#disabled students

If this follows through it is going to severely impact disabled students ability to go to university. As it’s going to take away valuable resources away for them and may put them off attending entirely.

Support under the DSA can include:

-Lecture recording software with transcripts

-Ergonomic chair and desk

-Software that summarises articles

-Software that breaks down long chunks of information into manageable segments.

I myself didn’t apply for DSA but I did benefit a lot from the assisted technology provided by my university. The needs assessment I got would’ve been funded by it and it was vital for me. Cause I was struggling a lot and I knew I needed help and I’m fortunate that I got that.

I can’t imagine needing this kind of support only to be told no you’re not “disabled enough” or some bullshit.

It’s already hard enough for disabled folk to get jobs in this country already taking a degree away from them will only make it harder. It should not be up to the government to decide who should and shouldn’t deserve to get much needed assistance to complete their studies.

Especially when they have proved and time again that they do not care for the disabled community in this country. They complain about disabled folk not working and are getting rid of the support they have to get them into jobs.

Not to mention when the “free alternatives” are AI slop that have no place in university and are not to the same standard of support as what the university offers.

Why should disabled folk spend this much money to get into an institution that gives them cheap lacklustre support in return?

 This is a few months old but I'm not sure anything about it has dated

Oo that sounds like a marvellous idea!!

Okay let's see. First off I would make sure there's actually a "market" for it, of sorts. Ask around disabled students and see who would be interested in it, and also what they would like from it to. It'll give you a good idea of numbers and stuff to include.

I would also get an idea of what platform people would prefer. Discord? An online forum? WhatsApp? Etc. Etc. And what would be easier for you to use and manage as well.

You want to make sure it's a safe place for everyone involved, so that will probably involve some rules. You should write them out clearly, in as accessible a format as possible, and make sure its somewhere easily available to everyone.

Really consider what rules you'll include, and be open to suggestions/amendments from those in your space.

Also, in terms of moderation, if you don't feel comfortable managing the space yourself, expecially if it starts to grow, see if anyone is willing to be a mod with you. It should be someone trustworthy and reliable to everyone, willing to help with the workload that is managing the space, and it might even be a good idea to give everyone in the space a vote. I.e. "All those in favour/all those opposed" etc.

Do you want it open to all disabled students if your school? Or just certain year groups?

Once you've managed to set it up and you've got a solid base to build from, see if you'll be allowed to advertise with posters or whatnot. If not/you don't feel comfortable, try word of mouth. Spread it around the disabled community. Advertise it like a disabled society/club!

Some other stuff to talk about as well as accommodation frustration could be:

Study Help

Disability Aid Spotlight

Disability Aid Help

Positivity and Vent sections (consider what rules would be in place for these to ensure its safe for everyone)

A place to share any resources you find

General Chitchat

Etc. Etc.

I think that's all I've got at the moment. I reckon the hardest part will be getting people to join, but even a few people will make a difference.

This sounds like a wonderful idea and I really, really hope you can get it going and off the ground.

It is common knowledge in the disabled community that “accommodations” for disability in higher eduction are often unreasonable, putting immense burden on disabled students to navigate a class environment that does not meet their access needs. When professors fail to provide reasonable accommodations, they are rarely forced to change course–honestly, you’re lucky if your disability student center mentions the access issue to the professor at all. As a disabled student, it always felt highly personal when this happened. Now that I have several years of experience as an instructor, sitting through trainings and teaching discussions with other instructors, I am still furious when students are denied reasonable accommodation, but I have a slightly different understanding of the denial as a personal slight.

This is not to give instructors denying accommodations a pass, but it is to point out that the bigger issue is that ableism is structured into the institutional framework of higher education (all education really, but that’s for another day). Instructors are socialized into a highly ableist system beginning in their undergraduate years, long before many even realize they will pursue a career in higher education. This system effectively limits the number of disabled instructors by centering norms in higher education around, not just the abled students and faculty, but the most superior of these groups–the “mentally fit” (aka “intelligent”). Bonus points if also very physically fit and attractive. This also creates a situation where the success stories become inspiration porn, often because they take on the “supercrip” mentality, but also because the system is literally structured so that disabled people must overcome their disabilities to some extent to survive.

One of the key items used to reproduce this ableist power imbalance? The syllabus. Yes, the accommodation policy, but also the rest of the policies, the course structure, and even the formatting of the syllabus itself down to the font choice and color selection for paper if provided printed copies.

My goal as an instructor has always been to make my courses as flexible as possible, centering the understanding that most students will need some form of adjustment, if not accommodation for disability, instead of assuming that most students will be non-disabled and socialized into an elite learning style (I tought at an R1 flagship university in the United States for 14 semesters ending December 2022). In the beginning I was mocked, laughed at, and bullied by my peers (exception of 3, also graduate students at the time, 2/3 in my own cohort…). The faculty member in charge of our graduate teaching seminar required to become an instructor told me my syllabus “just makes you sound like a nice person, which is great but your students want a smart person, who cares about nice??” Needless to say I’ve gotten in many arguments over the years, but interestingly enough, I’ve had many colleagues start to ask my advice in the COVID-era. Some people have started to realize that the traditional course setting isn’t just something that “doesn’t work” for all students, that it is something set up to purposively exclude certain students while favoring others. If you are one of those people, this post is for you!

There are 2 major barriers to students getting what they need accommodation-wise that have almost nothing to do with the instructor: medicalization of disability, and ignorance of other important circumstances that may warrant accommodation, like having a child, having full-time employment, or caring full-time for a parent. My most recent version of the accommodation section of my syllabus has not changed much in light of COVID-19, but there is one important distinction. While I did not wait until the pandemic to realize students needed (and wanted) to have access to course recordings and virtual attendance, it did take a student’s request for me to consider this as an appropriate course of action, and I will admit, my gut reaction was hesitation. I ignored it, and I can say it’s one of the best decisions I have made in my teaching career. It was also a huge step for my own battle against internalized ableism and supercrip mentality. Here’s the wording to my 2-section accommodation policy encompassing medically documented disability, disability without medical documentation, and non-disability reasons for needing accommodation.

The most important part of the non-disability section? Not putting parameters around who is allowed to ask for accommodations or a certain accommodation, and instead, taking a “no questions asked” approach.

I once had a colleague ask me how I managed to not be worried that students would take advantage of my accommodation policy. My response to that colleague? Some of them probably will take advantage of my policy, and you know what? It is still 100% worth it, every single time. It would be worth it if 44/45 students took advantage, because chances are, the 45th really needed that flexibility. It’s also not for me to judge whether they are taking advantage–if they say they need something, who am I to tell them what they do or do not need?

As a critical sociologist and disabled person, I can also answer my own question–nobody, not me, not you, not any doctor, no disability student center staff member, NOBODY, has a better understanding of their needs than the student expressing the need.

So, here’s the text, pulled from my Research Methods in Sociology syllabus from Fall 2022. I am posting this one on purpose. Not because it is the most recent, but because it is for a major required core class. Methods and theory always seem to come up in the “but what if’s” of the accommodation discussion. It’s possible, the course is over so I can say it went smoothly, and I’ve used it once before with theory, too. Here is your evidence! At min, take the text and share widely. If you’re skeptical? Take the syllabus, too.

And remember, there is nothing weak or pathetic about being kind. All of your colleagues are smart, but the students will remember who was kind to them, and who was horrible. Don’t be the horrible one. Your students have everything to gain, what do you really have to lose?

Find the text of my accommodation policy and an example syllabus at the link below:

Every day, disabled students face unique challenges in accessing quality education.

Whether it’s physical or mental disabilities, these students may experience difficulty in the classroom and even feel like they are not up to par with their peers. But the reality is that these students can learn just as much — and sometimes even more — than their able-bodied counterparts. With the right support and resources at their disposal, disabled students can reach new learning heights and excel in school. In this blog post, we’ll explore what quality education for disabled students looks like and provide tips for making it happen.

What is quality education?

Quality education is defined as education that meets the needs of all students and prepares them for success in college and careers. All students deserve access to quality education, regardless of their abilities or disabilities. Quality education should be affordable, accessible, and tailored to meet the unique needs of each student.

A quality education is one that leads to good grades, high test scores, and successful futures. It should also be affordable so that all families can access it. Quality education should be accessible to all students, including those with disabilities. And finally, quality education must be tailored to meet the unique needs of each student.

There are many ways to measure quality in education. One way is by looking at test scores. Students who attend schools with high test scores are more likely to succeed in college and careers. Another way to measure quality is by looking at graduation rates. Schools with high graduation rates prepare students for success after they leave school. Finally, quality can also be measured by looking at how well schools prepare students for college and careers. Schools that offer strong college and career preparation programs give students the skills they need to succeed after they leave school.

Who are disabled students?

Most disabled students have one or more physical, medical, emotional, or learning differences that make it hard for them to succeed in a traditional school setting. However, with the right support and accommodations, disabled students can thrive in their education.

There are many different types of disabilities that can impact a person’s ability to learn. Some common disabilities include:

· Autism spectrum disorder

· Down syndrome

· Cerebral palsy

· deafness or hearing loss

· blindness or visual impairment

· Intellectual disability

Each disability comes with its own unique challenges, but there are some common barriers that disabled students face in the education system. These can include:

· inaccessible buildings or classrooms

· lack of assistive technology or accommodations

· lack of trained staff to support disabled students

· negative attitudes from teachers or classmates

With the right support in place, disabled students can overcome these barriers and succeed in their education. Disabled students have a right to an inclusive education, and schools should make every effort to accommodate their needs.

The challenges of providing quality education to disabled students

One of the main challenges of providing quality education to disabled students is ensuring that they have access to the same resources as non-disabled students. This includes making sure that they have access to the same curriculum, books, and materials. In addition, disabled students may require special accommodations in order to be able to participate fully in the educational process. For example, a student who is deaf may need a sign language interpreter in order to be able to communicate with their classmates and teachers.

Another challenge in providing quality education to disabled students is making sure that the teaching staff is properly trained to deal with the unique needs of these students. Many teachers are not familiar with how to best accommodate disabled students and as a result, they may not be able to provide them with the level of support they need. In addition, some teachers may harbor negative attitudes towards disabled students which can impact their ability to learn.

Finally, another challenge of providing quality education to disabled students is dealing with the issue of funding. Many schools do not have the necessary resources to adequately support disabled students. This can lead to a lack of specialized services and materials which can impede the educational progress of these students.

How to overcome these challenges

There are a number of ways to overcome the challenges associated with providing quality education for disabled students. First and foremost, it is important to understand the unique needs of each individual student. This can be accomplished through regular communication with parents, teachers, and other professionals who work with the child on a daily basis. It is also important to create an Individualized Education Plan (IEP) that meets the specific needs of the child.

Another way to overcome these challenges is to provide adequate resources and support for both teachers and students. This includes ensuring that classrooms are properly equipped and that teachers have access to specialized training and resources. In addition, it is important to create a positive and inclusive environment in which all students feel valued and supported.

Finally, it is essential to continually monitor progress and adjust strategies as needed. This includes assessing both academic and social-emotional needs on a regular basis. By working collaboratively with everyone involved, it is possible to ensure that all students have access to a high-quality education regardless of their individual needs.

Quality education resources for disabled students

There are a number of ways to get quality education resources for disabled students. One way is to go through the government. The government provides many resources and services for disabled students. They also have a website that provides information on how to get quality education resources for disabled students.

Another way to get quality education resources for disabled students is to go through private organizations. There are many private organizations that provide resources and services for disabled students. They also have websites that provide information on how to get quality education resources for disabled students.

The last way to get quality education resources for disabled students is to go through the schools themselves. Many schools have programs and services for disabled students. They also have websites that provide information on how to get quality education resources for disabled students.

Conclusion

Everyone deserves an equal opportunity when it comes to education and the ability to learn. We hope that this guide has given you a better understanding of how disabled students can get the best quality education possible, and how educators can help ensure their success in reaching new learning heights. With a little patience, dedication, and creativity, no obstacle is too big for those seeking a more level playing field when it comes to education.

IF WANT TO GET TO MORE INFORMATION YOU CAN FOLLOW US :

Website URL : https://www.thenewlearningheights.com/