Key Notes:

• Keep the focus on accessibility issues as broad as possible so that everyone, including older adults, can benefit from use of technologies.

• Older adults are important stakeholders in digital society, and appreciating their challenges can inform design of future tech that could work better for everyone.

• Technologies must be usable by older adults who have / do NOT have age-related limitations.

• The key to designing technologies that older adults want to use is to think differently: to reject a mindset that aging is disabling, to understand that aging is a process, and to recognize more positive aspects of that process

Because our systems within Education and beyond are based on colonial and industrialized Neuro-normative standards which pathologize Autistic Ways of Being, Autistic students, Autistic educators (and other community members who are Autistic) expend inordinate amounts of energy engaged in a perpetual cycle of Autistic Masking in order to fit in and survive.

Instead of being free to access systems authentically, (by stimming freely, having sensory safe spaces and monotropic joy-embedded learning where our preferred modes of communication are honoured and our educators are taught about Autistics BY Autistics), we (Autistics) must constantly navigate our systems in ways which drain our reserves well before we can actually show our capability and success.

Every time we go to school or work, we FIRST have to translate the Non-Autistic-minded, sensory insensitive world, SECOND put aside our needs for safety, comfort and reliable forms of communication (since these are still less valued as acceptable defaults) and

THIRD use whatever we have left of ourselves to "show what know" while engaged in the perpetual cycle of Autistic Masking (all to make sure Non-Autistics' needs are met and we don't get further stigmatized, bullied and worse.)

Autistic Masking is a conscious AND often unconscious trauma response to existing within systems which are not based on our authentic ways of receiving, processing or communicating information and it is endless and exhausting.

IMPACT: As a result, Autistics in our schools are at significant risk of burnout, depression, self-harm, eating disorders, abuse, and suicide (9X the rate of the general population).

Educators and Educational leaders (as well as all clininicians) MUST learn about Autistic Masking and Autistic Ways of Being FROM Autistics and foster true Autistic Acceptance in our schools and communities.

Kieran Rose (The Autistic Advocate) and Dr. Amy Pearson recently published a fabulous book on their work related to this; and Kieran offers some of the best training available, but he did present at Autism Canada's AUsome Conference a while back(video above) and it provides a good first overview. A free live session is also offered this Thursday at noon on this very topic. DM me on X/Twitter for invite: @KarenAnnTimm

-Maggie

(This may sound like a one-off, but tragically, our defaults in Education still suggest that Autistic non-speakers are incompetent and this severely limits their potential. This is in part why functioning labels of "high and low functioning" are completely inaccurate and reductive and should not be used any more).

All around the world, Non-Speakers are seriously underestimated. This is completely unacceptable. We need to #PresumeCompetence and #ListenToNonSpeakers like Jordyn, Damon Kirsebom, Zekwande, Swarit Gopalan and so many more! Watch the short documentary, #Listen for more on this. There is even a guide with reflective questions available from Communication First. If you want to connect directly with Non-Speakers, you can also access the award-winning FB page, "Ask Me, I'm an AAC User" or connect with me on X (Twitter) @KarenAnnTimm .

1. Independence: Service dogs are trained to perform specific tasks to assist individuals with disabilities, such as guiding individuals who are blind, alerting individuals who are deaf to sounds, or providing support for individuals with mobility impairments. Accessible environments enable these individuals to navigate their surroundings more independently with the assistance of their service dogs.

2. Safety: Accessible environments reduce the risk of accidents or barriers that could endanger both the individual with the service dog and the animal itself. Clean pathways, appropriate signs, and accommodations (ramps, or designated areas for service dogs to do their business). This can contribute to a safer environment.

3. Inclusion: Accessible spaces foster a sense of inclusion and belonging for individuals with disabilities and their service dogs. When environments are designed with accessibility in mind, it sends a message that people with disabilities are valued members of the community, whose needs are considered and applied.

4. Equal Opportunity: Access to public spaces, transportation, employment, education, and other essential service on a equal basis with others is a fundamental human right. Ensuring accessibility for participation in various aspects of life.

5. Legal Protections: The ASA (Americans with Disability Act), is an example of a laws that aim to protect individuals with disabilities who use service animals. These laws mandate that public and private entities make reasonable accommodations to ensure access for individuals with service dogs.

6. Emotional Support: Service dogs not only provide practice assistance, but also offer emotional support and companionship to their handlers. Accessible environments enable individuals with disabilities to fully engage in social activities, work, and recreation with their service dogs by their side.

In summary, accessibility is essential for individuals who use service dogs because it enables them to lead more fulfilling lives, participate in society, and exercise their rights on a equal/fair basis with others. It promotes inclusion, safety, independence, and equal opportunity for individuals with disabilities and their valued animal companions.

The following resource was published in the Canadian Medical Association Journal in 2023 and highlights how exclusionary eligibility criteria, ableism/stereotyping, and lack of standardized national guidelines contribute to barriers in Canadian medical school admissions for students with disabilities.

The article also highlights the benefits that trainees and physicians with disabilities may offer fellow healthcare workers, the healthcare system and patients. It offers some examples of how Canadian medical schools can overcome these barriers. Proposed solutions included revised admission policies, transparent and consistent accommodation policies, anti-ableist training, and collecting up-to-date data on the experiences of Canadian medical students with disabilities to ensure steps can be taken toward increasing inclusion and equity.

Stephanie Kuntz

Anthony Abraham Jack's TED Talk is a valuable resource for educators and policymakers, offering insights into the challenges faced by disadvantaged students and practical strategies for fostering inclusivity in education. By emphasizing the difference between access and true inclusion, Jack prompts reflection on existing practices and encourages stakeholders to reconsider traditional notions of success. His research on overlooked diversity among lower-income undergraduates provides a nuanced understanding of these students' barriers, informing teaching practices and policy advocacy efforts. Overall, Jack's talk inspires dialogue and action towards creating more equitable educational environments where all students have the opportunity to thrive.

-Faith

The article goes further into why web accessibility is important and how it can benefit both the educator and student. There are great benefits listed for the students and educators which is a great read.

The article also provides 5 tips on building accessible educational services such as student feedback, use of translation tools, accessibility formatted texts, text to speech softwares and more.

-Chelsea

Claire McCormack

The ASTC Accessibility Toolkit is a valuable resource because it teaches organizations how to create inclusive environments for people with disabilities in both physical and digital spaces. It covers respectful disability language, types of disabilities, universal design, digital accessibility, and practical accessibility strategies. It also highlights the importance of communication with teachers and support staff, encouraging organizations to ask about students' needs and accommodations (such as IEPs) and to collaborate with interpreters and aides. It also provides guidance on designing flexible and accessible programs, such as adjusting program length, sharing materials in advance, and setting clear expectations.

One idea I found especially meaningful is that accessibility should not be added only after someone struggles. This connects with Universal Design for Learning, which encourages educators to expect learner variability from the beginning and design learning environments that provide meaningful access for all learners (CAST, 2024). In this sense, Roy’s message connects well to education because accessibility should be part of the original design of lessons, materials, technologies, and assessments.

This connects strongly to student success because students may face barriers in how information is presented, how they are expected to respond, or how learning spaces and technologies are organized. When educators use accessible tools such as captions, clear digital layouts, assistive technology, visual supports, or flexible ways for students to show their learning, they are not lowering expectations. They are reducing unnecessary barriers so more students can participate, engage, and demonstrate what they know.

I also appreciated how Roy’s talk shifted the conversation from simply “helping people with disabilities” to designing environments that are more inclusive for everyone. To me, this is important because inclusive design can support confidence, participation, and achievement, especially for students who may otherwise be excluded by traditional approaches.

References:

CAST. (2024). Universal Design for Learning guidelines version 3.0. https://udlguidelines.cast.org/

Roy, E. (2015). When we design for disability, we all benefit [Video]. TED. https://www.youtube.com/watch?v=g2m97gPI70I