Accessibility Commons^™

Access In Teaching Stem Subjects To The Blind, Ashley E. Neybert

Journal of Science Education for Students with Disabilities

There are still many gaps in the literature regarding the difficulties faced by instructors of students who are blind and low vision and who teach Science, Technology, Engineering, and Math (STEM) subjects. We surveyed 26 K-12 STEM teachers about accessible materials they are aware of versus which accessible materials they use in their classrooms, their thoughts on how common challenges identified in the extent literature affect them in their teaching, and their perspective on how much extra time may be required for blind and low vision students (if any) to effectively learn STEM subjects.

‘I’Ve Always Been On Call For My Sister’: An Exploration Of The Impact Of Having A Sibling With A Life Limiting Condition On The Experience Of Education, Emily Joanne Pinn

Plymouth Interdisciplinary Education Open Journal

There are currently approximately 99,000 babies, children and young people living with life-limiting conditions (LLCs) in the UK alone (Together for Short Lives, 2025b). Many of these young people will have siblings who are navigating the opportunities and challenges of having a sibling with an LLC. Despite this, there is a stark lack of research investigating the impact of being one of these siblings. As a result, this combined autoethnographic and qualitative enquiry will aim to provide an insight into how young people’s experiences of being a young carer to a sibling with an LLC impacted different elements of their …

Impact And Utilization Of Asl Lab Spaces In University Settings, Nathan J. Dutra, Michele Vincent

Journal of Interpretation

American Sign Language (ASL) is a challenging yet rapidly growing language taught at both secondary and higher education levels. Despite its increasing popularity, there is limited literature on utilizing ASL labs as learning centers. This quantitative study examines the implementation of a new ASL lab at a large four-year university in California. It investigates the factors influencing participation, the motivations behind students' involvement, and their perceptions of the lab's effectiveness. Results indicate significant associations between course modality, instructor influence, and lab participation. The study suggests that ASL labs function as cultural and educational spaces that promote visibility of Deaf culture …

Expanding Access To Outdoor Recreation Through Adaptive Trail Riding In Utah, Makenna L. Pahlke

Outcomes and Impact Quarterly

Limited access to outdoor recreation limits opportunities for people with disabilities to enjoy the physical and psychosocial benefits of horseback riding. The Utah State University Equine Experience, an Extension program focused on horses, assessed an adaptive trail riding initiative for participants aged 12 to 40. Findings showed improvements in confidence, self-awareness, engagement, and social connections, highlighting the public benefit of enhancing accessible equine-assisted activities.

Between Care And Competence: Rethinking Alternative Provision., Helen V. Mulligan

Plymouth Interdisciplinary Education Open Journal

This opinion piece argues that Alternative Provision (AP) in England is failing to meet the needs of vulnerable young people due to inconsistent staffing, inadequate specialist training, and the normalisation of low educational expectations. Although some AP settings demonstrate high aspirations and committed practice, the sector as a whole remains marked by variability and a lack of coherent pedagogical structure. Drawing on research into educational inequality, emotional labour, ethics of care, and professional identity, the paper contends that systemic reform is urgently required. Recommended actions include mandatory specialist training for AP staff, national standards for curriculum and pedagogy, stronger accountability …

A Bibliometric And Descriptive Analysis Of The Disciplinary Affiliations Of Research About Students With Disabilities In College-Level Science Education, Tongriang N. Daspan M.Ed, Aaron C. Wenger Phd, Brandy Pleasants Phd

Journal of Science Education for Students with Disabilities

Despite the global emphasis on equity and the need for inclusive science education, students with disabilities (SwDs) encounter persistent barriers in college-level science learning environments. While prior research has explored isolated challenges faced by SwDs, few studies have examined how these challenges vary across science disciplines. Yet, science education research is often situated within distinct disciplinary traditions, such as biology education research or geoscience education research, known collectively as Discipline-Based Education Research (DBER). Understanding the disciplinary distribution of research on SwDs is essential to identifying gaps and fostering cross-disciplinary learning. This study maps trends and patterns in the disciplinary affiliations …

Supporting Neurodivergent Students In Communication Sciences And Disorders: Best Practices Integrating Udl And Tilt In Academic Courses, Jacqueline A. Towson, Nancy Mcintyre, Alexis Cunha

Teaching and Learning in Communication Sciences & Disorders

In this tutorial, we explore effective andragogical strategies to support neurodivergent students in higher education programs, specifically within academic course in the field of communication sciences and disorders (CSD). By integrating the evidence-based education practices of Universal Design for Learning (UDL) and the Transparency in Learning and Teaching (TILT) framework, faculty can create inclusive and supportive learning environments in academic courses to better support neurodivergent students in CSD programs. We discuss practical applications of these frameworks through two sample assignments, supported by recent research, and provide actionable recommendations for faculty in higher education. The goal of this tutorial is to …

Shared Equity Leadership In An Offshore Medical School: Distributing Responsibility For Equity, Vishal B. Surender, Sreekrishna Penna, Oluwabusola Osimosu

Journal of Comparative & International Higher Education

This essay applies the Shared Equity Leadership (SEL) framework to an offshore MD program at a private Caribbean medical school where students complete basic sciences on an island and clinical clerkships across multiple international sites. Using SEL scholarship and de-identified institutional data, we ask how equity work is currently distributed, where gaps emerge in assessment, remediation, and mobility for historically underrepresented students in medicine, and how responsibility for equity might be more deliberately shared. The Woven model of SEL provides a lens to map existing structures like curriculum committees, CQI dashboards, advising systems, and clinical site partnerships. We propose a …

Comparative Analysis Of Artificial Intelligence (Ai) Implications For Active Learning And Assessment At Various Curricular Levels Of Stem And Health Sciences In Developed Versus Underprivileged Countries, Vinay Munlapudi, Santanu De

FDLA Journal

Today’s all-pervasive emergence of artificial intelligence (AI) necessitates a comprehensive evaluation of its role in education, especially for occupational disciplines in health sciences and STEM. AI has reshaped student learning and instructors’ navigation of the evolving, post coronavirus infectious disease (COVID-19) global academic landscape. This study aimed at encapsulating evidence-based AI implications for student-centered, active learning and assessment at various curricular levels of science, technology, engineering, mathematics (STEM) and health sciences education in developed versus underprivileged or less developed countries. An extensive, scoping review of 65 recent, scholarly publications was conducted over six months through diverse search engines (PubMed, Google …

Ábreme La Puerta Y Entraré: Utilizing Hip Hop Pedagogy To Build Community For English Learners With Disabilities, Ebony Nicole Perez, Georgina Rivera-Singletary

Journal of the Arts and Special Education

English Language Learners (ELL) with disabilities face complex educational experiences due to their limited English-speaking ability, coupled with their unique learning challenges. Often, they are viewed from a deficit rather than an asset perspective, leading them to feelings of isolation and marginalization. Providing opportunities to engage in transformative learning experiences, ELL students with disabilities can experience a sense of belonging and empowerment in educational endeavors. Hip-hop can offer dynamic opportunities for ELL students with disabilities by creating an inclusive, affirming space that validates diverse linguistic and cultural backgrounds. Through Hip-hop cyphers, rap battles, and collaborative songwriting, students can grasp new …

Neurodivergent Peer Tutoring And Anti-Ableism: Two High Schoolers’ Lived Experiences While Working In A Neurodiversity-Based Writing Center, Daniel S. Harrison

The Writing Center Journal

Neurodivergence is naturally present in the writing center and most often recognized by labels like ADHD, autism, OCD, dyslexia, and so on. However, neurodivergent voices in writing center scholarship have been few and far between in postsecondary institutions (Babcock, 2017; Batt, 2018; Kleinfeld, 2023), and in the secondary writing center even less so. Therefore, the purpose of this multiple case study was to explore the personal, relational, and formative aspects of the lived experiences of two neurodivergent students through a critical disability theory lens as they provided writing consultations to their neurodivergent peers in a Mid-Atlantic, independent special education school. …

Ucedds Fill Gaps In Disability Services: A Storyteller’S Perspective, Jolynne J. Lyon

Developmental Disabilities Network Journal

A UCEDD writer's reflections on years of interviewing people with disabilities, service providers and researchers. The stories are profound, often because the service gaps bridged by the UCEDD are so great.

The Legacy, Importance, & Impact Of Lend: Evidence And Personal Stories, Emily Zalimeni, Emma Stone, Alexa Fortier, Leia Getchell, Nataliya Kloyzner, Asha Abdullahi, Elizabeth Barkoudah, Meghan Chapman, Meredith Close, Heather Engholm, Melissa Levin, Aanchal Sharma, Sarah Sparks, Patricia Rissmiller, Amy Szarkowski, Jason M. Fogler

Developmental Disabilities Network Journal

Leadership Education in Neurodevelopmental and related Disabilities (LEND) programs offer an interdisciplinary/interprofessional training opportunity for medical and allied health professionals, and individuals impacted by disability, including family members and self-advocates. Toward the aim of advocating for the enduring need of LEND and similar training programs, this article centers the voices of a subset of our alumni who have advanced the rights and improved the lives of persons with intellectual and developmental disabilities. These stories are intended to illustrate the key lessons and principles of LEND training, including attending to disability issues in education, growing skills within and between individuals working …

The Role Of Perceived Academic And Peer Support In Mitigating Imposter Syndrome Among Adhd Students, Eden Morley Dr

Journal of Science Education for Students with Disabilities

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) in higher education is associated with significant executive functioning deficits and performance inconsistencies. These challenges, alongside heightened rejection sensitivity, may predispose students to the Imposter Phenomenon (IP)—the persistent belief that one’s success is undeserved. While social and academic supports are known to buffer psychological distress, their specific role in mitigating IP within the ADHD student population remains under-researched.

Objectives: This study investigated the severity of IP among undergraduate students with ADHD and examined the protective roles of Perceived Social Support (PSS) and Perceived Academic Support (PAS), while exploring gender as a potential moderator.

Methodology: A cross-sectional …

Access Intimacy In The Feminist Classroom: Co-Creating Course Policies, Expectations, And Access Measures As Feminist Disability Praxis, Krystal Cleary

Feminist Pedagogy

In this essay, I outline an activity to foster access intimacy (Mingus, 2011) in the feminist classroom through students’ co-creation of course policies, expectations, and additional access measures. This activity transforms the classroom into a praxis laboratory wherein students analyze the normative structures that shape their hyperlocal classroom context and practice building environments characterized by interdependent solidarity rather than atomized competition. As feminist disability praxis, this activity centers the knowledge of disabled, chronically ill, and neurodivergent scholars and students; in doing so, it customizes the classroom to a diversity of learners and builds adaptability for responding to unforeseen challenges into …

“Pride Runs Through Our Veins”: A Qualitative Investigation Of Black Parents’ Ethnic-Racial Socialization Practices Among Black Youth With Disabilities, Nicole A. Telfer, Danielle J. Allen, Noreen Yazejian, Iheoma U. Iruka

Developmental Disabilities Network Journal

While ethnic-racial socialization (ERS) practices are crucial in Black/African American families, little is known about ERS practices in Black families of Black children with disabilities. In the current study, we investigated ERS practices among Black/African American parents’ who are raising children with disabilities and how this may influence children’s outcomes. A total of N = 8 Black/African American parents were invited for semi-structured interviews to explore more deeply their ERS practices among their children with disabilities. Several themes emerged from the data, which highlights ERS practices from a DisCrit lens, as well as the overall experiences of parents and their …

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 …

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 …

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.

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 …

Strength In Collaboration: A Unified Dd Network Approach To A Statewide Needs Assessment, Emily R. Lanchak, Julie Lounds Taylor, Bruce L. Keisling

Developmental Disabilities Network Journal

To strengthen collaboration, improve efficiency, and reduce respondent burden, the Tennessee Developmental Disabilities (DD) Network launched a first-of-its-kind integrated statewide needs assessment. This two-year, mixed-methods effort gathered input from nearly 1,500 individuals with disabilities, family members, and professionals through an accessible survey and follow-up focus groups. Tennessee DD Network partners co-developed measures, coordinated outreach efforts, and pooled resources to ensure broad representation and inclusive participation across communities statewide. Community members with lived experience were involved throughout the process, helping to ensure materials were usable, relevant, and respectful of diverse needs. The resulting shared dataset provides a foundation for each organization’s …

Measuring Disability Prevalence In Healthcare: A Study Comparing Two Disability Measures, Kristen L. Milefchik, Rhonda K. Dailey, Sharon Milberger

Developmental Disabilities Network Journal

People with disabilities experience significant health disparities and interventions are needed to address them. Measuring disability prevalence is an essential aspect of designing effective, data-driven healthcare strategies. Accurately measuring disability prevalence is challenging given disability is a complex phenomenon, with biological, social, environmental, and cultural components. Previous studies have compared a variety of disability status measurements and found that measurements were incongruent with each other. This study examines the concordance between disability status using two different measures: the nationally recognized American Community Survey (ACS-6) functional difficulty questions and one disability identity question. We used data from 3,621 adult patients participating …

On Speaking Up: Fluency Isn’T Intelligence — Living With A Stutter In A World That Expects Perfection, Dalton D. Conden

The Penguin Review

I-I-I-I’ve lived most of my life in the space between words—the pause, the breath, the moment of uncertainty where my voice decides whether it wants to cooperate. People often assume stuttering is a tiny inconvenience, like forgetting your keys or having bad Wifi. A stutter doesn’t fade just because you enter adulthood, college, or leadership roles. It grows with you. It travels into classrooms, meetings, speeches, and any moment where your voice becomes your first introduction to the world.