An international initiative dedicated to ensuring that incarcerated learners with disabilities receive equitable access to education.
This project brings together advocacy, training, research, and collaboration to create systemic change across carceral and educational institutions
Why This Work Matters
38-66
%
of incarcerated individuals identify as having a disability
Yet, most prisons and prison education providers lack the resources, accommodations, and training needed to support disabled learners.
From missing interpreters, inaccessible materials, and inaccessible education classrooms, to unjust disciplinary practices, the barriers are significant—and largely invisible.
Our project addresses these gaps through:
Firsthand lived experience
Legal and research-informed guidance
Presentations, technical assistance, and training manuals
Partnerships with prisons and colleges
We're always looking to grow this work
◉ Bring a training to your Dept. of Corrections, nonprofit, or university involved with prison education
◉ Collaborate on international research
◉ Get technical assistance on accessible education
What We Do
Site Visits
Conduct in-depth walkthroughs of prison education programs to observe disability access
Cross-System Partnerships
Build sustainable bridges between Department of Corrections (DOC), disability service offices, and higher education institutions
Custom Resource Development
Create educational materials designed for low-literacy, Deaf, blind/low vision, and multiply-disabled learners
Research & Advocacy
Launch Internal Review Board approved studies and advise on policy for higher education in prison programs
Training & Awareness
Deliver customized trainings for corrections staff, educators, and administrators of all types of education within the correctional setting - including Department of Corrections (DOC) staff and teachers, college, university, and community organization educators and administrators, and college disability services professionals
Where We Work
We are currently active in 27 states and 3 international research collaborations.
Meet the Team
Project Highlights, Resources, and More!
Photos & Stories ↗
disabilityaccessinside.blogspot.com
Media & Resources ↗
jkmresearch.weebly.com
Language Notes: Person-First and Identity-First
Person-first language emphasizes the individual before any descriptors, reinforcing their humanity. This is especially important when referring to people who are incarcerated or justice-impacted. For example, we say “a person who is incarcerated” rather than “an inmate” or “a felon”. In systems that often dehumanize individuals based on carceral history, person-first language affirms humanity.
In the disability and accessibility space, person-first language has replaced outdated, negative terms. Instead of “wheelchair-bound”, we say, “a person using a wheelchair”. Other examples include “people with disabilities”, “a person who is deaf”, or “a person with autism”. This approach centers the person, not the condition.
However, language evolves with culture. As Disability Culture and Disability Justice movements grow, many individuals now embrace disability as a core part of their identity. This shift has led to the rise of identity-first language, where disability is not minimized but affirmed. Examples include “Deaf person”, “Blind person”, or “Autistic.” For many, this language reflects pride and self-definition.
Ultimately, respectful language means using the terms individuals prefer. If unsure, ask. When in doubt, begin with person-first language and adjust if someone indicates they prefer identity-first terms.
For more on inclusive language and outdated terms to avoid, explore these resources: