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Students with disabilities are significantly affected by gaps in the school system. The most recent example of this is the challenges disabled students faced with remote learning during the COVID-19 pandemic. Many didn’t have access to the tools they needed to effectively participate in their classes and remain included in remote learning activities.
We must make education more accessible for students of all ages who are living with disabilities. Let’s take a look at three ways to make education accessible for students of all ages.
Disability Training with Teachers and Staff
There’s diversity training, remote-learning initiatives, and curriculum development training. So, why not some in-depth training on everything about disabilities? Improving accessibility starts with understanding the basics of disabilities and how students experience them.
For example, when you know about common learning disabilities, you can better support the students who have them and those students’ parents. A few common learning disabilities are:
- Dyslexia — reading is difficult.
- ADHD or ADD — inhibits the ability to focus and maintain attention.
- Dysgraphia — adversely affects handwriting.
When a teacher knows that a student’s dyslexia is getting the best of them, they can support that student by showing them and encouraging them to use graph paper to organize their words, be intentional about their spacing, and create outlines for their assignments.
If a staff member notices a student with ADHD is extra fidgety, impatient, and has a short fuse on a particular day, they can support them by relating all of their tasks to their favorite sport or other passion.
When a student is discouraged by their Dysgraphia and how their hand continues to cramp up when writing because of their awkward grip, teachers can take it upon themselves to help those students find the proper utensils with a comfortable grip.
The bottom line is that teachers and staff who know more about disabilities can create a safer space for their students to ask for the support they need. If teachers and staff are required to learn about disabilities and how to support students through them, they’ll be able to:
- Spot symptoms in students that have yet to be diagnosed and effectively test them.
- Create lesson plans that are inclusive of their disabilities.
- Identify ways to soothe symptoms and work through challenges in real-time.
- Create an effective learning plan with mainstream and segregated classes.
- Support parents and guardians in continuing progress at home.
Implement Assistive Technology
Although we may be concerned about our students becoming entirely dependent on technology, the correct devices can give students with disabilities independence in their classrooms. Teachers can also include them more regularly in classroom activities and lesson plans. Schools must make assistive technology a part of the setup in each classroom if they want to make education more accessible for students of all ages.
Assistive technology is “a term that refers to the tools that aid people with disabilities as they perform daily activities and tasks.” There are various assistive tech tools out there, some low tech, and some that rely heavily on technology. Students with disabilities can stay in mainstream classrooms more often, which has a proven influence on their performance.
Examples of assistive technology are:
- Text-to-speech readers that help students verbalize their thoughts.
- Alternative keyboards that can be customized to fit a student’s needs.
- Graphic organizers to keep notes and other documents organized.
- Scheduling apps on smartphones to help students keep track of tasks that need to be completed.
- Personal FM transmitters for autistic or hearing-impaired students that help them tune into a specific speaker.
Teachers should be trained on how to use assistive technologies they’d like to implement in their classrooms. They should be confident in their ability to teach students how to use the tools efficiently as well.
Schools should also ensure that students with disabilities are equipped with the right technology should they be asked to participate in remote learning. Any computers, tablets, or smart devices should have any necessary software, apps, and tools already downloaded and ready for use when picked up by students.
Expand Conversations Around Disabilities
The way we think and talk about disabilities needs to change. There’s been shame attached to having a disability. This has led students to suffer from mental health disorders like severe depression and anxiety, increased isolation, and thoughts of suicide. Students with disabilities also often endure bullying at some point in their schooling.
We must deepen our conversations around disabilities. Normalize open discussions about what constitutes a disability and how to ask for help. We should also have direct talks with students navigating disabilities and ask them for help creating accommodations and support structures for their specific needs.
Our conversations need to be actionable, detailing a system-wide plan for leveling the education playing-field. Yes, we have the Americans with Disabilities Act, which protects students from any discriminatory acts against them based on their disability. And we have the Individuals with Disabilities Education Act (IDEA) that guarantees a high-quality, free, public education to children with disabilities that wholly supports their current needs and future goals. But what additional conversations can we have about legislation that better accessibility in education?
Conclusion
Making education more accessible for students with disabilities of all ages will require intention, persistence, and commitment among school leaders, teachers, students, staff, and parents. Implementing disability training, assistive technology in classrooms, and expanding conversations around disabilities are great ways to support accessibility.
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