The idea of universal accessibility in public spaces is often thought of with wheelchairs and stairs. However, there are many different abilities that are often not visible and could create hardship for those who do not necessarily “fit the mold” of the environment they are in. Universal accessibility should be broadened to consider those with different abilities that are often not visible, especially in public service environments such as hospitals or schools.

It is not enough to tolerate difference – this is to merely allow it to exist. We must also welcome difference.

I remember the day someone first said to us that our son might be Autistic – have Asperger’s Syndrome. Daniel was in the 5^th grade and my husband, Mike, was attending his annual Special Education ARD (Annual Review and Dismissal) meeting. I was in the car driving to my graduate school class when my husband called – confused and unsure of what the SPED staff was talking about.

Daniel received private speech therapy. Then, when he entered school he received speech therapy and for a time occupational therapy. We knew that he had social and communication challenges but up to that point we just thought of it as Daniel’s quirky personality. On some levels it was a relief to give it a name but it also brought so much fear and uncertainty.

Looking back, I think it was in some ways a blessing to give a name to his unique qualities relatively late in his development.

We were able to treat the challenges that came up as specific issues that needed to be addressed. When he had trouble relating to or communicating with children or teachers I would problem solve each incident with no expectation that he could not respond in a more “neurotypical” way.

The diagnosis did provide us some benefits. It allowed us some extra protections and accommodations that allowed Daniel to grow, explore, and participate in school in ways that would have been difficult otherwise. The diagnosis served as a protective shield when teachers and the school culture were not accommodating.

Daniel desperately wanted to participate in the Audio-Visual program at his high school.

Amy Mulholland

In addition to being a wife and the mother of three sons (and 2 dogs), Dr. Amy Mulholland has 20 years experience as an educator. Her middle son is on the spectrum and in an effort to figure out his life and learning experiences she sought to understand the emotional, social, and educational needs of children that learn differently. Amy has taught preschoolers, middle schoolers, and college students. Additionally, she worked as a parent educator, helping parents understand the unique needs of their children. Amy received her Doctorate of Education in Curriculum and Instruction (Social Education) from the University of Houston in 2009. Most recently, Amy works and volunteers for several local nonprofits that advocate for vulnerable children.