Disabilities can be hidden or visible and can be diagnosed earlier or later in life, thus one should not assume the disability status of a person just by looking at them. Disabilities come in many forms and 1 in 4 Americans are said to have a disability.
Developmental disabilities
Physical disabilities: school grounds should be designed in a way that is accessible for all.
Universal design learning is an idea that takes into consideration that each, unique child learns differently. Thus, teaching methods in the classroom should be varied with different audio-visual, social and tactile mediums, in addition to traditional classroom lectures. Learn more about universal design learning at the novak education website:
https://www.novakeducation.com/guide-to-udl
When we design with the most marginalized in mind, all are included and the environment actually works better for everyone. For example, low emotional intelligence is correlated with adverse childhood experiences (ACEs) but even those without ACEs benefit from social-emotional learning (SEL).
Students can work together, side by side, at different levels using technology. Students can learn together at an even plane field, helping to combat the systematic exclusion of persons with disabilities from the beautiful gifts of community.
Learn more about City Connects Mary E. Walsh Center for Thriving Children: https://www.bc.edu/content/bc-web/schools/lynch-school/sites/ctc.html
Learn more about Boston College Special Education Licensure offerings: https://www.bc.edu/content/bc-web/schools/lynch-school/academics/departments/tcs/special-education-licensure-offerings.html
Designing for all really entails lifting up and giving voice to those with disabilities. In her book From Inclusion to Justice, Erin Raffety discusses how those with disabilities need to be a part of the decision making in our communities. Learn more: https://www.baylorpress.com/9781481316941/from-inclusion-to-justice/