Dr Manshi Mankiwala’s Post

You came into the class for all to learn, But you saw me and tagged me a minus! You looked at all scripts and marked as they earn, But my script, no need! D is my bonus.   Hay guys! I’m not just trying to charm you with my rhymes! This is the sad reality of many persons with disabilities in our schools; at least for those who are fortunate to be accepted in schools! Did you know that individuals with disabilities face significant obstacles in accessing quality education due to inadequate resources, exclusive teaching methods, and negative attitudes that hinder their educational journey?! Many of our schools today lack the necessary infrastructure, technology, and materials to support students with disabilities. Also, the traditional teaching approaches often fail to accommodate different learning needs, leaving students with disabilities behind. And most disheartening is the unconscious and conscious biases and stigmas from educators and peers that create a hostile learning environment, discouraging students with disabilities from reaching their full potential. All these and many more are the unbearable challenges persons with disabilities suffer in our education system today. Now, should we just fold our hands and act like these challenges do not exist? Or is it because our children are not persons with disabilities? At least not yet? Because nobody prays or anticipates any form of impairment until it arrives. And it can be anyone. Dear reader, it can be your child tomorrow or even yourself in this boat. So, let's work together to create a more inclusive education system. Let’s cry out for the implementation of accessible infrastructure and technology in schools; train educators in inclusive teaching methods and disability awareness; encourage diverse and representative curricula; foster a supportive and inclusive school culture; and advocate for policies and laws that protect the rights of students with disabilities. Join us in breaking down these barriers and ensuring accessible and quality education for all! Let's create a future where every individual, regardless of ability, can thrive and reach their full potential! You might not have a position in the government or be part of a CSO to influence these changes, but you can share this post to raise awareness and spark the change! Together, we can make a difference and create a more inclusive and supportive education system for all!   #AccessibleEducation #InclusiveLearning #DisabilityRights #EducationForAll  

Supporting adults with learning disabilities to age meaningfully As people with learning disabilities age, their needs evolve, requiring more tailored support. A recent study funded by the NIHR (National Institute for Health and Care Research) highlights the growing demand for specialised care to address challenges like health, mobility, and social inclusion in later life. Families and caregivers are also seeking more guidance to navigate these changes effectively. It's crucial to develop long-term strategies that support ageing individuals with learning disabilities, ensuring their quality of life remains high. Discover more insights from this research below. https://ow.ly/MOM650TiIQV #ScienceforaSaferWorld

Article 17 of the Constitution of Bangladesh mandates that the state take effective measures to establish a uniform, mass-oriented, and universal education system while ensuring free and compulsory education for all children, up to a level determined by law (UNICEF Bangladesh, 2014). Additionally, the Neurodevelopmental Disabled Persons Protection and Trust Act 2013 provides a legal framework to support inclusive education, ensuring that children with and without disabilities have equal rights to study in the same schools. This commitment is also reflected in Article 28 and Article 29 of the Convention on the Rights of the Child (CRC), as well as Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD) (UNICEF Bangladesh, 2014). Despite these national and international commitments, children with disabilities remain among the most deprived groups in terms of access to treatment, education, assistive devices, and rehabilitation. A girl child with a disability is facing the double burden, as a girl and as a child having the disability. As a result, their active participation remains low in schools, which affects their ability to learn and lead for the future. Globally, fewer than 2% of the estimated 150 million children with disabilities attend school (UNICEF Bangladesh, 2014). For those few who do gain access to the education system, various barriers further hinder their full participation (Beckung & Hagberg, 2002). According to the Primary Education Annual Sector Performance Report (2013) by the Government of Bangladesh, 89,994 children with disabilities were enrolled in government and rural non-government primary schools, an increase from 83,023 in 2012 (Primary Education Annual Sector Performance Report 2012). The majority of these children had physical disabilities, such as cerebral palsy (CP), congenital limb deformity, Erbs Palsy, Clubfeet, meningitis, encephalitis, GBS etc. These reports highlight a gradual increase in children with disabilities attending school over time. Let's create an environment from each of our ends where they can participate actively in different stages of their life and able to foster their leadership skills for a bright future.

🎓 It’s that time of year…Graduation Season! As exciting as this time is for most, it is also an anxious time for many students with disabilities and their families. Here’s 5️⃣ important things to know and do if you are the parent of a student with a disability in preparation for this transition: 1️⃣ Schools receiving federal funding for Special Education are required to extend Transition Programs to students with disabilities who need additional support before fully transitioning from PK-12 education through age 21. Talk with your child to decide if it’s right for them. 2️⃣ Despite misconceptions, Section 504 of The Rehabilitation Act of 1973 DOES extend to institutions of higher education receiving federal funds. Colleges and universities do not “have to” accept 504 plans from high schools, but many DO as they serve as a guide for extending reasonable accommodations to students with disabilities. 3️⃣ Title II of the Americans with Disabilities Act (ADA) protects people with disabilities from discrimination by state-funded schools such as state universities, community colleges, and vocational schools. Students cannot be denied admission nor denied reasonable accommodations unless doing so would result in a fundamental alteration of the program or cause undue burden for the program financially or administratively. Make sure your student connects with the Office of Disability Services at their chosen institution in advance and presents documentation of their disability and accommodation needs. 4️⃣ Engaging in Personal Financial Literacy is essential as we move into adulthood. I highly recommend Wellby Financial. They offer #accessible online courses and have amazing checking and savings options. 5️⃣ Develop a Life Plan. This tool is essential for students and their families as it outlines goals, support systems, and strategies for post-secondary success. I created a FREE resource to guide families through the process of how to create one and what are essential components to include. DM me for a copy. Want more tips and guidance? Let’s schedule a free consultative session. You can visit my profile or click the link below 👇🏾 https://lnkd.in/g6Ty8fm6

Let me introduce myself; I am Adebola, passionate about working with individuals with neurodevelopmental disabilities. My journey into the field of learning disabilities began over 2 decades when I observed the impact a supportive environment had on a client who had a son with cerebral palsy; looking at the transformative impact of tailored interventions for the child, the psychological transformation of the family, I knew that I would commit my career to ensuring that all individuals, regardless of their learning differences, receive the support they need to thrive, relieving the burdens of families and the society at large. I have a deeper understanding of the unique challenges and strengths of individuals with learning disabilities. My abilities have been honed to tailor instructions to meet diverse needs, foster collaboration amongst all stakeholders, and advocate for required resources needed to create supportive learning environments. Ø I organise HelpMeBeMe, an annual conference to create awareness, educate and train the different stakeholders in the society and those involved in the field of learning disabilities to create/enable a level playing ground and, also to ensure that none is left behind. Ø I develop and oversee programs that provide comprehensive support for both students and adults with learning disabilities across various sectors of society. Working with a team, I created plans which enabled collaborative and people-centered approaches which resulted in improved school enrollments, increased self-esteem, and increased self-advocacy skills, positive disposition towards people with disabilities in general. While advocating and creating awareness, I have been opportune to work closely with schools, teachers, parents, support staff and religious organisations to create a cohesive team dedicated to fostering a positive and inclusive environment for all. My personal life’s goal is to constantly be innovative, create inclusive environments and deliver top notch services to all stakeholders. I believe that every individual has unique strengths and abilities, and it is our responsibility to harness these talents through a holistic approach. Do share in the comment section, what compelled you to do what you do?. #20daylinkedinchallengeWithHaoma #learningdisabilities #autism #rbt #ilovewhatido #behaviouranalyst #neurodevelopmentaldisabilities

NEXT WEEK... In association with The Independent Schools Association, our MD- Chris Jay will be leading an online training session, for teachers, teaching assistants, support staff (and all other education professionals), enabling them to enrich their understanding and awareness of disability. In an online workshop, the course will allow staff to gain a firm understanding of disability, (or build on their existing knowledge), whilst gaining new skills for use in both the classroom and the school as a workplace. The workshop will aim to empower educational staff with a firmer understanding of all areas of disability, covering issues such as the correct use of language, etiquette, and legislation, helping them to become a more inclusive professional, and colleague. Delegates will also learn how to confidently communicate with pupils and colleagues with disabilities, whilst exploring hidden disabilities and the systemic barriers impeding inclusion. What delegates will learn This course will allow attendees to: • Gain a deeper understanding of disability, a stronger sense of empathy, and adopt new working behaviours to accommodate inclusivity. • Be a more inclusive and understanding educational professional, colleague and line manager • Understand and communicate with pupils and colleagues with disabilities, more effectively. • Gain confidence through the removal of barriers that may exist, as a result of a lack of training, understanding or knowledge. ISA MEMBERS AND NON-MEMBERS CAN BOOK THEIR PLACE HERE: https://lnkd.in/eseTyQB3 Alt Text: On a blue and white background, the Independent Schools Association is placed at the top, on the blue part of the image, and in white text the title reads: Embracing Difference - A practical Approach to disability awareness for education professionals with Chris Jay- 3/12/24". An image of Chris Jay is on a red circle to the left of the image.

As an 👩🏫 early childhood educator, 🌈 disability advocate and 💼 I/O practitioner, the intersection of these worlds continues to lead me to this question - 💭 How can we create a harmonious tangible environment (classroom/office) and intangible experience (interactions w others) that is engaging, joyful and incorporates both neurotypical and neurodivergent kiddos? ✨ 💚 Implement the Social Model of Disability: 1. Universal design (curriculum and classroom design incorporates ND and NT interests/styles of being) 2. Individual differentiation (accommodations are made to ensure ND children have a safe, fun and equitable learning experience to NT children) 📖 If you have a minute pls read this very powerful article describing the exact difference between the medical and social approach to disabled/neurodivergent people in our society:

Could specialist schools for children with disabilities actually do more harm than good? According to Dr Mann, an education academic, there is no research to suggest children with disabilities perform better in specialist schools. It’s time Australia completely reimagined education. Specialist teachers, mainstream teachers, leaders, and governments all need to collaborate. Every school should be equipped with the resources, support systems, and materials to create an inclusive environment that works for everyone. I especially like how Dr Mann framed it here. Being inclusive isn’t about “being nice,” but about catering to the rights of every student. The money that is spent building more and more specialist schools could be used to support children with disabilities in mainstream schools. It has always been my view that we need campuses, with primary and secondary schools on the same campus with specialist facilities on site, with children with disabilities able to interact freely with other children. I was expected to attend a specialist school, but thank goodness my parents were like Harry’s parents. Visual Description: Three children riding bikes with helmets, with Harry Banks, a child with physical and communication disabilities, in the middle. #2024DisabilityEmpowerment #Education #DisabilitySupport

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.