The Small Business Hub at National Disability Institute (NDI) is excited to welcome you to this year’s Disability Owned Convening, a fully virtual, national event taking place on October 21 and 22, 2026.

This accessible event offers a wide range of topics aiming to empower entrepreneurs to navigate an ever-changing business landscape, including leveraging AI, achieving financial health, marketing, accessing support and resources and panels highlighting how entrepreneurs with disabilities seize opportunities and overcome challenges to build thriving businesses.

Over the past four years, this dynamic event has connected thousands of entrepreneurs and small business owners with disabilities, entrepreneurial support organizations, state vocational rehabilitation counselors, policy makers, financial institutions and disability advocates from across the country.

Previous Disability Owned Convening Materials
Discover a trove of insights and inspiration by exploring our collection of archived trainings from previous Disability Owned Convenings! Over the past four years, this dynamic event has united entrepreneurs and advocates, offering invaluable resources and actionable advice tailored for individuals with disabilities. Whether you’re seeking guidance on access to capital, innovative marketing strategies, or tools to enhance your business organization, these archived collections offer a wealth of information.

 

New: Essential Resources for Special Education — from edutopia.org

We’ve gathered advice for teachers on managing student accommodations, navigating IEPs, and much more, as well as ideas for administrators on how to support teachers in this work.

.

 

Each October, during National Disability Employment Awareness Month, or “NDEAM,” we recognize the positive impact of people with disabilities in the American workforce. This year’s NDEAM theme will be “Celebrating Value and Talent,” carrying the spirit of last year’s celebration forward through 2026 in honor of America’s 250th birthday. Learn more: dol.gov/ndeam


Also relevant/see:


The American Dream Employment Network (ADEN)

ADEN is an administrative EN – a consortium of service providers and employers working together to create a path for individuals with disabilities, who are currently receiving Social Security disability benefits, and want to return to, or begin working for the first time. ADEN is an approved Employment Network operating under Social Security’s Ticket to Work program.

Make Work Pay

U.S. Department of Labor – Office of Disability Employment Policy (ODEP) launched Make Work Pay Hub which includes the important role ABLE accounts can play in growing savings for people with disabilities. The hub provides additional resources including The Secure Your Financial Future Toolkit, developed in collaboration with NDI’s LEAD Center. Visitors of the hub will find employment lifecycle stages and tools for employers, service providers and workforce leaders. Thank you to Assistant Secretaries, Julie Hocker and Dan Aronowitz, for sharing how we can all work, save, and build our futures.

AKF Consulting Group published an insightful article this summer, ABLE 2026 Expanding the Reach, encouraging further ABLE outreach to financial planners and other trusted advisors.

 

How to spot bias in your own teaching – and what to do about it — from timeshighereducation.com by Dami Folayan
Bias can materialise as a set of habits no one thought to question. Here’s how to look at your own teaching with clear eyes

Bias in higher education rarely announces itself, but this hidden problem is within a lecturer’s power to put right.

Imagine a criminology lecture on violent offenders, where the slide shows a young Black man in a hoodie. There might not be intended harm or overt racism behind the choice, but that stock image has taught the class something the syllabus never intended: who to picture when we think of a criminal.

Bias takes many forms, and in my research on race, gender and inequality in higher education, it rarely shows up as overt hostility. Far more often, it’s a habit no one has stopped to question, in how we choose examples, award marks and decide who we expect to struggle, whether along lines of race, gender, class or disability.

This bias shapes outcomes because a student who feels out of place gets less from a course than one who thinks it was made for them. These habits sit within our own teaching, so they’re ours to correct.

 

October is National Disability Employment Awareness Month — from nationaldisabilityinstitute.org

Every October, we pause to honor something that should be obvious all year long: people with disabilities are part of the American workforce, and they always have been.

This is National Disability Employment Awareness Month, or NDEAM. The 2026 theme, set by the U.S. Department of Labor’s Office of Disability Employment Policy, is “Celebrating Value and Talent.” It’s the same theme as last year, carried forward as the country marks its 250th birthday.

We love that choice. It doesn’t ask anyone to prove their worth. It starts from the truth that the value and talent are already here.

A month with a long history
NDEAM began in 1945 as a single week. Congress expanded it to a full month in 1988, and today it’s observed by employers, schools, community groups and advocates across the country.

Eighty years in, the work is far from done.


Also relevant/see:


National Disability Institute (NDI) has launched a new podcast series. — from nationaldisabilityinstitute.org

“Moving the Needle” explores the ideas, innovations and partnerships that shape NDI’s work and are defining what comes next.

Episode 1 chronicles the gaps that existed prior to NDI’s formation, the organization’s humble beginnings and how far NDI has moved the needle toward building a better financial future for people with disabilities.

From vinyl records and paper checks to QR codes and smartphone apps, the first episode takes listeners on a then-and-now journey through NDI’s history, told through personal and professional reflections from members of its leadership team.


From DSC:
The topic of disability hits close to our home. One of our daughters was born with Mosaic Down Syndrome. She is different, but wonderfully so. Literally, from day one, the LORD said that He was going to teach me through her, and He has absolutely done so. I won’t get into all the ways that that has occurred, but valuing differences is not a cliché for me. For one thing, I don’t use the word “normal” much anymore…as there is no “normal.” I might use the word typical, but not normal. 

Our daughter flavors the world in wonderful ways. For example:

  • Even as a little girl, she would go up and give hugs to people — surprising them in wonderfully positive ways.
  • She thrived in preschool all the way up through 5th grade, but then struggled mightily in 6th grade and 7th grade; she then went into homeschooling in 8th-12th grade. She also went to a Christian High School and a Career Technical Center.
  • Within the last several years, she’s really hit her stride in school. Her note-taking and skills have jumped to a completely new level. She learns, but she learns at her own pace.
  • She loves to dance and to draw things. She loves to write fantastical stories.
  • She has successfully worked two jobs already.
  • She’s in a special program for college and is learning a lot — but not without challenges. 
  • She has an imagination that is off the charts. She can see movies in her head and hear songs without issue. We’re hoping that this special program will give her access to creative writing classes, art, criminology, and other topics that she’s interested in. 

The LORD has made good on His word — again. I’ve learned a lot through her. I’ve changed because of her — no doubt about it. But I’ve also learned the incredible challenges that people with disabilities face. If their unique physical and/or cognitive situations weren’t enough, the way policies are created puts them at huge disabilities that the rest of society would balk at in an instant (and our Senators and Representatives would not stand for it if this were them or someone in their families). This involves budgetary items, big time. But also, people with disabilities are often pigeonholed into certain jobs/industries. This needs to stop. 

So I’m posting the above items to give more visibility to this subculture within our society, and the challenges that they face. Let’s help straighten this situation out. 

 

Will this new company be the largest company on the Internet by 2030? [Christian]

From DSC:
The vision that I’ve been tracking for well over a decade begins with this graphic:
.


Could LearnVector be this next-generation company/platform? Perhaps. Time will tell.


Per Matt Tower via The EdSheet Vol. 38 dated 7/31/26:

  • Coursera bets $100M on its own co-founder: Andrew Ng’s new venture LearnVector lands one of the largest single checks in edtech this year — from Coursera, the company he founded 14 years ago.
    .


LearnVector.ai

 
 

Empowerment Spotlight: Building advocacy skills for families and students with disabilities — from rightquestion.org

Shove says the Right Question Institute has helped her help families advocate for themselves. She uses the Question Formulation Technique to teach adults and children to ask better questions and know when to use open-ended questions, which encourage longer, more detailed responses, and when to use close-ended ones, which tend to elicit short responses such as “yes” or “no.”

“It’s using that Question Formulation Technique to guide the discussion and obtain the information we all will use to make decisions and a plan for the child,” adds Shove, a former elementary school teacher who started doing advocacy work after discovering how tough it was to obtain special education services for her own children in the early 2000s.
…
We recently interviewed Shove to learn more about how she uses the Question Formulation Technique — and how families’ interactions with school officials can change after they master it.


Also see:


 

 

What a disco ball teaches us about learning and leadership — from timeshighereducation.com by Lauren Flannery
By acknowledging that perspectives are evolving and relational, educators and leaders can encourage contribution and connection without sacrificing what makes people distinct

It also shows us that difference does not always need to be resolved. In teaching, learning and leadership, the aim is not to create uniformity but to create conditions in which different people can contribute, connect and shine without losing what makes them distinct.

In classrooms, inclusion is sometimes approached as ensuring access to the same knowledge, resources and opportunities for all students. The beach ball helps here: it encourages us to explore multiple perspectives. But the disco ball pushes us further to explore how learning environments can support students to bring their experiences, identities and knowledge into the room – not to smooth them out but to draw from them.

Designing for multiple perspectives also means recognising that expressing an opinion is not only about confidence; it is also about conditions. People are more likely to speak when they feel their contribution will be heard without being dismissed, appropriated or flattened. Creating those conditions may involve discussing uncertainty, welcoming challenge, slowing down decision-making or making space for quieter forms of participation. The aim is not to make everyone agree, but to allow different reflections to interact in ways that generate richer understanding.

 

Make learning accessible to all in higher education — from The Times Higher Education

When accessibility is placed at the heart of teaching and learning, rather than treated as a bolt-on, every student benefits. This week’s spotlight guide offers advice on designing universally accessible learning, in-person and online. Find out how to ease the burden of disability disclosure with universal design for learning, better support neurodivergent students and students with hearing or vision issues, design more accessible assessments and ensure digital tools work for all.

 

 

2026 Survey of College and University Presidents — from insidehighered.com, Liaison, & Jenzabar
Download and explore exclusive insights from the 2026 Survey of College and University Presidents to see how these campus leaders are responding to financial volatility, political interference, rapid advances in AI, and where they believe the biggest risks and opportunities lie as they look toward 2030.

In this year’s survey, presidents share perspectives on:

  • How presidents assess the second Trump administration’s impact on higher education
  • Which emerging or evolving educational models they plan to add or expand in the coming years
  • How effective they believe higher education has been in shaping national conversations arout AI
  • The issues presidents expect will have the greatest impact on higher education by 2030

 

 

How storytelling can turn international students into the most powerful voices in the room — from timeshighereducation.com by Natalie Cummins
Turning presentations into a visual storytelling task allows international students to demonstrate their learning through elements such as sound, visuals, silence and pacing rather than just language

Rather than changing the assessment, I shared a simple storytelling checklist that emphasised structure – a strong opening, a clear human dilemma at the centre and a purposeful ending – alongside explicit inspiration for communicating meaning through visuals, video, metaphor, sound and pacing rather than language alone.

On presentation day, the group told a moving story grounded in a global extractive firm where one student’s family worked. What stood out was not linguistic fluency but clarity of meaning. Their story allowed a complex organisational problem of unsafe work conditions to unfold, with non-verbal elements carrying the ethical and human weight of the case.

This group delivered one of the most compelling presentations I have ever seen. The room was transfixed.

 

Celebrating International Day of Persons with Disabilities — from joshbersin.com by Josh Bersin

Today I want to celebrate the International Day of Persons with Disabilities, an important day that recognizes the needs of millions of people. My perspective, as a professional entering my later years, is that many of us are likely to have disabilities over time, so the more we understand the diversity of disabilities the better for everyone.

First, let me point out that this is a massive population. The US Department of Labor and Census estimates that 11-13% of the working age population has some form of disability (more on what that means below), yet only 5-6% of workers. This points out that the employment ratio (percent of people with jobs) is far lower. People with disabilities are one-third as likely to have a job, which is quite a disparity and loss of economic potential.

Second, people with disabilities suffer a 15% lower average wage.


Josh linked to the item below:


Celebrating International Day of persons with disabilities
International Day of Persons with Disabilities (IDPD) is a UN day that is celebrated every year on 3 December.

The day is about promoting the rights and well-being of persons with disabilities at every level of society and development, and to raise awareness of the situation of persons with disabilities in all aspects of political, social, economic, and cultural life. WHO joins the UN in observing this day each year, reinforcing the importance of securing the rights of people with disabilities, so they can participate fully, equally and effectively in society with others, and face no barriers in all aspects of their lives.

At its headquarters in Geneva, WHO organizes an annual IDPD event to educate the public, raise awareness, advocate for political will and resources, and celebrate WHO’s achievements. In 2022, the WHO launched the Global Report on health equity for persons with disabilities. This report sets forth the approaches and actions that countries can take to address the health inequities that persons with disabilities experience.


From DSC:
I just want to add that one of our daughters has some special needs. So Josh’s posting caught my eye. He’s right to point out these things. You and I will likely have a period of disability in our lives. It’s not just relevant for “other people.” (And by the way…in the learning world, practicing Universal Design for Learning (UDL) is good for everyone!)

People with disabilities face enormous challenges that neurotypical people never have to deal with. They face unfair wage situations and a lack of opportunities. Our family has experienced — and continues to experience — this firsthand.

So thanks Josh for your posting here.


 

 

The Other Regulatory Time Bomb — from onedtech.philhillaa.com by Phil Hill
Higher ed in the US is not prepared for what’s about to hit in April for new accessibility rules

Most higher-ed leaders have at least heard that new federal accessibility rules are coming in 2026 under Title II of the ADA, but it is apparent from conversations at the WCET and Educause annual conferences that very few understand what that actually means for digital learning and broad institutional risk. The rule isn’t some abstract compliance update: it requires every public institution to ensure that all web and media content meets WCAG 2.1 AA, including the use of audio descriptions for prerecorded video. Accessible PDF documents and video captions alone will no longer be enough. Yet on most campuses, the conversation has been understood only as a buzzword, delegated to accessibility coordinators and media specialists who lack the budget or authority to make systemic changes.

And no, relying on faculty to add audio descriptions en masse is not going to happen.

The result is a looming institutional risk that few presidents, CFOs, or CIOs have even quantified.

 

From DSC:
I love the graphic below of the Dunning-Kruger Effect:


 

— graphic via a teacher at one of our daughters’ schools
.


The Dunning-Kruger effect is a cognitive bias where people with low ability in a task tend to overestimate their own competence, while high-ability individuals often underestimate theirs. This happens because those with low competence lack the metacognitive skills to recognize their own shortcomings, leading them to believe they are performing better than they are. Examples include a new driver who thinks they are better than average, or a novice who is confident in their ability to diagnose a medical issue based on a quick online search.

Examples in different fields

  • Driving: Many drivers believe they are above average, a statistical impossibility.
  • Healthcare: Patients may overestimate their ability to self-diagnose serious conditions after a quick search and disregard expert medical advice.
  • Workplace: Employees may overestimate their performance compared to their colleagues.
  • Social Media: The Dunning-Kruger effect can be seen online, where individuals with a superficial understanding of a topic may argue confidently with experts.
 
© 2025 | Daniel Christian