Pauline Vincenten’s Post

December 3 marks the International Day of Persons with Disabilities, a day to honour the dignity, rights and contributions of persons with disabilities worldwide. This global observance highlights the importance of fostering accessibility, inclusion and equity in our communities. It is also closely tied to Human Rights Day, observed on December 10, as both emphasize the fundamental rights of equality and freedom from discrimination. For people with disabilities, removing barriers and promoting inclusion are critical steps toward ensuring full participation in society. At UNBC, the 2024-2026 Accessibility Plan is guiding efforts to create spaces and opportunities that reflect the needs of our communities. By addressing barriers through initiatives like developing campus accessibility guidelines, improving parking and transportation and ensuring inclusive intramural sports, the university is working to foster environments where all individuals can thrive and contribute meaningfully. Learn more about UNBC’s Accessibility Plan and how the university is driving meaningful change: https://lnkd.in/gneKQgXw #ThisIsUNBC

💥The Global SEN and Inclusion Network is an initiative though to foster conversations with #professionals and #advocates from around the world around #neurodivergence and its cultural significance. #GLOSIN believes that discussions of the #culturalperception of #specialneeds and #disability in #education is important for a number of reasons: 👌1. Promotes #InclusiveEducation Knowledge of cultural attitudes toward disabilities will help professionals and advocates to provide inclusive learning environments. Disabilities are viewed differently across different cultures, which ranges from acceptance and inclusion to stigmatization or misunderstanding. Awareness enables to strategize how all students, irrespective of ability or culture, are included. 👋2. Builds Trust with Families #Culturalbeliefs about disabilities affect help-seeking behaviors in service referrals for children. In fact, some cultures believe it is a private concern that should be "cured" rather than supported. A recent survey by #MHST is focusing on finding non- invasive ways to reaching out to Black-African and Black- Caribbean individuals and families ( though not only) because of this reason. #Culturalsensitivities are an important part of building relationships and trust. When these are understood and given regard by educators, they can liaise meaningfully with families and engage collaboratively with #supportservices. 👏3. Avoidance of #Biases and #Stereotyping Cultural impression about a case may unconsciously affect educators' judgment to assess students with special needs. In discussions, this helps them to question biases and ultimately treat students at par while assessing them with fairness. 🤝4. Facilitates #Equity in Utilizing Resources Some cultures may not advocate for their children because of #languagebarriers, unfamiliarity with the educational system, or cultural beliefs about disability. The #culturallyresponsive educator can make sure that all families are aware of their rights and have access to resources and support systems. 😊5. Supports #SocialEmotionalWellBeing Students from other cultural backgrounds may feel alienated when their needs are not understood. Discussion of cultural perceptions helps the educator to address social and emotional challenges and make all students feel included. 💫6. Guides #ProfessionalDevelopment Those educators who are aware of cultural dynamics can seek professional training in areas where their knowledge is lacking and thus become more capable of helping students effectively. What do you think? 👉 www.glosinnetwork.org

So far #phdlife #publications: Grace, J. and Nind, M. (2024), "Creating Insight About Inclusion Together With Young People With Profound Intellectual and Multiple Disabilities", Rose, R. and Shevlin, M. (Ed.) Including Voices (International Perspectives on Inclusive Education, Vol. 23), Emerald Publishing Limited, Leeds, pp. 77-87. https://lnkd.in/eHWRthPj Grace, J.; Nind, M.; de Haas, C.; Hope, J. (2024) Expanding Possibilities for Inclusive Research: Learning from People with Profound Intellectual and Multiple Disabilities and Decolonising Research. Soc. Sci. , 13, 37. https://lnkd.in/enwNfBgZ Grace, J. (2022) Share their picture, say their name. Is it safe to share photos of people with profound intellectual and multiple disabilities online? The ethics of being presented to the online world. PMLD Link. 34. 3. 103. www.PMLDlink.org.uk de Haas, Catherine, Joanna Grace, Joanna Hope, and Melanie Nind. 2022. Doing Research Inclusively: Understanding What It Means to Do Research with and Alongside People with Profound Intellectual Disabilities. Social Sciences 11, 4: 159. https://lnkd.in/eei8gSkt

𝗗𝗿 𝗥𝗲𝗯𝗲𝗰𝗰𝗮 𝗦𝘂𝗺𝗮𝗹𝗶𝗻𝗶, an expert in 𝗖𝗲𝗿𝗲𝗯𝗿𝗮𝗹 𝗩𝗶𝘀𝘂𝗮𝗹 𝗜𝗺𝗽𝗮𝗶𝗿𝗺𝗲𝗻𝘁 (𝗖𝗩𝗜), highlights the unique challenges faced by children with this condition. In this reel, she discusses common difficulties such as recognizing faces, interpreting facial expressions, catching a ball, and solving puzzles. 🧠👶 Understanding these challenges is crucial for providing appropriate support and accommodations and fostering a more inclusive environment for children with CVI. ❤️🌍 🔗Click the link for more details - https://lnkd.in/gHNr9iwj Stay tuned for more updates from Dr Rebecca about CVI and how to manage it. 🧑⚕️📢🌟 #CVI #VisualImpairment #Neurodiversity #SpecialNeeds #Education #Inclusion #Awareness

🔊 Making Voices Heard: Empowering Young People with Special Needs 🔊 A groundbreaking study, published in Frontiers in Education, highlights how citizens' panels can help young people with special educational needs and disabilities (SEN/D) contribute to shaping policies that directly impact their lives. This approach gives young people the chance to be heard and play an active role in creating more inclusive policies. #InclusionMatters #SpecialEducation #SEN #YouthEmpowerment #PolicyChange #CitizensPanels #InclusiveEducation #MakingADifference #DisabilityAdvocacy #FrontiersInEducation

Elevate 2024 online conference is on today! 🤩 6 sessions set to inspire practice and get your reflective juices flowing. Will I see you there? #ecec #conference #professionaldevelopment #inclusion #education

Embracing Inclusion in Education At Spring Communities, we believe that every person, regardless of ability, deserves an equal opportunity to learn, grow, and thrive. On this #WorldDisabilityDay, we reaffirm our commitment to creating inclusive educational environments where students with disabilities are supported, celebrated, and empowered. Inclusion means more than just physical access — it’s about fostering understanding, breaking down barriers, and providing the tools necessary for all students to succeed. We are dedicated to working with schools to integrate accessible resources, adaptive teaching methods, and a mindset of compassion and respect. Together, we can create schools where every student feels valued, every voice is heard, and every ability shines. Let’s continue to build a future of equality, opportunity, and acceptance for ALL. #WorldDisabilityDay #InclusionMatters #AccessibleEducation #SpringCommunities #EveryAbilityMatters #DisabilityInclusion #EmpowerThroughEducation #EqualOpportunities

3rd December is the UN's International Day of Persons with Disabilities. In the UK less then 6% of academics declare that they have a disability. I'm 1 of 2620 academics who do. To introduce myself here is a blog I wrote in 2022 called 'I've never Dickens: Being a Dyslexic Victorian Historian'. This year's theme is "Amplifying the leadership of persons with disabilities for an inclusive and sustainable future." To amplify my own leadership in the area: I am the project lead on LJMU's Disabled Researchers Hub, funded through the Research England's 'Enhancing Research Culture' initiative. The project aims to 1) Identify the structural barriers faced by disabled researchers in higher education and 2) Explore how to build a positive research culture for disabled researchers, at LJMU and beyond.

UnidosUS recently released a “Latinos and Higher Education Survey,” revealing the experiences and barriers faced by Latino students. Higher education remains a pathway to better futures. Yet, many students face challenges like food insecurity, financial aid complexity, lack of diversity, and the need to work full-time while studying. At EdTrust, we recognize the urgent need for support. Our recent SNAP webinar highlighted the food insecurity crisis affecting students, with 85% of Latino students facing these issues. Additionally, the FAFSA process still poses obstacles, especially for mixed-status families, as we’ve found in our ongoing FAFSA accessibility efforts. Students’ sense of belonging is also critical to success; 47% of Latino students report incidents that undermine campus diversity. Through our DEI Tracker, we’re monitoring campus climates to better understand and support students of color. Explore the full UnidosUS report: https://edtru.st/3UorfWS #LatinoEducation #HigherEd #EquityInEducation #UnidosUS #DEI

Back in February, I had the honour of being part of a discussion on "Finding a Balance That Works for You" at the first-ever Ontario Summit for Students with Disabilities alongside co-panelists Tam Pham, Corbin M., and our skilled moderator Jules Koncovy. The conversation unpacked our respective experiences managing wellness and productivity, juggling competing demands, and prioritizing health as individuals and students navigating the world with disabilities. Themes that emerged ranged from identifying priorities that align with our individual values to managing the delicate equilibrium between career demands and personal wellness. I shared my experience going from engineering to law as a neurodivergent person with speech difficulties and my advocacy for greater inclusion in STEM spaces. The Summit has now released a pivotal report that consolidates the experiences of over 100 students, shedding light on the barriers faced by students with disabilities and proposing pathways for enhancing accessibility and inclusion on campuses across Ontario. This report is not just a summary of Summit discussions but a call to action for all stakeholders in the educational sector to engage meaningfully with the experiences of disabled students and to drive change toward more inclusive academic environments. I invite my network to read the full report and join in advancing the crucial conversations about accessibility and disability inclusion. Download an illustrated PDF or a MS word document version of the report here (please reach out to Samantha Fowler, MScCom if additional alternative formats are required): https://lnkd.in/g35brkup A special thanks to the University of Waterloo, McMaster University, University of Windsor, and Toronto Metropolitan University for supporting the event and, most importantly, to the incredible Samantha Fowler, MScCom and Emma Collington for leading this groundbreaking initiative! #Accessibility #Inclusion #DisabilityAdvocacy #disabledstudents