We know you are committed to addressing the needs of all learners in your program. It can feel daunting to think of all the things you can and should be doing to support all learners, including those with learning differences and disabilities. Remember that you are not starting from scratch, and you are not working alone! Learners themselves are the experts on their experiences and will be your co-pilots. Chances are, you are already implementing inclusive practices at the program and classroom levels. 

“I think the most useful piece of advice is to do everything you can. While this may seem intimidating, it is actually less scary than looking at the checklists and seeing all the things you ought to do. The reality is that funding for programs is very limited, so there is only so much you can do as an organization. It is relieving to know that we aren’t expected to do more than we can do, but we are expected to do all that is within our power” - ADA Coordinator Training participant

What is “within your power”? To help you make the mindset shift from overwhelmed to empowered, keep these core understandings in mind: 

  • Learners are in charge. Learners are the authority on their own experience. Trust them! When in doubt, ask learners what helps and hinders their learning. 
  • There is nothing to “fix.” Disabilities and differences in learning are not something that needs fixing. All learners need acceptance and recognition, and in some cases specific services and accommodations. 
  • Have a purpose for assessing. Before deciding that you need to assess learners for learning differences and/or disabilities, ask yourself about the purpose of the assessment. Is it to provide accommodations? Is it to get them more time on a test? Be clear about your purpose. 
  • Practice good teaching. While specific accommodations for individuals are sometimes required, inclusive teaching practices improve learning for everyone (following the principles of Universal Design for Learning). When UDL practices are in place, learners with invisible struggles or undisclosed learning differences benefit from the strategies put in place to accommodate their peers. To learn more:

Support and Resources

We have resources, tools, and learning opportunities to support you, no matter what your role!

Advising and Support Services

Many advisors end up becoming disability advocates as they help students navigate resources and systems as well as career and education options. 

Accessibility in Digital Literacy

Fostering Inclusion Through Educational Leadership

Directors and other program leaders can promote disability inclusion by involving everyone—especially students and staff with disabilities—in program-wide decisions. Here are some strategies: 

  • Create a student council or other student leadership group with advisory capacity to inform program planning and policy.
  • Avoid top-down decision-making. Rather, create inclusive processes that foster shared ownership (vs. “buy-in”) and mutual accountability.
  • Ensure that all stakeholders have a voice and opportunities to shape the vision, design, and culture of the program. 
  • Set aside time during staff meetings for staff to share strategies for supporting students with disabilities and learning differences, or reach out to SABES to schedule a program-based PD or coaching.

Learning Opportunities for Everyone

Additional Articles From the PSPDC

Remember, the PSPDC is here to support you! For questions, support, or coaching please contact Dani Scherer at dani_scherer@worlded.org.

Topic Area
ADA (Americans with Disabilities Act)
ADEI (anti-racism, diversity, equity, and inclusion)
ADEI Professional Growth
Advising
Education Leadership & Program Management
Learning Disabilities / Differences
Media Type
Document
Resource Type
Resource
PD Team
SABES Program Support Team
Action Type
Act
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