Disability Rights Aren't Just for People With Disabilities
- Charley Jo Vaughn
- May 26
- 4 min read
I want to talk about something called universal design. Universal design reminds me of dear Pete Hoechner, who first taught me about the concept in a way that truly clicked for me.
Why Universal Design Changes Everything
When people hear "disability rights," they often assume it's a narrow issue -- something that only applies to a specific group of people.
But disability rights are actually about something much bigger.
They are about how we design the world.
And when we zoom out far enough, we start to see something important:
We are all already living in a world shaped by disability access.
Universal Design Is Already Everywhere
Universal design is the idea that when we design spaces, tools, communication, and learning environments to be accessible to people with disabilities, everyone benefits.
And once you learn to see it, you can't unsee it.
Who doesn't watch TV with subtitles now?
Captions were created for Deaf and hard of hearing individuals, yet millions of people use them daily:
in loud rooms
while kids are sleeping
to process information better
to follow accents
while scrolling social media
What about elevators?
Designed for accessibility, but now used constantly by:
parents with strollers
older adults
people recovering from injuries
people in a hurry
everyone
Alternative communication?
People often think AAC belongs only in disability spaces.
But what is texting?
Email?
Voice notes?
Social media?
We use alternative communication every single day.
And what about Amazon Alexa or Siri?
Smart home technology can be life-changing for disabled individuals:
voice controlled lights
reminders
environmental controls
safety tools
And yet all of us benefit from the convenience.
Automatic doors at stores.
Speech-to-text.
Predictive typing.
Video calls.
None of these are "special features."
They are examples of accessibility becoming everyday life.
That is universal design in action.
Schools Were Not Always Built This Way
To understand why inclusion matters today, we also have to understand where education started.
For a long time, schooling was deeply cookie-cutter.
And history matters here.
There was a time when students with disabilities were excluded entirely from public education.
Many were segregated into separate systems.
Others were not provided meaningful access to learning at all.
Even students who were included in general education classrooms were not necessarily considered in how instruction was designed.
The expectation was simple:
one lesson
one pace
one way of learning
one way of demonstrating understanding
If a student didn't fit that structure, the system rarely adapted -- the student was expected to.
But students have never been uniform.
Even in today's classrooms, we see incredible diversity, including:
students with IEPs
students with 504 plans
students receiving RTI supports
gifted learners
English learners
students experiencing trauma or anxiety
students with varying communication and processing needs
General education and special education are not separate worlds.
They overlap constantly.
Because the reality is:
all students need access to learning -- just not always in the same way.
The Reality for Teachers
I'm fortunate enough to hold both general education and special education certification, and that perspective has shaped how I see instruction in a very different way.
But most educators do not have that dual training.
And yet they are expected to:
differentiate instruction daily
adjust curriculum in real time
support a wide range of learning needs
manage behavior and emotional needs
close academic gaps
meet standardized expectations
and respond to constantly changing classroom dynamics
Every single year is different because every group of students is different.
No script fully prepares a teacher for that reality.
And still, they show up and try to make learning accessible.
That matters.
Why Universal Design Matters in Education
This is where universal design becomes more than a concept -- it becomes a necessity.
Because when learning is designed from the start with flexibility in mind, we don't have to constantly retrofit instruction after the fact.
Universal design in schools means students can:
access content in multiple ways
show understanding in multiple formats
engage with material in different entry points
receive support without being singled out
experience success in ways that fit their needs
And here's what people sometimes miss:
These strategies don't just support students with disabilities.
They support:
struggling learners
anxious learners
advanced learners
multilingual learners
and often the entire classroom
One important misconception is that teachers "can't" provide accommodations unless a student has an IEP or 504 plan. But many of the most effective supports in classrooms are simply good teaching practices made visible and intentional. There is no reason students cannot access accommodations and supports even if they don't have a formal education plan. In fact, when we wait for a label before offering support, we miss the students who are struggling quietly and haven't been identified yet.
Inclusion Was Never About One Group of Students
One of the biggest misconceptions about inclusion is that it is "extra" -- something added on for a small percentage of students.
But inclusion isn't extra.
It is foundational.
Because classrooms have always contained diverse learners.
Because education has always needed flexibility.
Because students have never been one-size-fits-all.
The more we understand that, the clearer it becomes:
Inclusion isn't a program.
It's a design choice.
Final Thought
When we design systems for access, we don't just help "those students."
We build better systems for everyone.
Disability rights, universal design, and inclusive education are not separate conversations.
They are all part of the same truth:
People learn, communicate, and exist in different ways -- and the world works better when we design for that reality.
Comments