. Post-COVID student discipline requires a different approach to discipline combined with restorative practices, which can alter the discipline landscape. This qualitative case study investigates the impact of proactive empathetic discipline and Restorative Practices on student discipline, executive functioning, and school culture.

Grounded in Social Learning Theory, Self-Regulation Theory, and Respect for Children, this study examines …

From Classroom To Community: Why Age-Friendly Initiatives Matter For The Next Generation, Sarah Cole

D.U.Quark

No abstract provided.

Iep Process As An Avenue Or Barrier To Inclusion For Autism Spectrum Students: The Importance Of Collaboration, Stephanie C. Holmes

Tapestry: Journal of Research in Education

Decades of research concerning the implementation of Individual Education Plans (IEPs) have shown that building and implementing an IEP for a student with additional needs can be adversarial between the child’s parents and the school system. In 1975, when Public Law 94-142 was passed, the idea behind the law was not only to provide a free and appropriate public education (FAPE) for children with needs and disabilities but also to give parents of these children a voice in the process of creating the child’s IEP. Autism Spectrum Disorder (ASD) was not added to the list of needs to be served …

Fostering Inclusion And Belonging In Virtual Learning Environments: Strategies From Faculty Members For Enhancing Online Student Engagement, Tara Franklin, Tina Patterson

Tapestry: Journal of Research in Education

Despite the convenience and accessibility offered by online education, disparities persist in access, engagement, and success rates, disproportionately affecting all students, especially students with disabilities and neurodivergent learners. This difference highlights the barriers and challenges students with disabilities face on virtual learning platforms. Encouraging an inclusive and supportive environment where students feel comfortable disclosing their disabilities is essential for improving completion rates and fostering a sense of belonging in virtual learning environments. The study aimed to identify strategies faculty members use to foster inclusion and belonging for students enrolled in online courses. A cross-sectional study was conducted to collect information …

Disproportionality Of African Americans In Texas Special Education, Catherine Boggs, Jemimah Young

Journal of Multicultural Affairs

Research has indicated that historically, African Americans received disproportionate special education services (Fish, 2019; Sabnis et al., 2020; Sullivan & Osher, 2019; Watkins & Kurtz, 2001). This is specifically problematic in states and cities with smaller proportions of African Americans, such as Texas. Data indicate that the Texas Education Agency (TEA) remains non-compliant with the implementation of its Corrective Action Plan (CAP), which was issued federally by the Office of Special Education Programs due to restricting the percentage of students qualifying for special education (Morgan et al., 2023). The purpose of this study was to categorize, quantify, and examine the …

Becoming A Beloved Community: A Restorative Reckoning For A Radical Conversion To Transform Discourse In Higher Education, Latasha Tomay Varlack-Butler

Dissertations

This dissertation critically examines the misappropriation of Restorative Justice Discourse (RJD) within three predominantly white institutions (PWIs), analyzing 59 institutional documents through Critical Discourse Analysis, Relational Critical Discourse Analysis, and Rhetorical Criticism (Fairclough, 1995; Vaandering, 2021; van Dijk, 2008). Tribal Colleges and Universities and South African institutions have emerged as exemplars of authentic RJD, countering co-optation within PWIs. The findings demonstrate that RJD as applied in PWIs is framed in ways that attenuate its transformative potential, perpetuating color-evasiveness (Bonilla-Silva, 2017) and obscuring the intersectional experiences of Black, Indigenous, and disabled communities (Crenshaw, 1991; Million, 2009).

Grounded in decolonial praxis (Smith, …

Examining Factors That Shape The Perspectives Of Afro-Caribbean Parents On The American Special Education System, Eldine Beaubrun Montauban

Educational Studies Dissertations

Cultural beliefs of disabilities and education can impact parents’ perspectives of special education. There are pertinent concerns over the cultural factors shaping the perspectives of Afro-Caribbean parents on the American special education system. This qualitative case study explored the perceptions of six parents of children with special needs who identify as Afro-Caribbean living in Massachusetts. Applying a theoretical/conceptual framework that includes acculturation, assimilation, social identity, and school family partnership, this study reveals challenges Afro-Caribbean parents and their children encounter in the U.S. special education system. The analysis of the data yielded seven findings. The findings detail parents’ negotiations of their …

Enhancing Digital Accessibility For Deaf Or Hard Of Hearing Learners- Innovative Strategies For Inclusive Education, Felicia Rutledge Ph.D.

Developmental Disabilities Network Journal

This research-to-practice brief explores innovative strategies to enhance digital accessibility for Deaf or Hard of Hearing (D/HH) learners, focusing on practical applications for inclusive K-12 education. Despite advances in digital learning, D/HH learners face unique barriers due to auditory-centered designs. Accessibility legislation such as the ADA, Section 504, and IDEA mandate educational inclusion for these learners. Key strategies include the integration of assistive technologies (e.g., captioning, ASL video interpretation), the application of the Universal Design for Learning (UDL) 3.0 guidelines, and adherence to WCAG 2.1 principles for accessible content design. The research-to-practice brief provides actionable insights for educators, administrators, and …

Shifting To A Culture Of Inclusion By Design: Applying A Mixed-Methods Approach To Advance Accessibility Of Public Health Emergency Information & Communication Technology, Jessica L. Franks, Erin Vinoski Thomas

Developmental Disabilities Network Journal

Adults with intellectual and developmental disabilities (IDD) experience inequities in access to timely, accurate, and understandable information and communication technology (ICT), which increases risk for public health emergency (PHE)-related health disparities and impedes opportunities to achieve optimal health. This study assessed federal COVID-19 webpage accessibility levels and explored existing knowledge of and experience with filing accessibility complaints for federal ICT among adults with IDD. Through a mixed-methods approach, we evaluated compliance with accessibility standards for 18 federal agencies’ COVID-19 webpages (study 1) and interviewed 16 adults with IDD about experiences accessing federal webpages and filing accessibility complaints (study 2). We …

Enhancing Online And Blended Course Design Through Conversations And Observations: The Role Of Stakeholders, Chris Smith, Darlene Schaefer, Geetanjali Soni, Thomas Cooper, Meghan Mcgrath

Developmental Disabilities Network Journal

Online course enrollment for K-12 students has increased dramatically since the early 2000s. This has resulted in promising opportunities for students with disabilities but also requires careful consideration of accessibility in course design and instructional delivery. This mixed-methods study investigated how stakeholder feedback influences the design of blended courses at North Carolina Virtual Public School (NCVPS), a graduation pathway for students with disabilities requiring significant support. Data was collected through surveys of NCVPS online teachers and co-teachers, analysis of course history documents, and the NCVPS student registration system. Findings revealed that educators often modify course templates to accommodate diverse learning …

Where Digital Accessibility Meets Universal Design: Transforming Classrooms For Multilingual Learners With Disabilities, Vitaliy Shyyan, Laurene Christensen, Swati V. Chauhan

Developmental Disabilities Network Journal

Multilingual learners with disabilities comprise an important population of diverse students that need to be empowered with accessible instructional and assessment materials on their pathways to college, career, and community readiness. These students require integrated supports for both language- and disability-related needs. Conventional approaches to accessibility often fall short in addressing the diverse linguistic, cognitive, and cultural needs of multilingual learners with disabilities. This article examines the intersection of digital accessibility and principles of universal design to create more inclusive and equitable educational environments for these students. Universal design provides a flexible framework that accommodates diverse learning needs by offering …

Optimizing Accessibility Training By Prioritizing Cognitive Needs Of Students With Disabilities, Lio Jones, Kari Goin, Megan Mcfarland

Developmental Disabilities Network Journal

Despite the significant enrollment of students with disabilities in higher education, research and practice rarely center the voices and leadership of these students, particularly in accessibility training efforts. This paper addresses this gap by presenting an autoethnographic study of a digital accessibility training initiative co-led by a student with multiple disabilities. Using a process that combines participatory research and first-person narrative, this study outlines the development and implementation of faculty training on accessibility that centers the experiences of a student with cognitive disabilities. We propose a new framework for understanding "dynamic disability," a concept that recognizes the complex and evolving …

Access To Idea Data By People With Disabilities, For People With Disabilities, Johan Rempel, Fred Edora

Developmental Disabilities Network Journal

The Rhonda Weiss Center for Accessible IDEA Data’s (Weiss Center) mission is to improve state capacity to collect, report, analyze, and use IDEA data in accessible formats for individuals with disabilities. IDEA stands for Individuals with Disabilities Education Act. One of the ways we at the Weiss Center aim to achieve this is through the development and adoption of our Accessible Data Analysis and Publishing Tool (ADAPT). States are responsible for numerous federal reporting requirements on performance indicators related to infants, toddlers, and children with disabilities. States often have limited capacity and resources to ensure this data is fully accessible. …