#inclusive postsecondary education

[k12academics]

UNT ELEVAR is a is a four-year inclusive postsecondary education program for students with intellectual disability; UNT ENGAGE serves neurodivergent students (diagnosed with ADHD, Autism, Dyslexia, etc.) enrolled at UNT with reaching their academic and vocational goals through person-centered planning and individualized services; UNT WISE College WISE a one-week residential summer program for young adults with disabilities, ages 14-22, interested in pursuing a post-secondary education; UNT Speech & Hearing Center offers free services to all UNT students, including those with disability.

[communityinclusion]

Press Release: Western Carolina University University Participant Program First Postsecondary Program for Students with Intellectual Disability to be Accredited by New Agency

Martha Mock, Executive Director/Inclusive Higher Education Accreditation Council

Phone: 585–276–3363

Email: martha.mock@iheacouncil.org

Quinn Barbour/Institute for Community Inclusion

Phone: 617–287–4309 (office) / 857–271–6617 (mobile)

Email: Quinn.Barbour@umb.edu

Website: www.communityinclusion.org

PRESS RELEASE

For immediate release: May 10, 2023

Boston, MA— The Institute for Community Inclusion’s (ICI) Think College and the Inclusive Higher Education Accreditation Council (IHEAC), a new accrediting agency for postsecondary programs for students with intellectual disability (ID), jointly announced today that the Western Carolina University (WCU) University Participant (UP) Program is now fully accredited for the next seven years. The WCU UP program is the first program to be accredited by the council.

“The Council is delighted to award accreditation to the outstanding WCU UP program and appreciate their willingness to be the first to undergo accreditation. The documentation provided, site visit, peer reviewer report, and strong support from the university clearly demonstrate that the UP program merits accreditation,” said Stephanie Smith Lee, IHEAC Board President.

Two Think College National Coordinating Center (NCC) Accreditation Workgroups created the model program accreditation standards as part of a grant from the US Department of Education. The current NCC Accreditation Workgroup developed a process for accrediting programs using those standards, including a self-study, guidance manual, site visit, and plan for piloting program accreditation.

Dr. Kelly Kelley, UP Program Director and Professor at WCU said, “I am so proud of our program. I believe that receiving IHEAC accreditation highlights the quality of the educational experience our students have here at Western Carolina. I am pleased to be the first program to go through this newly established accreditation process. While the process was rigorous, it is clear that our field will benefit from the collaborative, thoughtful approach to accreditation.”

The Think College NCC launched the IHEAC in 2023 with pioneers in inclusive postsecondary education, all of whom are parents of people with intellectual disability. Madeleine Will, Stephanie Smith Lee, Elise McMillan, and Tom Sannicandro are the founding board of directors for the Council. Read more about this historic accomplishment in a recent Inside Higher Education article.

###

About the Inclusive Higher Education Accreditation Council

The Inclusive Higher Education Accreditation Council (IHEAC) accredits programs serving students with intellectual disability and is an independent, non-profit, accreditation agency based in Massachusetts.

About the Institute for Community Inclusion

The Institute for Community Inclusion (ICI) promotes the inclusion of people with disabilities in their communities through training, consultation, clinical and employment services, and research. ICI is a University Center for Excellence in Developmental Disabilities based at the University of Massachusetts Boston and Boston Children’s Hospital.

[reportwire]

DEI Legislation Tracker

The Chronicle is tracking legislation that would prohibit colleges from having diversity, equity, and inclusion offices or staff; ban mandatory diversity training; prohibit institutions from using diversity statements in hiring and promotion; or prohibit colleges from using race, sex, color, ethnicity, or national origin in admissions or employment. All four proscriptions were identified in model…

[religion-is-a-mental-illness]

By: Erec Smith

Published: May 17, 2024

Recently, the University of North Carolina‐​Chapel Hill Board of Trustees voted, unanimously, to divert money from its Diversity, Equity, and Inclusion (DEI) initiatives into public safety. This is on the heels of other institutions shuttering diversity offices and laying off or repurposing positions focused on DEI work. Are we starting to see a trend? Is this the beginning of a “Great Diversion”?

Contemporary DEI initiatives have been a point of contention for years now. Anti‐​DEI sentiment, which does not necessarily mean an aversion to the concepts of diversity, equity, and inclusion per se, grows with every exposition of DEI’s driving ideology, Critical Social Justice, which is inherently divisive, illiberal, and, actually, racist.

However, any opposition to DEI programs is usually seen as a right‐​wing attack on anything that can improve the lives of minoritized groups. That accusation holds more water in response to calls for the eradication of DEI initiatives. But the diversion of DEI funds to another worthwhile endeavor—that is, trading one good for another good—is harder to scrutinize.

Yes, UNC‐​Chapel Hill has chosen to divert DEI’s funding to public safety to prevent disruption of university operations. Whether the good of public safety constitutes a “good for good” trade is understandably debatable. However, DEI funds can also be diverted to initiatives more clearly aligned with diversity, equity, and inclusion in the true sense of those words. Initially, I thought of outreach and immersion programs.

Outreach programs geared toward K‑12 students are created by colleges and universities in collaboration with local high schools to help students understand what is necessary to get into college, what they need to do to prepare, and what to expect when they get there. When I say “immersive,” I refer to outreach programs where students visit campuses and experience what it is to be a college student or a particular major. According to the Compass Education Group’s “Guide to Successful Outreach Programs,” students and colleges benefit from such programs in distinct ways.

According to Compass, outreach programs can achieve the following for students: clarify career goals, assistance with access to resources, assistance with the application process, academic advising, introduction to a college’s academic support services, and, obviously, better prepare students for college‐​level work. This kind of outreach can assuage any “culture shock” that may set in among students from marginalized communities. It can also introduce students to the necessary merits for college success at a younger age, thus demystifying academic merits.

The benefits to participating colleges include greater student readiness, better resource management, and increases in enrollment, retention, and, of course, diversity. Regarding diversity, Compass does not mince words: “Helping these students prepare for and transition to postsecondary education helps colleges meet their diversity goals.” Redistributing money from DEI initiatives to outreach programs that can be geared toward underrepresented students may be a better way to achieve diversity, equity, and inclusion. Perhaps outreach programs are the new—and more effective—DEI initiative.

Several colleges already have outreach programs that, typically, take place in the summer. However, with sufficient funding, these programs can become more robust. In fact, non‐​profit organizations exist to do that. For example, The Hidden Genius Project, started by five black professionals, “trains and mentors Black male youth in technology creation, entrepreneurship, and leadership skills to transform their lives and communities.” This project has locations all over the country and offers a variety of programs to introduce students to entrepreneurs, leaders, and technologists through either single or multiday events or deeper and longer immersion into a professional culture. What’s more, this project’s effects align with concepts important to DEI initiatives, like cultural representation.

Hidden Genius alum, Tehillah Hephzibah says,

Growing up, I was never really in a place where a majority of the people looked like me. In the program, I enjoyed being around people who look more like myself and connecting with them. Throughout my life, all of the schools I attended were predominantly white or Hispanic students so joining The Hidden Genius Project was a sigh of relief and comfort for me.

Another program graduate, Brandon Bazile, shares a similar sentiment.

As a Black man who has only ever had at most two other Black boys in my grade, to suddenly having a group of Black males who look like me was eye‐​opening. Being taught and surrounded by excellent Black minds, inspired me to believe that I could always better myself, which was a feeling I had never felt before.

This program is a clear source of agency and empowerment for young black students, a goal DEI proponents claim to have.

MIT’s Introduction to Technology, Engineering and Science (MITES) is an outreach program that has strong partnerships with universities nationwide. The program “provides transformative experiences that bolster confidence, create lifelong community, and build an exciting, challenging foundation in STEM for highly motivated 7th–12th grade students from diverse and underrepresented backgrounds.” As with the Hidden Genius Project, representation and confidence building are some of the most salient effects of MITES.

Indigo Davitt‐​Liu, a graduate of the program, stated, “I’ve always loved math, but I always saw STEM kids as a group removed from me, a type of person I could never be. Through this program, I realized the true amount of diversity there is in STEM fields. I now see myself as part of a STEM community.” Also similar to the Hidden Genius Project, MITES immerses students in environments indicative of a given STEM field. This immersion helps students gain merits they would not have otherwise. MITE graduate Moses Stewart says,

MITES connected me with so many other brilliant and passionate people and gave me an avenue to explore a brighter future for myself. It gave me the opportunity to learn about career paths that would have otherwise been inaccessible. And, to apply and assert myself in challenging courses. Most of all, it gave me guidance and helped me grow into someone who is more confident, hard‐​working, and optimistic about the future.

The outcomes of MITES, the Hidden Genius Project, and comparable programs strongly suggest that funding for DEI programs that have proven to be more ineffective than effective could be put to better use elsewhere.

I must be clear, current DEI initiatives are often undergirded by Critical Social Justice, an ideology that frames the world into an oppressor/​oppressed dichotomy and insists that oppressive forces are present in every human interaction. Surely, funds should be diverted to initiatives that don’t promote divisiveness, resentment, and even a kind of racism. However, I believe diverting funds to immersive outreach programs for K‑12 students is so important that even DEI initiatives steeped in classical liberal values cannot be justified. Workshops on the history and nature of discrimination, cultural differences, and policy are important and should take place, but these things need not be expensive or necessarily whole offices.

No matter what ideological foundation a DEI program has, funds are better spent on programs like The Hidden Genius Project and MITES.

A great diversion is in order. DEI programs have proven relatively ineffective at enhancing diversity, equity, and inclusion, thus proving to be a waste of money. Continuing to spend money on these programs is indefensible, especially when better ways to help our students abound. The day after UNC‐​Chapel Hill diverted funds away from its DEI initiatives, Virginia Commonwealth University and George Mason University did away with required DEI courses for students. The tide is turning when it comes to diversity, equity, and inclusion. Let’s make sure it turns in a healthy and generative direction.

[the-sayuri-rin]

A new Florida bill would ban programs that promote diversity, equity and inclusion in colleges and universities across the state.

House Bill 999, or the Public Postsecondary Educational Institutions, bans colleges from financially supporting “any programs or campus activities that espouse diversity, equity, or inclusion or Critical Race Theory rhetoric.”

The language has led to concerns that Black fraternities and sororities will be barred from Florida campuses under the proposed legislation.

[inclusiveuniversity]

Perceptions of Postsecondary Experiences and Supports That Advance the Personal Goals of Students With Extensive Support Needs

Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and supports that current and recently graduated students in a dual enrollment nonresidential PSE program perceive as contributing to their self-directed employment, education, and social goals. Furthermore, this study explored how students’ perceived PSE affected their goal achievement and future lives. Findings from interviews with 10 participants with IDD, including eight with ESN, revealed that obtaining and maintaining competitive employment was negatively impacted by COVID-19, paid employment during PSE was not aligned with participants’ employment goals, internship experiences led to participants learning about their work preferences and changing their employment goals, and peer mentors impacted the achievement of participant’s employment, education, and social goals. Implications for practice and research and study limitations are described.

[disabilityresearch]

Communicating Diversity: (Cognitive) Ableism in Information-Seeking Research

The applied science of Library and Information Science (LIS) has long emphasized understanding user behaviors in information-seeking processes, particularly in higher education environments where new information and research are generated. However, a notable gap exists in the literature regarding the information-seeking and information-use experiences of autistic and neurodivergent students and adults, impacting an interconnected network of relationships between researchers, librarians, LIS students, and postsecondary students seeking support and services. In LIS, research informs practice, and information-seeking is a cognitive and learning process, especially prescient in academic institutions. The failure to address the information needs of autistic, neurodivergent, and disabled people in LIS research and LIS curricula, which educates future librarians, impoverishes both practitioners and students. Drawing from personal experiences and empirical data, the author highlights the prevalence of neurodivergent students in higher education and investigates why, despite a growing awareness of neurodiversity, LIS research, scholarship, and program curricula largely overlook the specific needs of neurodivergent individuals. The article asks questions and proposes ideas for facing the consequences of an incomplete LIS education, addressing the necessity of introducing inclusive pedagogical practices in the academic library and getting honest about the field’s cognitively biased scholarship because we cannot understand the information behavior landscape in all its neurobiological variations nor anticipate the future of information use and creation if we have bypassed neurodivergent and autistic minds.

Community Brief

Why is this topic important?

Gatekeeping in information science research has excluded autistic college students and adults from representation in studies on the information behaviors of library users. We do not know how autistic students seek and use information, and librarians-in-training are not being formally trained to help neurodivergent students find the support and information they need to succeed academically. This topic is important because college librarians use library research to develop inclusive services. The absence of research communicates that neurodivergent students do not have unique needs or deserve accommodations in seeking and using information.

What is the purpose of this article?

This article aims to shed light on how overlooking the experiences and challenges of autistic students in accessing and finding the information they need is a barrier that library science needs to address in research and practice. Drawing from personal experience and available studies, the author seeks to raise awareness of the importance of libraries in a college student’s experience and how library science, as a field, needs to focus on its neurodivergent and autistic students and users to be inclusive.

What perspectives does the author bring to this topic?

The author, an autistic individual with personal experience navigating higher education as a student, librarian, and researcher, brings a unique perspective to this topic.

What is already known about this topic?

There is growing awareness about neurodiversity in library studies overall. However, graduate library school programs are not adding courses to prepare librarians to help disabled, neurodivergent, and autistic students. There is little known about this research topic because researchers have chosen to study the information behaviors of cognitively typical college students, ignoring different cognitive neurotypes.

What does the author recommend?

The author asks questions and offers suggestions for addressing this gap, such as bringing disability, neurodiversity, and autism topics into the library school classroom and designing research studies that specifically focus on the voices and experiences of autistic students and adults.

How will these recommendations help autistic adults now or in the future?

Adding disability and neurodiversity topics to the library school curriculum would help train future librarians. Researching how autistic college students use and search for information will give college librarians data that help them understand how to support, teach, and serve neurodivergent information seekers. Implementing these recommendations would help autistic students and adults receive more support and inclusion in every higher education environment.

[parasparivaar]

Women Empowerment in India

Paras Parivaar Charitable Trust: Women Empowerment Programs

Paras Parivaar Charitable Trust supports women's empowerment is a major issue in India, and while there has been significant progress in recent years, much more effort is needed. Individually, we can all contribute to empowering women and creating a more equitable society. Here are various ways to get involved. As India's economy grows, there are calls for the country to prioritize social and human development, particularly Women's Empowerment. This document describes women's empowerment as attempts to "advocate for women's and girls' human rights, combat discriminatory practices, and challenge the roles and stereotypes that create inequalities and exclusion. Women's empowerment is crucial to establishing gender equality, which means that both men and women have equal power and opportunity in education, healthcare, economic engagement, and personal growth.

Support Easy Access to Education Education is a very effective way to empower women. Support projects that ensure girls and women have access to quality education, from primary school to vocational training and postsecondary education. Volunteer at your local school, support scholarship programmes, or advocate for legislation that promotes gender Equality in Education.

Promote Financial Prospects Encourage women to enter the workforce and develop their own enterprises to help them achieve economic empowerment. Mentor female entrepreneurs, invest in women-owned businesses, and lobby for workplace policies that promote gender diversity and equal pay.

Promote Law and Policy Reform Work to strengthen the legal and policy frameworks that protect women's rights and advance gender equality. This could include meeting with legislators, taking part in advocacy campaigns, or giving to organizations working on women's rights issues.

Developed Gender Stereotypes Challenge the negative gender stereotypes and norms that limit women's opportunities and agency. Speak out against sexist behavior, discrimination, and violence against women in your community. Encourage men and boys to unite in the fight for gender equality.

Encourage Women in Leadership Increase female leaders' visibility and ensure their inclusion at decision-making tables. Mentor and support women in your professional and personal networks, and encourage them to pursue leadership opportunities.

Financial Empowerment for Women Promote women's economic independence and security. Support microfinance programs, help women access banking services, and provide financial literacy training.

Collaborate with Grassroots Organizations Partner with local grassroots organizations that are working to empower women at the community level. Donate Resources, expertise, or time to help them in their projects.

Educate and Raise Awareness Educate yourself and others about the hurdles women face, as well as the importance of women's empowerment. Share information, experiences, and resources with your personal and professional networks.India's road to gender equality and women's empowerment began in 1947, when the country gained independence. Despite significant achievements from grassroots initiatives, human development, and legal reforms, New Delhi still has a long way to go in many areas of women's empowerment. To ensure that rural women have similar access to healthcare, employment, education, and decision-making opportunities as their urban counterparts, a more concerted effort is required to bridge the gap between urban and rural communities. Because many of the obstacles to women's empowerment arise from strongly ingrained patriarchal and patrilineal traditions in many South Asian countries, changing mindsets will be the most difficult challenge.

[libraryben]

"How to navigate the academic library: empowering blind scholars on their quest for knowledge"

Hosted by the Digital Accessibility in Academic Libraries Community of Practice on October 16th 2023.

Abstract:

In this session, we walk library professionals through the academic journey of blind scholars, identifying roadblocks along the way. We suggest tangible things library professionals can do to remove these roadblocks, so that blind scholars can achieve their full potential.

Presenters:

Ashley Shaw is a Masters student in the Community Psychology program at Wilfrid Laurier University. The Social Science and Humanities Research Council awarded her a Masters scholarship to study workplace inclusion and accessibility, as well as employment-related interventions for adults who are blind and visually impaired. She is also a recipient of the Ontario Graduate Scholarship. She has worked as a Strategic Writer and Research Associate with the Canadian National Institute for the Blind (CNIB), and as the Wilfrid Laurier University Library Web Accessibility Advisor. Ashley currently works as the Clinical Performance and Evaluation Analyst for Vision Loss Rehabilitation Canada.

Dr. Natalie Martiniello is a Postdoctoral Fellow in the Department of Psychology at Concordia University. The Canadian Institutes for Health Research (CIHR) awarded her a Health Systems Impact fellowship to explore accessibility and inclusion for blind scholars in Postsecondary education, with a focus on accessible research and access to information in traditionally under-represented fields within the health and science ecosystem. She also lectures in the Graduate program in Visual Impairment at the University of Montreal, which trains future professionals in the field of blindness and low vision. She previously worked as a braille specialist within the education and rehabilitation system, where she taught braille and accessible technologies to blind individuals across the age spectrum. Natalie is a lifelong braille reader and passionate about equitable access to information, communication and literacy, especially for those who use non-visual methods such as braille and tactile graphics. She is the Immediate Past-President of Braille Literacy Canada (the Canadian Braille Authority) and the Chair of Braille Research for the International Council on English Braille.

[americanhoperesources]

Your Path to Education: Unlocking College Affordability with Pell Grants

For many aspiring college students, the dream of higher education often comes with the daunting reality of tuition costs and financial barriers. However, Pell Grants have emerged as a critical resource in bridging the gap between financial need and educational opportunity. In this guide, we'll explore how Pell Grants unlock college affordability, empower students to pursue their academic aspirations, and pave the way for a brighter future.

1. Understanding Pell Grants

Pell Grants are need-based federal grants awarded to eligible undergraduate students to help cover the costs of tuition, fees, and other educational expenses. Unlike loans, Pell Grants do not need to be repaid, making them a valuable source of financial aid for students from low-income backgrounds. The amount of Pell Grant funding awarded to each student is based on various factors, including financial need, enrollment status, and the cost of attendance at their chosen institution.

2. Expanding Access to Higher Education

One of the primary objectives of Pell Grants is to expand access to higher education for students who might otherwise be unable to afford college. By providing financial assistance to eligible students, Pell Grants remove financial barriers and create opportunities for individuals from diverse socioeconomic backgrounds to pursue postsecondary education. This not only enhances social mobility but also strengthens the workforce by equipping students with the knowledge and skills needed to succeed in today's competitive job market.

3. Empowering Students to Achieve Their Academic Goals

Pell Grants empower students to pursue their academic aspirations without the burden of overwhelming student loan debt. By covering a portion of their educational expenses, Pell Grants enable students to focus on their studies, engage in extracurricular activities, and participate in internships or research opportunities that enrich their college experience. This support not only contributes to higher retention and graduation rates but also fosters a sense of confidence and self-efficacy among Pell Grant recipients.

4. Supporting Economic Advancement

Access to higher education has long been recognized as a pathway to economic advancement and upward mobility. Pell Grants play a crucial role in supporting this endeavor by making college more affordable for students from low-income families. By investing in education, Pell Grants help break the cycle of poverty, strengthen the middle class, and stimulate economic growth. Moreover, individuals with college degrees typically earn higher wages and enjoy greater job security, contributing to overall prosperity and well-being.

5. Promoting Educational Equity

In addition to expanding access to higher education, Pell Grants promote educational equity by addressing disparities in educational attainment and opportunity. Pell Grants prioritize students with the greatest financial need, ensuring that resources are directed to those who need them most. By leveling the playing field and providing equitable access to financial aid, Pell Grants help reduce barriers to success and create a more inclusive and diverse learning environment on college campuses.

6. Navigating the Application Process

Applying for Pell Grants involves completing the Free Application for Federal Student Aid (FAFSA), which serves as the gateway to federal financial aid programs, including Pell Grants. The FAFSA collects information about a student's family income, assets, and household size to determine their eligibility for financial aid. Students must submit the FAFSA each year to be considered for Pell Grants and other forms of federal aid, making it essential to stay informed about deadlines and requirements.

Conclusion

In conclusion, Pell Grants serve as a vital lifeline for millions of students seeking to pursue higher education and achieve their academic and career goals. By unlocking college affordability, expanding access to higher education, empowering students from low-income backgrounds, supporting economic advancement, promoting educational equity, and providing a pathway to success, Pell Grants play a crucial role in shaping the future of our nation. Aspiring college students are encouraged to explore the possibilities offered by Pell Grants and take advantage of this valuable resource to embark on their path to education and a brighter tomorrow.

[k12academics]

There will only be ONE (1) open house in September 2024 for the UMSL Office of Inclusive Postsecondary Education (OIPE).

If you know someone who's 17 years and older, who has intellectual and developmental disabilities, and is interested in attending college, please register by scanning the QR code or following this link: https://docs.google.com/forms/d/e/1FAIpQLScYbjFcmG6bWoasFNNCKWcAN4vMMfcbYhpqV6UoqhiaIKMgRA/viewform

[communityinclusion]

It’s Think College Awareness Week at the ICI

Can people with intellectual disability go to college? Yes, they can! Join the ICI’s Think College from April 24–28 to explore college options for people with intellectual disability.

During this week, Think College will launch their public awareness campaign, “Think Higher. Think College.”, featuring the world premiere of a new video designed to raise awareness of college options for students with intellectual disability.

Think College Awareness Week will also offer free, daily virtual learning events with information and resources for students, families, educators, transition professionals, and higher education personnel.

Check out the Think College Awareness Week calendar of events!

Monday, April 24:

12pm EST: “Think Higher. Think College.”: Campaign Video Premiere and Student Panel

4pm EST: “Think Higher. Think College.” Campaign: Get a Tour of the Campaign Website & New Resources

Tuesday, April 25:

2pm EST: The Transition to College: Effective Strategies for Educators

Wednesday, April 26:

1pm EST: Families are Thinking Higher by Thinking College

Thursday, April 27:

2pm EST: Higher Education Professionals can Think College

Friday, April 28:

12pm EST: Get Ready for Inclusive Postsecondary Education (IPSE) Day 2023

2pm EST: Ask Us Anything! IPSE Town Hall

Register today and share with your networks!

Also, Monday, May 1 is IPSE Day!

What is IPSE Day? Inclusive Postsecondary Education Day, or #IPSEDay2023, is a day to raise awareness and spread the word about inclusive postsecondary education (IPSE) options for students with intellectual disability.

[dabbamallangyirren]

Disability in Lismore

The region is a natural treasure trove, featuring World Heritage-listed reserves, spectacular National Parks and State Forests. It is home to a subtropical climate offering languid summers and mild winters.

Australian authorities failed to protect people with disability from the foreseeable harm of the catastrophic flooding that swept through Lismore in February 2022, Human Rights Watch finds. To know more about Disability Lismore, visit the Dabba Mallangyirren website or call 0403856995.

Disability is a complex and diverse group of conditions that affects people in different ways. It may be caused by injury, illness or other factors and can impact on daily living. It includes long-term physical, mental health, intellectual, neurological and sensory differences that, in interaction with various attitudinal barriers, prevent or limit participation on an equal basis with others.

Almost one in five Australians has a disability and this number is rising. People with disability are an important part of our community and it’s essential that we have the right support systems in place to make sure they’re able to participate fully in society.

The Northern Rivers is home to a range of multicultural organisations that provide a vital service in our community. These organisations play a key role in promoting inclusion and celebrating diversity. They also work to create an environment that is safe for people with disabilities and their families. This is achieved by providing a range of services, such as English language tuition and cultural events.

More high school students with disabilities are planning to continue their education in postsecondary schools, such as vocational and career schools, two- and four-year colleges and universities. To ensure that these students are fully supported in their postsecondary school experience, it is important that schools understand the needs of students with disabilities and are able to accommodate those needs.

People with intellectual disability are known to have a lower level of health literacy than the general population and to face inequitable access to healthcare services. This is a key issue that can contribute to poorer health outcomes, such as multi-morbidity, potentially preventable hospitalisations and premature death.

To address this issue, the Alliance promotes the inclusion of disability-related theory, research and clinical learning experiences in healthcare training. This is done through an advocacy strategy based on progressive and social justice principles. It also seeks to foster a learning community that honours the disability experience.

As the northern region's hub for health, education and a wide range of retail and leisure services, Lismore has something to offer everyone. The city has a high livability score and is an affordable place to live.

Residents are incredibly community minded and have a strong sense of family. The town is home to a number of quality public and private schools and pre-schools as well as the prestigious Southern Cross University.

The town is also renowned for its natural beauty, with rainforest and national parkland lining the rivers and streams. The area is home to a diverse array of native wildlife, including golden eagles, kangaroos, hares, oyster catchers and ibis.

For shopping and dining, the Lismore CBD is a treasure trove of boutique stores offering everything from clothing to vintage toys. If you're looking for a new family home, the popular suburb of Lismore Heights is worth considering. It's close to the river and the CBD, and its hills provide a cool summer breeze.

Disability is a long-term condition that may be caused by an illness, accident or genetic disorder. It can affect the whole person, their interactions and impacts on daily living. People with disability are diverse and include those who have a physical, cognitive, intellectual or mental health condition.

Many people with disability displaced by the recent floods have been struggling to find safe and accessible accommodation. This includes those whose homes have been damaged, and those who were forced to relocate for other reasons. To know more about Disability Lismore, visit the Dabba Mallangyirren website or call 0403856995.

It is important that disability inclusion is integrated into emergency planning, and that it focuses on housing outcomes for people with disability. The new disability strategy provides direction and will support the implementation of this. The Ageing and Disability Commission has also recently completed a review into the purpose, functions and future funding arrangements of disability advocacy in NSW. This report has now been released and is available to view. The Commissioner has also announced a new program for disability advocacy – the NSW Disability Advocacy Futures Program.

[rebeccassocialchangeblog]

Blog Deliverable #1: Introductory Statement

This blog is dedicated to examining how Portland’s income inequality and homelessness issues disproportionately affect its LGBTQIA+ community. 

Metropolitan areas in the Pacific Northwest, such as Portland and Seattle, are known for being more inclusive to the LGBTQIA+ community than other parts of the country. Oregon and Washington are among some of the states with higher numbers of protective laws. Queer culture is celebrated beyond Pride Month, with the cities being home to several LGBTQ-friendly amenities and queer student alliances being allowed in schools. As blue states, Oregon and Washington (in this blog I will also include the city of Vancouver, which is part of the Portland Metropolitan Area) have relatively stable sets of laws that protect queer individuals, and they do not run significant risk of rescinding those rights. According to lgbtmap.org (2023), Oregon has tally of 38.5 out of 43.5 for sexual orientation and gender identity policies. This means that, out of the 43.5 laws and partial laws that currently exist across the country, Oregon has passed 38.5 of them. In addition to having a high number of positive laws (which grant rights to individuals, such as same-sex marriage), Oregon also has zero negative laws, which actively take away individual’s rights. An example of a negative law is banning transgender individuals from using public restrooms designated for their gender, instead forcing them to use the restroom associated with the sex they were assigned at birth. Washington has a slightly lower overall tally at 38.25 out of 43.5. The state did not pass a partial law that requires LGBTQIA+ topics to be included in school curricula (lgbtmap.org, 2023). 

Despite the relatively high policy tally compared to other states, Oregon and Washington still have room for improvement in terms of LGBTQIA+ equality. Income inequality and wage gaps are nationwide issues, but they are worth examining within the Portland Metropolitan Area’s queer community. As a city that already faces high rates of poverty and homelessness, Portland needs to address the way that intersectionality aggravates these issues. In Portland State University honors thesis on the social services that Portland offers as well as lacks for queer individuals facing poverty, Tomlinson (2022) reports that, “Seventeen percent of LGBTQ+ adults have experienced homelessness in their lifetime as compared to the 6% of cisgender straight adults” (p.4). While there may not be negative laws that directly take away queer individual’s rights, there is clearly not enough being done on behalf of their welfare. For example, one of the positive laws that was not passed in Oregon was a credit/lending non-discrimination law (lgbtmap.org, 2023). This means that banks and lenders can deny individuals the ability to open accounts or take out loans on the basis of sexual orientation or gender identity. When a person is unable to even start a bank account for themselves, they are essentially being set up for serious financial struggle. Without loans for cars or postsecondary education, the struggle to find a well-paying job increases, and consequently, the risk of losing one’s living space.

If these inequalities are not met with fervent action, then they will only increase. Portland is already struggling to support individuals from the local community, but it is currently seeing an influx of queer individuals from other states. Following recently passed anti-transgender laws in red states such as Texas and Florida, transgender individuals are fleeing to cities that are considered safe havens. Some are moving with their families and are relatively supported, but many of them are young adults who are at high risk of homelessness. In the Willamette Weekly article, Portland is Unprepared for the Wave of Transgender Kids Arriving Without Housing, Lee Vankipuram writes, “Multnomah County has just one day shelter—Rose Haven—that serves women, children and gender diverse people, offering meals, clothes and diapers for infants. Rose Haven encourages people to arrive early for first-come, first-served showers because the schedule fills up quickly every day.” Their resources are severely limited.

References

“Movement Advancement Project: State Profiles.” Movement Advancement Project | State Profiles, Movement Advancement Project, www.lgbtmap.org/equality-maps/phttps://www.lgbtmap.org/equality-maps/profile_state/ORrofile_state/OR. Accessed 22 Oct. 2023. 

Tomlinson, Jay M. “LGBTQ+ social services and needs in Portland Oregon.” University Honors Theses, June 2022, https://doi.org/10.15760/honors.1227. 

Vankipuram, Lee. “Portland Is Unprepared for the Wave of Transgender Kids Arriving without Housing.” Willamette Week, 2023 Willamette Week, 5 July 2023, www.wweek.com/news/2023/07/05/portland-is-unprepared-for-the-wave-of-transgender-kids-arriving-without-housing/. 

[tndda]

Tennessee Believes Kitchen

A dollop of skill building + a big dash of fun, makes for an exciting day spent visiting the Tennessee Believes Kitchen at University of Tennessee, Knoxville for the first time on Wednesday! Commissioner Turner and DIDD leadership joined UT FUTURE: Postsecondary Education Program Wednesday morning as 4 students made pizza, pasta, and chocolate covered strawberries for lunch. YUM! The kitchen was created with support from DIDD’s Tennessee Believes grant program last year. A professional, local chef leads the class in several types of made from scratch recipes, to support learning independent living skills and gaining employment experiences alongside their peers. Two of the students in today’s class dream of one day having a restaurant/business of their own! One of the first students to participate in the Tennessee Believes Kitchen classes last summer also learned today that he was accepted into UTK Future Inclusive Higher Education program next fall! Congratulations to him and thank you to the UTK Future team for showing us around the kitchen this week.

[inclusiveuniversity]

Accommodations, Accessibility, and Culture: Increasing Access to Study Abroad for Students With Disabilities

Student mobility is a key aspect of internationalization of higher education. Within the broad population of students who have the opportunity to study abroad, however, there are particular groups who are under-represented. In the United States, for example, approximately 11% of undergraduate students in postsecondary degree-granting institutions have disclosed that they have a disability, yet only 8.8% of those who study abroad disclosed to having a disability to their home institutions. To better understand why under-representation may be occurring, this article examined study abroad through Schwanke, Smith, and Edyburn’s “A3” model of inclusive education, which highlights efforts of institutions related to advocacy, accommodations, and accessibility. Findings indicate that institutions—even those with strong reputations in study abroad for students with disabilities—are heavily focused on ensuring appropriate accommodations for students and only beginning to explore the design of programs through the lens of accessibility. Implications for international education units, such as the role of partnership building and commitment to Universal Design principles, are discussed.