Forging the Resistance Part 1 Workshop

About the Workshop

Disabled students remain one of the most marginalized and unseen populations in higher education. Between 80–90% of disabilities are invisible, and many students—especially those who are non-white and non-male—go under- or undiagnosed. While over 40% of students self-identify as disabled, fewer than 15% have official accommodation letters.

One shared challenge among many disabled students is executive dysfunction, which often shows up in classroom settings. This workshop will explore disability and access in higher education, focusing on executive dysfunction and practical ways to create more accessible and inclusive learning environments.

By the end of this interactive session, participants will:

• Gain an introductory knowledge of disability and access to better advocate for students.
• Understand executive dysfunction beyond harmful myths of laziness or lack of effort.
• Leave with a toolbox of strategies and techniques to build accessibility into teaching practices and classroom structures.

Facilitator

Dr. Sam Ridgway (they/them) is the founder of The Access Alliance, a higher education professional development and consulting agency. Their research and practice focus on creating accessible educational spaces, developing interventions that address student access needs, and educating faculty on the realities of disability in the classroom.