Kyle Shachmut’s Post

We’re working to bring attention to an issue that affects many students with disabilities: inaccessible educational software. Right now, McGraw Hill’s platforms don’t meet accessibility standards, making it hard for students relying on assistive technology to get the education they deserve. I’m asking for your help to drive change by signing our petition calling for McGraw Hill to make their software accessible. If this is a cause you believe in, please consider sharing it with your network to spread the word. Let’s ensure every student has the tools they need to succeed, regardless of their abilities. https://chng.it/8TMLch2zWS #AccessibilityMatters #DisabilityRights #Inclusion #AdvocateForChange #AccessibleEducation

💡 This is a really insightful viewpoint from Clare O'Connor, a student with "genetic condition that makes walking difficult and often painful" who attends Carleton College. 👉🏼 Clare's experience echoes what many of the students I work with who have physical disabilities encounter: "Physically disabled people like me have to learn how to avoid spaces that we won’t be able to successfully navigate. Exclusion is inherent to our daily lives. Most high schoolers wouldn’t apply for a college with a more demanding workload than they could handle, and most disabled high schoolers don’t apply to colleges that demand a higher level of ability than they have. So, very few physically disabled students apply, and consequently, the school is not forced to reckon with the insufficient accessibility structure. Even for those of us who are here, we tend not to complain. Being disabled means getting used to being limited, and knowing what we signed up for when we came here." ♿ She commented that while she has found a supportive environment in terms of staff, professors and students. She added, "A supportive community of helpful individuals is not sufficient accommodation. I wish more people like me could come here, and I think the communities I’ve found here want to welcome us, but we won’t come until a more visible effort is made." ☝🏼 These issues are not unique to Carleton. I often have conversations with students about physical accessibility on campus, and determining what they are willing to put up with on a daily basis. I wish I didn't have to have those conversations. https://lnkd.in/ejmu9dFd #Access #Accessibility #Inclusion #Disability #College #HigherEd #UniversalDesign #DEI #Equity

The article “Calling for Collaboration, Improved Higher Ed Systems for All” by Lisa Marsh Ryerson highlights the ongoing challenges and necessary improvements in higher education for students with disabilities. Marking the 34th anniversary of the Americans with Disabilities Act (ADA), the article emphasizes that while the number of students with disabilities in higher education has increased, the systems in place still fall short in meeting their needs. Key points include: https://lnkd.in/dTBmTQkM Best Practices: Institutions can create consortia to share resources, tools, and best practices for accessibility. Joint Training Programs: Collaborating on training programs for faculty and staff can ensure that everyone is equipped with the knowledge and skills to support students with disabilities effectively. Student Support Networks: Creating inter-institutional support networks for students with disabilities can provide them with a broader community and more resources. Technology and Innovation: Institutions can collaborate with tech companies to develop and implement new assistive technologies. By working together, institutions can create a more inclusive and supportive environment for all students, ensuring that everyone has the opportunity to succeed.

I've ranted more than once before about our (UK) school system. It frustrates me that in 2024 we still approach education with a one-size-fits-all approach. Anyone who doesn't fit into the predefined "box" is considered to have special educational needs. Granted, there will always be people who need specific adjustments to support their education, and they need to be understood, but I truly believe the system needs an overhaul. I don't have the answers, but I'd love to be part of the solution. The other rant I'm known for is that we do not educate our teachers or young people on inclusive cultures and accessibility. In fact, these essential subjects tend to be skipped in higher education too. There is some focus on diversity in schools, but as I always say there's no diversity without disability. The only exceptions I have found is where a head/teacher has taken the initiative to raise awareness on a local level and I'm told it's difficult with all the conflicting priorities. Then I read the below article and learned about more challenges when a school tries to be as inclusive as possible, in a system not designed with human beings in mind. The UK Department for Education tell me it's down to each school to determine whether disability inclusion is a priority to their local community - I did swear when I read that response. How will the next generation of business and country leaders be the change we need if they don't understand the why or the how? #PeopleSmart #Education #Inclusion The link is for a schoolsweek.co.uk article titled The Knowledge. What makes a school inclusive today? https://lnkd.in/ePZYTm-8

In the 2019-2020 academic year, 21% of undergraduates and 11% of graduate students in the U.S. had disabilities, but many never register with their campus disability centers or apply their accommodations in class. Instructors play a crucial role in bridging this gap. By promoting universal design principles and encouraging students to self-identify with campus disability services, we can create classrooms where EVERYONE has the opportunity to succeed. As the Inside Higher Ed article notes, 'receiving accommodations for disabilities is not reducing rigor or academic achievement' but instead ensuring equitable opportunities for all learners. https://lnkd.in/g75pUs-m #HigherEd #InclusiveEducation #AccessibilityMatters #UniversalDesign #StudentSuccess #EquityInEducation #disabilityawareness #EdTech #DigitalAccessibility #AccessibleTech #EdInnovation #AccessibleLearning #onlinelearning #FacultySupport #TeachingExcellence #InclusiveTeaching #UDL #AcademicExcellence #EducatorCommunity #DigitalCommunities #EducationForAll

1 in 4 people in the U.S. have a disability, but our #HigherEducation institutions aren’t always built to help them access and succeed in post-secondary education. Our new paper offers a learner-centered design framework for institutions, recommendations for policymakers, and stories from Southern New Hampshire University learners with disabilities. Read the highlights in our blog: https://lnkd.in/ect9YV35

🌟 What is the Nationally Consistent Collection of Data on School Students with Disability (NCCD)? 🌟 The NCCD is a vital initiative across Australian schools that ensures students with disabilities receive the adjustments and support they need to thrive in their education. Each year, schools collect data on how they are supporting students with disabilities, including the adjustments made to curriculum and teaching methods. This data plays a crucial role in: - Identifying needs: Understanding which students require additional support. - Tailoring adjustments: Offering a range of support levels from supplementary to extensive, based on individual requirements. - Securing resources: Informing government funding decisions to ensure schools have the resources to support students effectively. At Plug-IT Solutions, we understand how critical it is for schools to accurately collect, manage, and report this data. Our tailored IT solutions can help schools streamline their data collection processes, ensuring that they meet the NCCD requirements efficiently and accurately. We assist schools in: ✅ Implementing easy-to-use data collection systems. ✅ Providing technical support and training for school staff. ✅ Ensuring compliance with NCCD guidelines and helping schools maximize the funding opportunities available to support students with disabilities. Let Plug-IT Solutions help your school optimize its processes and unlock valuable funding for inclusive education! 💡 📞 Contact us today to learn how we can support your school in meeting NCCD requirements and enhancing outcomes for all students. #Education #Inclusion #NCCD #EdTech #Funding #DisabilitySupport #PlugITSolutions #DigitalTransformation #SchoolSupport

📢 Excited to Announce Our New Publication! 📢 Although I haven't held an academic position for the past two years, I’m proud to share that I’ve still managed to publish. My passion for research and the advocacy that comes from it has only grown. Currently, I’m taking a break to conduct more research, and I’m grateful for the incredible collaborations I’ve fostered across continents. Title: “Institutional Betrayal: The Return to Normal and College Students with Disabilities in the USA” Meghan Owens, Brett Spencer and I co-authored this work. This article addresses accessibility in higher education, with a special focus on the COVID-19 pandemic. 🔍 Abstract: Did you know that students with disabilities make up at least 20% of the student population in U.S. higher education? During the pandemic, universities implemented changes that significantly improved accessibility for all students. Unfortunately, many of these changes were reversed as campuses returned to traditional in-person learning, leaving students with disabilities feeling abandoned. This research, based on a focus group study involving 12 students across the U.S., dives deep into their experiences, highlighting the challenges, frustrations, and the sense of betrayal they felt when accessibility was rolled back. Key Findings: Students felt more supported by the remote and flexible learning options introduced during the pandemic than by traditional in-person classes. The return to pre-pandemic policies left many students struggling to access the resources they had briefly benefited from. Four key areas for improvement emerged: reducing ableism on campus, enhancing academic accommodations, utilizing Universal Design for Learning, and improving the accessibility of campus services. These insights, shared directly from the voices of students, emphasize the urgent need for more inclusive, accessible, and equitable learning environments. While this article focuses on the post-pandemic reactions of students with disabilities, it serves as a valuable resource for understanding academic ableism and promoting more inclusive education. Let’s continue the conversation on accessibility and work toward making higher education a place where all students can thrive! 📖 Read the full publication here: https://lnkd.in/eEZEp3Hu #AccessibilityMatters #HigherEducation #DisabilityRights #UniversalDesignForLearning #AcademicAccommodations #Inclusion

Along with successful widening and accessibility, Higher Education providers need to consider the diverse needs of their community-particularly those who might be more vulnerable or require higher levels of support. SafeZone is a means of providing ease of access to vital safety and support services allowing service users to engage with you via their preferred means of communication. #campussafety #dutyofcare #studentservices #studentexperience