What does this mean for Accessible Education?

Now that we have uncovered the disability history and context that underpin this resource, we will move on to explore the principles of Accessible Education that will help us respond to and redress this history, followed by concrete strategies you can apply to do so.

Self-Reflection

• Have you had a conversation with anyone about their preferences regarding disability language? What did you learn from your discussion?

• Which types of disability language do you tend to use in conversation, lecture, or written course materials like your syllabus? Why is this? Who might feel included or excluded by your word choices?

• What sorts of disability advocacy have you seen in the news, in the community, on campus, in your department, or in class? In what ways have students and colleagues advocated for people with disabilities? How might you further notice, draw attention to, support, and/or participate in this ongoing organizing work?