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#TheMorningInclusive Accessibility starts with being heard. Today, on #WorldHearingDay, we are reflecting on what it really takes to build communities and classrooms where everyone belongs—especially when disability is invisible and access is often assumed instead of designed. Belonging is not passive. It is built when we listen, challenge the status quo, and act with purpose so every voice counts. Watch. Reflect. Act. Share what inclusive communication means to you in the comments. #Belonging #Accessibility #Inclusion #DisabilityInclusion #InclusiveEducation #HealthEquity #DesignForAll #NothingAboutUsWithoutUs #LeadershipWithPurpose #SocialImpact #CultureChange #AdvocacyInAction #CollectiveCare #YouBelongHere
#TheMorningInclusive Accessibility starts with being heard. Today, on #WorldHearingDay, we are reflecting on what it really takes to build communities and classrooms where everyone belongs—especially when disability is invisible and access is often assumed instead of designed. Belonging is not passive. It is built when we listen, challenge the status quo, and act with purpose so every voice counts. Watch. Reflect. Act. Share what inclusive communication means to you in the comments. #Belonging #Accessibility #Inclusion #DisabilityInclusion #InclusiveEducation #HealthEquity #DesignForAll #NothingAboutUsWithoutUs #LeadershipWithPurpose #SocialImpact #CultureChange #AdvocacyInAction #CollectiveCare #YouBelongHere
What a beautiful morning 🌅 Sun is shining Chatting to parents and colleagues What does your week hold? I am facilitating a table of students speaking about inclusion Today I and @oasis_uk_ Community Learning colleagues plus students will be joining @mission44 and @centreforyounglives for Ambitious for Inclusion
What a beautiful morning 🌅 Sun is shining Chatting to parents and colleagues What does your week hold? I am facilitating a table of students speaking about inclusion Today I and @oasis_uk_ Community Learning colleagues plus students will be joining @mission44 and @centreforyounglives for Ambitious for Inclusion
Some students don’t just learn social rules. They feel like they’re being tested on them. Not academically. Socially. I remember in high school feeling like I was being watched. Not in an obvious way. But in the small moments. When to speak. When to wait. How to respond. It felt like there was a “right” way to do it. And I was trying to figure it out while it was happening. In primary school, it was different. There weren’t really unspoken social rules in the same way. It felt more like competing for support — attention felt limited, and you noticed when it shifted. So when I started high school, I wasn’t prepared for a system where the expectations were invisible. I had to watch. Adjust. Learn quickly. That’s the part we don’t always see. When the rules are invisible, some students aren’t just learning them — they’re constantly evaluating themselves against them. And over time, that can change how a child participates. How much they speak. How safe they feel. How much of themselves they show. Belonging shouldn’t feel like a test. For more reflections on inclusion, belonging, and disability, follow @ChallengesBehindAcceptance. #ChallengesBehindAcceptance #InclusiveEducation #SchoolBelonging #InclusionMatters #HighSchoolTransition
Some students don’t just learn social rules. They feel like they’re being tested on them. Not academically. Socially. I remember in high school feeling like I was being watched. Not in an obvious way. But in the small moments. When to speak. When to wait. How to respond. It felt like there was a “right” way to do it. And I was trying to figure it out while it was happening. In primary school, it was different. There weren’t really unspoken social rules in the same way. It felt more like competing for support — attention felt limited, and you noticed when it shifted. So when I started high school, I wasn’t prepared for a system where the expectations were invisible. I had to watch. Adjust. Learn quickly. That’s the part we don’t always see. When the rules are invisible, some students aren’t just learning them — they’re constantly evaluating themselves against them. And over time, that can change how a child participates. How much they speak. How safe they feel. How much of themselves they show. Belonging shouldn’t feel like a test. For more reflections on inclusion, belonging, and disability, follow @ChallengesBehindAcceptance. #ChallengesBehindAcceptance #InclusiveEducation #SchoolBelonging #InclusionMatters #HighSchoolTransition
Your story matters! MDAA is proud to support research from @unsw into the experiences of children and young people aged 12 – 28 with intellectual disability. Share your story and experiences of growing up and making choices in your way through: A talking interview, or An interview with photos If you are, or know someone who is interested in partaking, please contact PhD Student Researcher, Sierra Angelina Willow via email on s.willow@unsw.edu.au, or email mdaa@mdaa.org.au. Please include your full name and preferred contact number or email.
Your story matters! MDAA is proud to support research from @unsw into the experiences of children and young people aged 12 – 28 with intellectual disability. Share your story and experiences of growing up and making choices in your way through: A talking interview, or An interview with photos If you are, or know someone who is interested in partaking, please contact PhD Student Researcher, Sierra Angelina Willow via email on [email protected], or email [email protected]. Please include your full name and preferred contact number or email.
A new environment can be challenging for autistic learners, but with the right support they can lead lives full of opportunity, choice and independence. Through placements with @whatspossiblegroup, @drharrislondon and @odeoncinemas, Johnny has grown in confidence, developed practical skills and become more independent in the workplace. Stories like Johnny’s show the real difference the right support and inclusive workplaces can make. If  you’d like to find out more about how we support learners like Johnny, click the link in our bio to book an Open Day now.  #IncludedNotExcluded – Every autistic learner. Every choice. Every future. #BeyondAutism #IncludedNotExcluded #Autism #AutismEducation #AutismAwareness #AutismAcceptance #AutismSchool
A new environment can be challenging for autistic learners, but with the right support they can lead lives full of opportunity, choice and independence. Through placements with @whatspossiblegroup, @drharrislondon and @odeoncinemas, Johnny has grown in confidence, developed practical skills and become more independent in the workplace. Stories like Johnny’s show the real difference the right support and inclusive workplaces can make. If  you’d like to find out more about how we support learners like Johnny, click the link in our bio to book an Open Day now.  #IncludedNotExcluded – Every autistic learner. Every choice. Every future. #BeyondAutism #IncludedNotExcluded #Autism #AutismEducation #AutismAwareness #AutismAcceptance #AutismSchool
Strength looks different on everyone! We started off Disability Awareness Week with some really cool learning activities! Students experienced what it is like to be a person with dyslexia. The first challenge was to write their name by looking in the mirror. The second challenge was trying to complete a dot-to-dot worksheet. Most couldn’t believe how hard it was! #inclusion #spreadtheword
Strength looks different on everyone! We started off Disability Awareness Week with some really cool learning activities! Students experienced what it is like to be a person with dyslexia. The first challenge was to write their name by looking in the mirror. The second challenge was trying to complete a dot-to-dot worksheet. Most couldn’t believe how hard it was! #inclusion #spreadtheword
Adapting is great but is it really? As an inclusion advocate, while the benefits of adaptability are evident the long term outcomes are not always well understood. . Sure, you got through grade school but how about now. What is life like now? The absence of including skills and strategies for coping have left many adults now struggling. . Self regulation and motivation tools were absent in the learning system as a child, and now as an adult many are struggling to keep up with learning in a non school context. #iep #accessibilitymatters #advocating #selfawarenessjourney
Adapting is great but is it really? As an inclusion advocate, while the benefits of adaptability are evident the long term outcomes are not always well understood. . Sure, you got through grade school but how about now. What is life like now? The absence of including skills and strategies for coping have left many adults now struggling. . Self regulation and motivation tools were absent in the learning system as a child, and now as an adult many are struggling to keep up with learning in a non school context. #iep #accessibilitymatters #advocating #selfawarenessjourney
Needing accessible technology isn’t “high maintenance.” It should be the bare minimum in classrooms. Not all students learn the same way, and every student deserves equal access to learning!
Needing accessible technology isn’t “high maintenance.” It should be the bare minimum in classrooms. Not all students learn the same way, and every student deserves equal access to learning!
Day 23 of 100 my name is Beth. I’m building a story to help families with kids with disabilities plan their launch to adulthood well prepared, integrated in their community, and independent
Day 23 of 100 my name is Beth. I’m building a story to help families with kids with disabilities plan their launch to adulthood well prepared, integrated in their community, and independent
We let the system decide what our kids could do - and that was the first mistake. Let’s Stop letting the IEP table write your kid’s future 💥 Comment PHYSICS and I’ll send you the link to this episode. #SpecialEducation #DisabilityAdvocacy
We let the system decide what our kids could do - and that was the first mistake. Let’s Stop letting the IEP table write your kid’s future 💥 Comment PHYSICS and I’ll send you the link to this episode. #SpecialEducation #DisabilityAdvocacy
Special education support | Day 11of answering my dms 👇 Comment “ADVICE” if you want yours to be answered next (anonymously of course) Not legal advice. Let's talk about least restrictive environment (LRE) and bilingual learners. DM: "A student is bilingual and has only been in the country for 3.5 years. IQ 79 (borderline), adaptive average, significant language/reading deficits, relative math strength. Child study team recommends small group reading/math + push-in for science/social studies. Teachers want full self-contained. What’s appropriate?" If you hear any of this in an IEP/SST meeting, something is already wrong... 🚩 “He needs to be self-contained all day.” 🚩 “His IQ is borderline.” 🚩 “He can’t keep up with the class.” Let’s break this down: This profile shows: • Borderline cognitive functioning (NOT intellectual disability) • Average adaptive skills • Clear language-based learning disability • Relative strength in math • Bilingual status with testing validity cautions That is not a profile of global impairment. Under IDEA, placement must be based on individual need and the least restrictive environment — not staff comfort or frustration. A student with: ✔️ Average adaptive functioning ✔️ Identified strengths ✔️ Language-based learning needs ✔️ Bilingual considerations … typically warrants targeted small group intervention for reading/math and access to grade-level peers when appropriate. Moving to full-day self-contained because reading is low.. especially when language acquisition is a factor — risks: • Over-restricting • Lowering expectations • Limiting language models • Violating LRE if gen ed with supports hasn’t been properly tried Also: 3.5 years in-country for a bilingual learner? We have to be extremely careful not to confuse second-language acquisition with cognitive limitation. The proposed placement (small group reading/math + push-in for content areas) actually aligns more closely with: • The student’s profile • His strengths • LRE principles *Check the comments for more👀👇 Comment “SYSTEM” to get access to The Special Education Support System: Secrets From A School Psychologist... used & loved by thousands 🔥& lets gooo!
Special education support | Day 11of answering my dms 👇 Comment “ADVICE” if you want yours to be answered next (anonymously of course) Not legal advice. Let's talk about least restrictive environment (LRE) and bilingual learners. DM: "A student is bilingual and has only been in the country for 3.5 years. IQ 79 (borderline), adaptive average, significant language/reading deficits, relative math strength. Child study team recommends small group reading/math + push-in for science/social studies. Teachers want full self-contained. What’s appropriate?" If you hear any of this in an IEP/SST meeting, something is already wrong... 🚩 “He needs to be self-contained all day.” 🚩 “His IQ is borderline.” 🚩 “He can’t keep up with the class.” Let’s break this down: This profile shows: • Borderline cognitive functioning (NOT intellectual disability) • Average adaptive skills • Clear language-based learning disability • Relative strength in math • Bilingual status with testing validity cautions That is not a profile of global impairment. Under IDEA, placement must be based on individual need and the least restrictive environment — not staff comfort or frustration. A student with: ✔️ Average adaptive functioning ✔️ Identified strengths ✔️ Language-based learning needs ✔️ Bilingual considerations … typically warrants targeted small group intervention for reading/math and access to grade-level peers when appropriate. Moving to full-day self-contained because reading is low.. especially when language acquisition is a factor — risks: • Over-restricting • Lowering expectations • Limiting language models • Violating LRE if gen ed with supports hasn’t been properly tried Also: 3.5 years in-country for a bilingual learner? We have to be extremely careful not to confuse second-language acquisition with cognitive limitation. The proposed placement (small group reading/math + push-in for content areas) actually aligns more closely with: • The student’s profile • His strengths • LRE principles *Check the comments for more👀👇 Comment “SYSTEM” to get access to The Special Education Support System: Secrets From A School Psychologist... used & loved by thousands 🔥& lets gooo!
Stuart Matan-Lithwick, PhD is a research scientist and educator navigating vision loss while working toward a transition into teaching to inspire the next generation. After a discouraging job search experience with many unanswered applications, Stuart found renewed direction through support, resources, and community. With the right tools and encouragement, he was able to rebuild confidence, strengthen his applications, and explore new opportunities. Today, Stuart feels optimistic about the path ahead. His message to other job seekers with disabilities: your disability is a strength. You are not alone, and with the right support, success is possible. #PWD #AccessibleCanada #BlindCommunity
Stuart Matan-Lithwick, PhD is a research scientist and educator navigating vision loss while working toward a transition into teaching to inspire the next generation. After a discouraging job search experience with many unanswered applications, Stuart found renewed direction through support, resources, and community. With the right tools and encouragement, he was able to rebuild confidence, strengthen his applications, and explore new opportunities. Today, Stuart feels optimistic about the path ahead. His message to other job seekers with disabilities: your disability is a strength. You are not alone, and with the right support, success is possible. #PWD #AccessibleCanada #BlindCommunity
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