Day 15: Disability & Education
# Disability
# Equity
21-Day Disability Equity Challenge
October 21, 2026Learn More:
Read:
- Megan MacDonald, Youth Today – Students with Disabilities Often Left on the Sidelines When It Comes to School Sports
- Michigan Department of Education – Schools Prepare Students Who Receive Special Education Services for Post Secondary Education and Employment
- Andrew Lee, Understood – IDEA, Section 504, and the ADA: Which Laws Do What
Watch:
- Special Olympics – Unified Sports: Intramurals Side by Side, Unified (4:40, includes captions and transcript)
- Lainey Feingold, 3Play Media – 2025 Digital Accessibility Legal Update: What You Need to Know Right Now (57:21, includes captions and transcript)
Listen:
- Autism Goes to College Podcast – Dom Graduates from Bridgewater State! Grad School, Autism Advocacy & Campus Life Up Next (28:55, includes captioned video, Transcript )
- Opportunity Gap with Julian Saavedra Podcast, Understood – Preparing Kids for Life After High School (29:05, includes transcript)
Discussion:
- Think about a time when you felt accepted, supported, and included in school. What made that true or possible? How might schools leaders, students, and families create those opportunities for students with disabilities and others?
- What is one change a school, college, or training program could make to better supports students with disabilities?
- Feel free to share any thoughts you have on Day 15 in our Forum post.
Image:
[Image description: A young, Asian Deaf man using a laptop computer for online video conference call learning and communicating in sign language.
Community Conversation
Please join us for our second of two community conversations facilitated by Disability Network Southwest Michigan, offering the opportunity to connect with others taking the challenge and gain deeper learning from experts in the field.
Register today:
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Day 15: Disability and Education
When you think back to your school years, what do you remember most? Maybe it was your favorite teacher, eating lunch with friends, playing on a sports team, going on field trips, joining band or choir, attending prom, or finally walking across the stage at graduation. For many students with disabilities, those memories can look very different. School has often been about much more than learning. It has also been about fighting for the opportunity to belong.
Less than 50 years ago, many children with disabilities, like Judy Heumann , were denied a public education. Some were told they couldn't attend their neighborhood school. Others were placed in separate classrooms or schools with little opportunity to learn alongside their peers. This history is important because access to education can shape a person's future. Being given the same opportunity to learn, build relationships, and develop skills can help people with disabilities reach their goals and participate fully in their communities.
That began to change in 1975 when Congress passed what is now known as the Individuals with Disabilities Education Act (IDEA) . IDEA guarantees eligible students with disabilities a Free Appropriate Public Education (FAPE) . This means students with disabilities have the right to a public education that meets their individual needs. IDEA also requires students to learn in the Least Restrictive Environment (LRE) meaning they should learn alongside students without disabilities as much as possible. An Individualized Education Program (IEP) outlines the services, supports and goals a student needs to receive in their education.
Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) further strengthened these protections by prohibiting disability discrimination and requiring equal access to educational opportunities. These protections also apply to higher education, helping students with disabilities access college programs, classes, and campus activities.
Today, about 8.2 million students , or roughly one out of six students in the United States, receive special education services through IDEA. This number reminds us that disability is a natural part of every school community.
Laws, expectations, and opportunities have changed, but barriers still exist. Michigan schools continue to face shortages of special education teachers and other specialized staff, even though the state has increased the number of teachers over the past two school years. As a result, families often experience long waits for evaluations or difficulty navigating the special education process, while schools work to balance limited funding with growing student needs.
Another barrier some students with disabilities face is graduating with a Certificate of Completion instead of a high school diploma While a certificate of completion recognizes a student's participation in school, it’s not the same as earning a diploma. It limits future opportunities for college, career training, military service, and employment. Too often, students are held to lower expectations instead of being given the support they need to earn a diploma. Research continues to show that when students receive appropriate accommodations, high expectations, and the services guaranteed under IDEA, many can successfully earn a diploma and pursue the future they choose.
Over the past two years, the federal government has made some structural changes to special education oversight. It has shifted responsibilities from the Department of Education to the Health & Human Services and Justice departments. Advocacy organizations, including The Arc , have expressed concern that dividing oversight could create confusion and weaken accountability for students and families.
The transition to higher education brings new challenges as well. Unlike K-12 schools, colleges and universities are not responsible for identifying students who need accommodations. Students must choose to disclose their disability, provide documentation, and request accommodations themselves. Because of stigma, uncertainty, or simply not knowing where to start, many students never ask for the accommodations that could help them succeed.
There are many reasons to be hopeful. Across Michigan, schools are creating more inclusive opportunities through programs like co-teaching, student-led IEPs, access to Assistive Technology, and partnerships with Special Olympics Michigan for unified sports. Colleges and universities are also expanding disability support services. New digital accessibility rules from the Department of Justice will improve disabled students’ access to online learning. Together, these efforts are producing more opportunities for students with disabilities to learn, lead, and achieve their goals.
The goal has never been to give disabled students an advantage over others. It's to make sure every student has the opportunity to reach their full potential. Education is about more than earning a diploma or degree. It’s about having the opportunity to learn, try new things, build friendships, discover your strengths, and prepare for whatever comes next.
Take Action:
Think about the schools, colleges, or training programs in your community. Are students with disabilities able to take part in all areas of school life? Can they take advanced classes, join career and technical education programs, participate in clubs, athletics, theater, and student government, or study abroad? If not, ask what barriers may be getting in the way.
Whether you're a parent, educator, employer, volunteer, coach, or community member, you can help create better opportunities for students with disabilities. This might mean making sure events and activities are accessible, supporting students who ask for accommodations, encouraging students to explore their interests and goals, or challenging low expectations.
Look for examples of schools, colleges, and disability lead organizations that are creating opportunities for students with disabilities. What are they doing that could be used in your community? Supporting students means more than helping them get through school. It means giving them opportunities to learn, participate, build relationships, and pursue their goals.
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