Introducing Shawn
When Shawn first joined Dolphin for a virtual work experience placement, he was a sixth form student with a passion for music, numbers and technology. As a visually impaired young person, Shawn was keen to learn more about the workplace, accessibility and the different roles that help businesses succeed.
During his time with us, Shawn wrote the following blog about accessibility in education. Drawing on his own experiences, exploring the barriers disabled students can face, and sharing practical ideas for creating more inclusive learning environments.
Since then, Shawn has continued to achieve great things! Now 19, he is preparing to start university and a degree in accounting, a subject that reflects his long-standing interest in working with numbers.
Shawn has also developed an interest in accessibility, technology and software testing, and continues to use his experiences to advocate for greater inclusion and understanding.
We're delighted to share Shawn's blog. His insights remain as relevant today as when he first wrote them, offering a thoughtful perspective on how schools can better support disabled students and create environments where everyone can thrive.
The Importance of Accessibility in Schools: Making Education Truly Inclusive
Education is meant to be for everyone, but for students with disabilities, the system isn’t always as accessible as it should be. While accommodations like extra time in exams exist, they don’t fully level the playing field. True accessibility means making sure disabled students are included in all aspects of school life, from learning to social activities. Here are some key areas where schools can improve accessibility and why this matters.
Extra Time in Exams, but Not in Learning
Students with disabilities, such as visual impairments or dyslexia, often receive 50% or even 100% extra time in exams. But what many people don’t realize is that we don’t get extra time to learn the content. While sighted students can quickly glance at a diagram or a paragraph and absorb information, visually impaired students might need to listen to descriptions, use assistive technology, or navigate through digital material differently—all of which takes longer. Schools should recognize this and provide additional learning support, whether through extra teaching sessions, flexible deadlines or alternative learning resources.
Inclusion in PE and Other Social Activities
Feeling left out is something many disabled students experience, especially in activities like PE. For example, I didn’t enjoy PE much because the boys in my class would always play dodgeball. Of course, they should be free to play the games they enjoy, but PE teachers should also ensure that disabled students have a chance to participate in ways that include them.
One of my most memorable experiences was when a supply teacher (who also happened to be my RE teacher) covered my class one cold Monday morning. The teacher liked me, but that's not really the point! We had all of my classmates play football with their eyes closed. Some of my friends told me afterward that they finally understood why I needed a cane, and that really touched my heart. Moments like this help build empathy and make school a more inclusive place.
Better Classroom Communication
A simple phrase like “Look at the board” can be frustrating for a visually impaired student. Instead, teachers could describe what’s on the diagram or explicitly say, “Go to slide 25,” so that vision impaired students can follow along without unnecessary confusion. Small adjustments like these make a huge difference in ensuring that all students can engage with the lesson equally. As well as this, giving disabled students feedback allows them to improve and develop their skills.
The DFE has the following to say on exclusion:
“Exclusion is a top concern for many of our families. Schools could be acting unlawfully if excluding pupils because of behaviour resulting from their SEN. They must also consider other support and measures first, using suspension and exclusion as a last resort. And sadly, these figures will be the tip of the iceberg.
We know that many disabled children are also regularly excluded by unofficial means: put on part-time timetables or kept away from certain activities, for example.
It is vital that children with SEN get the right support, in a suitable setting, to reduce this disparity in exclusion and suspension rates. Being excluded from school has a devastating impact on a child’s education and mental health, as well as that of the whole family.”
Read more in this article: Disabled children still excluded from school more than non-disabled peers
Understanding That Disabled Students Need Breaks
Teachers care about their students’ academic success, but sometimes they forget that disabled students may need more frequent breaks. Processing information through assistive technology, reading Braille, or using screen readers takes mental energy, and long school days can be exhausting. Schools should allow disabled students some flexibility—whether it’s a short break to rest, a quiet space to relax, or time to vent frustrations.
Rethinking Exam Seasons for Accessibility
Exams are stressful for everyone, but for students who take four-hour-long papers due to extra time, they can be mentally draining. Perhaps schools and exam boards should consider extending the exam period so disabled students don’t have to take back-to-back long exams with little recovery time. Not only would this help students with disabilities, but it would also give sighted students more time to revise.
Many people have said to me in envious voices that I'm so lucky to have extra time in exams. They think that I can get 100% in all exams because I have more time. This extra time is not for getting marks. It is for the student to process, read and understand the diagrams and questions presented in front of them. Students with dyslexia, visual impairments, or ADHD may need to tell their assistant what to write as their answer. That takes a while because the student needs to talk slowly enough for the scribe assistant to catch what the student is saying in order to write it down. Having extra time to do that outside the exam setting enables both the student and the scribe assistant to get a feel for what they should do when under examination pressure.
Why Don’t We Talk About Ableism More?
Schools often hold assemblies on important social issues like racism, LGBTQ+ rights, and the dangers of vaping or smoking. And of course, let’s not forget the school rules being repeated for the 100th time, something I’m sure even teachers are tired of saying. But one topic that rarely comes up is ableism.
Ableism, discrimination against disabled people, is just as real as any other form of discrimination, yet it’s hardly addressed in schools. Many students (whether sighted or not) don’t even realize how their words or actions can make disabled classmates feel excluded. Talking about ableism more often in assemblies could make them more engaging while also teaching students practical ways to be more inclusive.
For example, something as simple as reminding students to give up their seat on a bus for a disabled person, or explaining why accessible spaces should be respected, can make a difference. Schools should create a culture where accessibility and inclusion are second nature, not just an afterthought.
Perhaps schools can celebrate
International Day of Persons with Disabilities is every December 3rd. On this day, children can have assemblies about disabilities and give disabled children some power. They could make their voice heard and talk to their peers about what disability means to them and how to treat people like them.
There are many misunderstood stereotypes online. For instance, people with disabilities are sometimes considered to be childlike and innocent and are spoken down to. People with disabilities are often thought of as dependent and incompetent. Some employers might think that hiring disabled people could ruin their reputation or be the downfall of their company. This is not true! According to health.org.uk, the unemployment rate for disabled people is 5.9%, compared with 3.2% for non-disabled people. These statistics need to be shared with children so that change can be made immediately.
Teachers Need Training on Accessibility and Assistive Technology
Many teachers want to help their disabled students but don’t always know how to use the assistive technology those students rely on. Training teachers on how to use screen readers, Braille displays, or other accessibility tools would make a huge difference in the classroom.
If this means adding an extra INSET day, then so be it! Sighted students will probably just enjoy the extra day off, and disabled students will appreciate that the training is happening for them. In the long run, this benefits everyone—teachers will feel more confident in supporting their disabled students, and those students will feel more comfortable knowing their teachers are making an effort to understand their needs. A little extra training can lead to a happier, more inclusive learning environment.
Other Ways to Improve Accessibility in Schools
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Accessible Resources: Schools should ensure all digital and physical learning materials are accessible. This means providing textbooks in accessible formats like Braille, large print, or digital versions that work with screen readers.
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Teacher Training on Accessibility: Many teachers want to help but don’t always know how. Regular training sessions on assistive technology and disability inclusion can make a huge impact.
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Accessible School Layouts: Schools should have clear, navigable spaces for visually impaired students, including tactile markings, clear signage, and obstacle-free pathways. Perhaps contrasting colours and big fonts can be used too.
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Awareness Activities: Activities like the one my supply teacher did, where students experience temporary visual impairment, can help classmates understand the challenges disabled students face and foster a more supportive environment.
Final Thoughts
Accessibility in schools isn’t just about accommodations; it’s about ensuring that every student has an equal opportunity to learn, participate, and feel included. With a few simple changes, schools can create an environment where disabled students don’t just survive, but thrive.
Shawn’s work experience with Dolphin was organised in collaboration with Blind in Business, a charity that helps blind and visually impaired young people build confidence, develop workplace skills and pursue their career ambitions.
Dolphin Assistive Technology for Education
Many of the practical barriers Shawn highlights can also be reduced through accessible technology.
Dolphin’s assistive technology helps people with visual impairments access digital learning materials, read and navigate information, and work more independently at school, university and in the workplace.
Technology cannot remove every barrier, but when combined with inclusive teaching, appropriate training and a willingness to listen to disabled students, it can help create more equal opportunities.
Learn more about Dolphin assistive technology for education, and find out how it will make a difference at your school.
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