Germaine Samuels’ Post

This study has uncovered some thought-provoking insights into the health disparities among individuals with learning disabilities. #HealthInequalities #IntersectionalityMatters #AdmissionAvoidance Want to dig deeper? Check out the full study here: https://lnkd.in/edzAs3jV The primary aims of this research were: 1⃣ To scrutinize the health status of individuals with learning disabilities in Leicester, Leicestershire, and Rutland by using data from the Aristotle system. 2⃣ To identify significant differences in health outcomes between people with and without learning disabilities. 3⃣ To explore any health inequalities experienced by individuals residing in highly deprived areas. And here are the key takeaways: Across Leicester, Leicestershire, and Rutland, there are 4,925 registered individuals with learning disabilities - highlighting the scale of this issue. Startlingly, individuals with learning disabilities are more likely to reside in areas of high deprivation, compared to those without. Equally concerning is the fact that this population is four times more likely to face the risk of emergency hospital admissions, underscoring the need for targeted prevention strategies. Furthermore, a larger proportion of individuals with learning disabilities and health conditions tend to live in highly deprived areas compared to their counterparts with similar health issues but without learning disabilities. Compounding their challenges, individuals with learning disabilities are more predisposed to developing multiple chronic conditions - a whopping fourfold increase compared to those without learning disabilities. Conditions such as asthma, hypertension, and diabetes are among the common culprits. These findings raise critical questions about how we can bridge these gaps and ensure equitable healthcare for all. Let's join efforts to address these disparities, heighten awareness of intersectionality, and develop strategies to prevent unnecessary hospital admissions. Together, we can make a difference! #HealthDisparities #InclusiveHealthcare #LearningDisabilityResearch

The countdown is on! Less than a week to go until our panel discussion on "A Needs-Based Funding Approach for Students with Disability: Opportunities and Challenges." Your insights matter to us. What burning questions do you have on this topic? Share them in the comments below, and let's spark a conversation that can shape the future of educational funding.

Last week, my wheelchair-using student shared her gratitude for remote education, as well as challenges she has faced completing her HSE (due to lack of accessibility). I will never forget her face-her eyes-the moment I said “I hear you. The only reason I have an accessible vehicle is due to the generosity of friends.” “Wait. You’re a wheelchair user too?!” Policy-makers talk about universal design, while disabled teachers live it. My student had NEVER conceived that her teacher could be disabled, and that made me sad and angry. The beauty of remote learning, besides the fact that it allows for more disabled students and teachers to even show up, is that we get to be known by our name and our face, rather than our mobility aids or assistive devices. Still, why is there such a lack of representation among disabled teachers? October is National Disability Employment Awareness Month NDEAM). I am so grateful to American Training, Inc. for constantly going above and beyond to create a safe and accessible work environment, where I, as a disabled teacher, can flourish and, in-turn, create a truly inclusive classroom. I am also grateful that the Public Adult Education of MA, in partnership with World Education, created the Basic Disability Screening for Adult Education (BDSAE). https://lnkd.in/eWQbySvM Providing evaluative tools and consistent accommodations for disabled adult learners (particularly those who did not obtain an IEP during their time in grade school) is a first for adult education programs in this country, despite ADA requirements. Thank you for setting this example! #nationaldisabilityemploymentawarenessmonth #accessforall #adulteducation #lifelonglearner #youbelonghere #universaldesign #disability #disabilityisnotadirtyword #education #ada #remotelearning #ibelonghere #ndeam https://lnkd.in/eZSvAvkK

Listening, learning and responding to disabled students At The University of Manchester a self-formed group of postgraduate research students with disabilities, a student-led initiative, is working with the EDI disability academic lead and through the disabilities staff network to address how student support can be improved. They highlight the sense of isolation students can feel and the need to find welcoming and supportive communities within the university. They stress the need for universities to create clear channels for disabled students to share ideas about what works and how they can be better supported. The main issue reported by this group of disabled students is a lack of compassion and understanding regarding the very real challenges they face every day. Staff need to be made aware of how much extra work goes into a student managing a disability. These are the basic steps they feel every tutor and university should take: ‣ Make sure students know about their university’s Disability Advisory Support Services (DASS) and what they offer. We’ve had members panicking about their access needs during their viva because they were unaware that this was something DASS could help with. ‣ Encourage staff to get into the habit of rereading their students’ DASS reports either monthly or before each meeting with the student. It’s only human to forget things, so if you get into this habit it will sink in more.  ‣ In meetings with DASS registered students ask how they’re doing outside of their work before you start discussing work progress and outputs.  ‣ Give students Radar keys to the bathrooms and install proper soundproofed quiet rooms. ‣ Remember that not all students are physically capable of making it on to campus and give them the option of attending seminars and lectures online where possible.  ‣ Ensure professional services and academic staff undergo compulsory lived experience disability training.  ‣ Make sure students know about relevant support groups and communities, such as the postgraduate researcher disabled support group or the undergraduate disabled society.  ‣ Consider accessibility when planning classes, seminars or social events. A lot of disabled students can’t make it onto campus, which means they are unable to take part in many of the activities that facilitate networking, collaboration and simply making friends. Where possible offer online options for attendance or recordings to at least watch and learn at home. In addition, they feel that institutions should be proactive in raising the visibility of disabled staff and students and listening to, and acting on, the experiences of disabled students. https://lnkd.in/g5BVTBkP

The theme for this year’s Learning Disability Week, “Do you see me?”, is about challenging the barriers people with a learning disability face. How can we help people overcome these barriers? One solution we recently delivered to transform Learning Disabilities services is through developing the “digital maturity” of learning disabilities in social care. Digital maturity is not about adopting the latest digital trends. It’s about understanding how technology can help people achieve their goals, improve services, and make life better for people… and making that practice business-as-usual. Understanding this holistic approach is key to making lasting improvements across the whole health and care system and providing really personalised support. We recently worked with Richmond and Wandsworth Councils to explore with commissioners, social care colleagues, providers and technologists how they could enhance the digital maturity of their approach to learning disability services How did we do this? We worked with local teams and supported strengths-based practice by helping social care practitioners and providers understand the wide care technology market that can support people with learning disabilities, the use cases, application and impact. Working closely with practitioners, we helped them build their confidence around how to bespoke tech solutions and to facilitate a range of independence supporting interventions. We brought local residents with learning disabilities together with carers, practitioners, providers, technologists and commissioners to journey together, bust myths and build confidence – ultimately to support residents to really be seen. This is part of our broader commitment to fostering a digitally inclusive environment that supports well-being and autonomy for all. Find out more about the lasting impact digital maturity can have in your community here: https://lnkd.in/dP_Ds_Tq #LDWeek #HealthTech #SocialCare

The Right of Children with Disabilities to Early Learning Opportunities: Children with disabilities have an equal right to early learning opportunities, as these foundational years shape their cognitive, social, and emotional growth. This right is enshrined in international frameworks such as the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs), which emphasize inclusive and equitable education for all. However, barriers such as stigma, inaccessible infrastructure, and lack of inclusive policies often deny them this crucial right. In India, the Rashtriya Bal Swasthya Karyakram (RBSK) plays a pivotal role in addressing these challenges. As a flagship initiative under the National Health Mission, RBSK focuses on early identification and intervention for children with developmental delays and disabilities, ensuring they are equipped to benefit from inclusive education. By integrating health and education, RBSK bridges critical gaps, emphasizing that early detection of disabilities must be coupled with timely access to learning opportunities. RBSK adopts a holistic approach to disability management, aligning with the principles of inclusive education. Through its health screening teams, RBSK identifies conditions under the "4 Ds"—Defects at birth, Diseases, Deficiencies, and Developmental delays including disabilities—among children up to 18 years. Following diagnosis, these children are referred to appropriate interventions, including therapeutic, rehabilitative, educational, and social support. RBSK’s focus on creating linkages between healthcare providers, schools, and parents ensures that children with disabilities receive not only medical care but also the tailored educational opportunities they require. This integration is critical in equipping families, teachers, and institutions to provide accessible and inclusive learning environments. By prioritizing the needs of children with disabilities, RBSK underscores the importance of early learning in shaping a child’s future. The program highlights the societal benefits of inclusive efforts, fostering empathy and understanding in classrooms and communities. For children with disabilities, access to early learning through comprehensive interventions enables them to build essential skills, gain confidence, and participate actively in society. #inclusiveefforts #RBSK #Earlychildhooddevelopment #RightsOfChildren #LiveWithDignity #AccessibleHealth #SDG #CRPD

The U.S. Department of Education is investing in helping young people with disabilities move from K-12 schools to post-secondary programs and the workforce. Here's how that's expected to roll out. #EWTopReadsoftheWeek

Guardian Australia’s recent analysis of school suspension data has unfortunately revealed a disturbing pattern: students with disabilities are being disproportionately suspended, raising questions about equity and inclusivity within the education system. The Nationally Consistent Collection of Data on School Students with Disability revealed that in NSW, 30,000 suspensions were given to students with disabilities in 2022, with 2,500 of these suspensions given to students in year 2 or below. Data from other states also paint a similar picture. For example, in Queensland, almost half of all the 75,000 suspensions handed out in 2022 went to students with a disability. This disparity not only exacerbates existing inequalities but also highlights systemic barriers that hinder the academic and social development of students with disabilities. There is a pressing need for increased investment in specialised support services and resources tailored to the unique needs of students with disabilities. This includes access to assistive technologies, specialised instructional support, and mental health services to address the underlying challenges that may contribute to behavioural issues. There is a need to understand what role lack of communication takes in developing so called behaviours of concern. I call them behaviours of protest. My experience tells me that when someone is not being heard, or when their abuse is not detected because they cannot communicate effectively, that is when frustration will result in the so called behavioural issues. It’s time we make the change — and not a moment too soon. Visual Description: A picture of Adam Barclay, Doreen Salon, and their daughter standing outside of their home. #2024DisabilityEmpowerment #disability #students #education #australia

📢 October is Learning Disabilities Awareness Month! 🧠💡 In Ontario, 1 in 10 people live with a learning disability (LD) – yet the barriers they face are often invisible. These barriers can lead to real, life-altering consequences: 🔹 Education 📚: 35% of students with LDs drop out of school due to limited support, misunderstanding, and stigma. Imagine being labeled as “lazy” or “not trying” just because traditional learning methods don’t work for you. These stereotypes are not only harmful but prevent students from getting the tools they need to thrive. 🔹 Employment 💼: Within a year of graduating, 62% of students with LDs are unemployed. The lack of accommodations and understanding in workplaces makes it difficult for individuals with LDs to reach their full potential and share their unique talents with the world. 🔹 Justice System ⚖️: Did you know that 36% of youth in correctional facilities have a diagnosed learning disability? Many end up struggling with undiagnosed or unsupported LDs, leading to academic failure, frustration, and in some cases, interactions with the justice system. Almost 50% of adolescent suicides involve individuals with an LD. When people with LDs don’t get support, it can lead to a lifetime of challenges. But it doesn’t have to be this way! 🌈✨ With early support, accommodations, and a shift in societal attitudes, people with LDs can be some of the most creative, driven, and resilient members of our communities. ❤️ Let’s work together to tear down these barriers, end the stigma, and ensure that EVERYONE has the chance to succeed. Join us this month to spread awareness, support learning differences, and call for change. 💬🙌 Together, we can create an Ontario where abilities shine and barriers fall! 💪🌟 #LDAwareness #EndTheStigma #SupportLDs #JusticeForAll