Iowa State students create adaptive clothing for kids with brain disabilities

Iowa State students are leading the way in inclusive design. Through a partnership with the International Institute for the Brain (iBRAIN), students created adaptive clothing for children with brain-based disabilities—pieces that are both functional and expressive. Their work was recently showcased at New York Fashion Week. To read more: https://bit.ly/3X4b1mI 📷: Photo courtesy of iBRAIN

Brand new disability + technology course just dropped! Graduate students at University of Michigan - School of Information - this one is for you. I am DELIGHTED to offer a brand new course starting Winter 2026 for graduate students. This is a soul-course for me - the course I've been wanting to teach for a long time. I am so proud that UMSI is invested in educating a new generation of inclusive, human-centered designers. This course has it all - critical disability perspectives, design practice, and epic disabled guest speakers to teach us along the way. Course Description: Technology reflects the values of the designers who create it. Even the most technical design work is influenced by who designers are and how they approach problem-solving. When we don’t pay attention to the values we are lifting up by design, technology can propagate unexamined biases and cause (often unintentional) harm to already marginalized communities. In this course, students will investigate the values they prioritize in design processes and explore design methods that support those values. We will deep-dive into the value of disability justice to examine the complex relationship between disability and technology as a case study for values-centered design. Message/email me for the full syllabus. See you in January.

"Bracelets are for girls.” A short statement from my son yesterday — and it opened a long conversation.😵💫😅 He was home sick, we looked through a toy catalogue, and he stopped at a page with bracelet kits. “Bracelets are for girls,” he said. Two minutes earlier he had been wearing my bracelets and necklaces with full joy.😅 but he insisted these toys to create bracelets are for girls.... what I did...I talked about (male) friends who create their own bracelets and others who wear them on stage and others who design bracelets and necklaces selling them, all different people.. from gender to age groups... still...What stayed with me is how early these ideas form. Research from the Harvard GenderSci Lab and UNESCO shows that children start absorbing gender norms between age 3 and 5. These early messages become the base for later beliefs — also at work. In my work, I see the same pattern. Adults still act from habits shaped in childhood. Not consciously, but visible in who gets tasks, who gets trust, and who is seen as “a natural fit.” So what can we do? As parents: • Talk about stereotypes when they show up 🗣️ afspte ftontour kids age of course.. • Show examples that break the pattern 📚 • Encourage kids to try things without labels 🎨 • Use simple language to explain that interests have no gender 💛 As professionals: • Question “fit” and “style” when making decisions 👀 • Rotate tasks so people grow beyond expectations 🔄 • Use research on bias in daily routines, not only in training sessions 📑 • Create space in meetings where different voices contribute 🌐 The question for all of us: Which early messages are still shaping how we treat others today? This is exactly why we created the Academy for Diversity and Innovation Anna Zelno We bring experts together to rethink inclusion from a practical and research-based perspective — in Málaga and beyond 🌐.

💡When inclusion is contained within the walls of our classrooms, we've got a problem. Let's take a look down the hall and into the offices... Years ago, I worked with a school founder to revise their 𝘀𝘁𝘂𝗱𝗲𝗻𝘁 𝗱𝗿𝗲𝘀𝘀 𝗰𝗼𝗱𝗲. At first glance, it looked comprehensive: a full page of what girls could and couldn’t wear, types of shoes, ok hairstyles, and accessory do's and don'ts. In a very traditional culture, this wasn't surprising. But when we reached the section for boys - just two short lines about the color of pants, shirts, and shoes. 🚩 That imbalance told a bigger story. Policy wasn't focused on students, or safety, or even tradition. It revealed an undertone: we scrutinize girls. Regardless of organizational or cultural gender beliefs, 𝘁𝗵𝗲 𝗺𝗮𝗴𝗻𝗶𝗳𝘆𝗶𝗻𝗴 𝗴𝗹𝗮𝘀𝘀 𝗶𝘀 𝗼𝘂𝘁 𝗮𝗻𝗱 𝗶𝘁'𝘀 𝗳𝗼𝗰𝘂𝘀𝗲𝗱 𝗼𝗻 𝗼𝗻𝗲 𝘀𝗽𝗲𝗰𝗶𝗳𝗶𝗰 𝗴𝗿𝗼𝘂𝗽. 🔍 When that mindset shows up in a dress code, it often shows up elsewhere too: 👉🏽 in how academic support is offered 👉🏽 in who gets access to extracurriculars 👉🏽 in how staff communicate with families So we rewrote it. We replaced gendered language with neutral terms. We focused on clear expectations and logical consequences to shift behavior (not punishments). 📊 𝗪𝗶𝘁𝗵𝗶𝗻 𝟲𝟬 𝗱𝗮𝘆𝘀, 𝗱𝗿𝗲𝘀𝘀 𝗰𝗼𝗱𝗲 𝘃𝗶𝗼𝗹𝗮𝘁𝗶𝗼𝗻𝘀 𝗱𝗿𝗼𝗽𝗽𝗲𝗱 𝗯𝘆 𝟯𝟬%. Less time spent on policing and paperwork. More time supporting learning. And a healthier school culture as a result. Inclusion isn’t only about who’s allowed in the classroom. It’s about how the systems surrounding that room are built. Where might your systems—policies, spaces, or communication—be sending messages you didn’t intend? #InclusiveEducation #Leadership #SchoolCulture #EquityInEducation #TeachingUp

As U.S. schools explore ways to integrate emerging tech into daily operations, a growing number of special education teachers are using generative AI to help write and manage documentation for students with disabilities, according to a recent report by the nonprofit Center for Democracy and Technology (CDT). The findings point to a fast-moving shift — one that brings both opportunities and risks — for educators who draft Individualized Education Plans (IEPs), or legal documents that outline how an educational program for a child with disabilities is designed to meet their specific needs. While many teachers say AI helps reduce work time, CDT researchers warn that its use in this legally mandated process could compromise student privacy, reinforce bias and weaken the personalized nature of supports for students with disabilities required under federal law.

🟤 𝐒𝐡𝐨𝐮𝐥𝐝 𝐒𝐜𝐡𝐨𝐨𝐥𝐬 𝐡𝐚𝐯𝐞 𝐔𝐧𝐢𝐟𝐨𝐫𝐦 𝐏𝐨𝐥𝐢𝐜𝐢𝐞𝐬? 🟤 The question of whether schools should implement uniform policies has sparked considerable debate among educators, parents, and students. Proponents argue that uniforms create a disciplined learning environment and reduce social pressure, while opponents believe they restrict self-expression and fail to address deeper issues in education. Examining both perspectives reveals that while school uniforms can offer certain benefits, they are not a one-size-fits-all solution. Supporters of school uniforms contend that they promote equality among students. Without the pressure to wear fashionable or expensive clothing, students from different socioeconomic backgrounds can feel less judged and more included. Uniforms may also reduce distractions by shifting focus away from physical appearance and toward academic performance. Additionally, many educators believe that uniforms contribute to a sense of discipline and school identity, encouraging students to behave maturely and take pride in their institution. However, critics argue that uniforms limit personal expression, which is particularly significant during adolescence—a time when young people are forming their identities. Clothing is one way students express personality, culture, and individuality, and mandatory uniforms can make them feel suppressed or less valued. Furthermore, opponents point out that uniforms do not eliminate bullying or social inequality; students may still find other ways to highlight differences, such as through accessories or technology. Finally, uniforms can be costly for families, especially when specific clothing must be purchased from approved suppliers. In conclusion, school uniform policies come with both advantages and drawbacks. They have the potential to enhance equality and reduce distractions, yet they may also limit personal freedom and fail to address the root causes of social divisions. Rather than adopting strict uniform policies, schools might consider balanced dress codes that allow students to express themselves while maintaining a respectful and focused learning environment. Ultimately, the effectiveness of uniform policies depends on the values and needs of individual school communities.

From frustration to innovation. After university, our founder, Ross Linnett, was diagnosed with dyslexia and given assistive technology that transformed how he worked and read. But there was a catch, it only worked on one device. After university, our founder, Ross Linnett, was diagnosed with dyslexia and given assistive technology that transformed how he worked and read. But there was a catch: it only worked on one device. That moment stayed with him. It highlighted a simple truth: accessibility shouldn’t be tied to a single device or place. It should be available to everyone, wherever they are. That realization became the spark that started Recite Me, a solution designed to make online inclusion possible for everyone. #Accessibility #DigitalInclusion #AssistiveTechnology Video ALT text: Ross Linnett, CEO and Founder of Recite Me, speaking to the camera.

Two innovative #KingstonUni research projects are in the running for a prestigious Times Higher Education Award 🎉 The winners will be announced at this evening's #THEAwards ceremony ✨ 🩵 Research Project of the Year: Arts, Humanities and Social Sciences - Professor Irene Tuffrey-Wijne and her research team (the KIND Research Group) have designed a toolkit that supports people with learning disabilities to have conversations about death and end-of-life care planning 🤖 Research Project of the Year: STEM category - Professor Vasilis Argyriou is behind a project that has developed a recycling system using robotics and AI to effectively sort textile waste https://lnkd.in/eMG_4N6n

There's a distinction I've been mulling over: inclusion in design and technology versus inclusion through design and technology. The first ensures all learners can access the subject. The second asks: How do we use design and technology to help young people see the world differently? To challenge assumptions? To recognise voices they've never heard? A new chapter in our forthcoming book, Learning to Teach D&T (5th ed) explores this. And honestly, it's reshaping how I think about what we're really teaching. Listen to "Beyond Empathy: What the V&A's Design and Disability Exhibition Taught Me" at https://lnkd.in/egANfR88 What would it mean if your learners left your classroom not just more skilled at design, but more thoughtful about whose perspectives matter? #DesignEducation #DandT #PedagogyMatters

Hair, Identity and Readiness: The Real Question Behind Ghana’s School Hair Debate Ghana’s current debate over whether schoolgirls should be allowed to wear natural or braided hair extends well beyond grooming. It has ignited a deeper national conversation about identity, equality and readiness for change within our education system. For decades, the low-cut hairstyle has been a part of Ghana’s school culture, symbolising discipline, equality and simplicity. Yet, in an era that celebrates diversity and self-expression, many argue that the time has come to allow girls to wear their hair naturally. While this argument is compelling, it raises a practical question we must not ignore: Do our schools have the systems and structures to support this change? 1. Infrastructure and Hygiene Realities In many public schools, especially those outside major cities, basic facilities such as running water, sanitation, and hygiene resources are often limited. Managing long or styled hair requires more washing facilities, supervision and hygiene awareness. Without these, the new policy may create unintentional health and maintenance challenges. 2. The Equality Factor The low-cut rule was never only cultural; it was also a social equaliser. It ensured that all girls looked similar, regardless of background. In a country where many families still struggle to afford hair products or salon care, lifting the rule without support systems could widen class divides among students. 3. Policy Consistency and Teacher Capacity Public schools lack grooming staff and structured guidelines to manage diverse hairstyles fairly. Without clear standards, enforcement risks becoming subjective; one teacher’s “neat” could be another’s “inappropriate.” Any reform must therefore include teacher orientation and monitoring systems to ensure fairness. 4. The Way Forward Rather than a blanket policy change, Ghana could start with pilot schools, testing flexible grooming policies while setting clear hygiene and uniformity standards. This gradual approach would balance cultural expression with institutional readiness, giving schools time to adjust. But beyond the hair debate, we must also remember our current educational priorities. A good number of students who completed the BECE have still not reported to school due to placement challenges. This issue is not a fight between tradition and freedom; it is a call for balance. Ghana’s young girls deserve both discipline and dignity; structure and self-expression. Reforms must, however, be thoughtful. Freedom without systems can deepen inequality. When readiness meets identity, we will have not just a new hairstyle policy, but a more inclusive and equitable school environment for all. As a passionate advocate for global education reform and a student of International Business, true progress in schooling must protect both the child's right to expression and the system's ability to sustain quality and equity. #GhanaEducation #girlseducation