Sticky – Rix Inclusive Research

From 15 to 28 June 2025, we proudly hosted our first ever study abroad summer school for university students with disabilities and differences. In partnership with the University of Florida and Learn International, this pioneering programme, Technological Applications for Disability Access, brought together ten students and seven faculty members and supporters for an unforgettable two weeks of learning, innovation, and community building in the heart of London.

a group photo — Students, supporters and staff from the Learn International Summer School

Over the course of the programme, participants engaged in a rich, person centred curriculum designed to explore accessibility through multiple lenses—urban design, digital media, sport, transportation, education, and the arts. The initiative combined immersive site visits, collaborative group work, academic lectures, and a dynamic 10-day hackathon to empower students as innovators and agents of change in their own communities. For the last three days we also welcomed representatives from nine American universities who wanted to see the programme before sending their students next year.

Each day was structured to build knowledge, skills, and inclusive design thinking. Students were introduced to the principles of Universal Design, assistive technologies, and multimedia advocacy. They learned how inclusive research and co-production methodologies could be applied to address real-world barriers experienced by disabled people.

students in two workshops — Students participated in a range of activities throughout the programme

Among the standout highlights was a visit to the Google Accessibility Discovery Centre at King’s Cross, where students interacted with state-of-the-art inclusive technologies. The group also enjoyed immersive learning experiences at the Victoria and Albert Museum, Charlton Park Academy, and Tottenham Hotspur’s stadium. Each of these visits provided insight into how accessibility can—and should—be embedded into every facet of life, from education to culture and sport.

Throughout the two weeks, students were inspired by a diverse array of speakers, including contributors from the BBC, Transport for London, and UCL’s PEARL research lab. Sessions explored everything from digital self-advocacy and the future of accessible transport to the role of inclusive technologies in modern media.

Transport for London’s session on co-production and their ongoing work on the RoboRamp project offered a powerful case study in inclusive urban design. Meanwhile, presentations from academic leads at UEL—including myself and my colleagues Dr Nic Hollinworth, Dr Kate Allen, and Dr Paul Watts—covered themes like accessible education, health, sport, and cultural inclusion.

At the heart of the programme was Hackathon25, and a follow on 10-day collaborative project where students worked in groups to identify real-life accessibility issues and co-design innovative solutions. Supported by inclusive researchers, faculty, and community partners, students applied everything they had learned to develop meaningful prototypes.

The three final group projects reflected the passion and creativity of the participants

Right of Way Initiative – focused on improving the accessibility of pedestrian crossings, promoting independence and safety for all
Clean Commute – designed a public sanitation station system for wheelchair users and other commuters needing access to hygienic facilities during travel
Accessible Learning with Personalised Books – a solution aimed at making reading materials more inclusive, particularly for learners with cognitive or sensory differences

These final projects were presented during a celebratory graduation event on Friday 27 June where each group showcased their prototype, poster, and learning journey. The event was attended by Robert McLaren, Director of Policy at Policy Connect, academic staff, industry guests, and representatives from the visiting universities, creating an atmosphere of pride, excitement, and future potential.

Beyond the classroom, students enjoyed the full spectrum of London’s cultural offerings. Theatre trips, the London Bus Tour, and excursions to iconic locations like the O2 via cable car added a sense of adventure. A wheelchair basketball session, run by the UEL Phoenix team, offered not just physical activity but a vital reminder of the importance of inclusive recreation.

wheelchair basketball — Wheelchair basketball session run by UEL Phoenix

Living together in student halls and sharing meals, challenges, and wins, students formed strong social bonds that made the entire experience not just educational, but truly transformative.

This was the first study abroad summer programme of its kind focused on disability and inclusive innovation in London. It was a pilot year full of discovery—for the students, for UEL, and for our partners. We learned valuable lessons about making campus spaces more inclusive, about how travel and accommodation must adapt, and about how the voices of students with disabilities can shape research and design when given the right platform.

Looking ahead, the Rix Inclusive Research Institute is committed to building on the insights from this programme. We aim to embed inclusive international experiences into our curriculum, grow our partnerships across the globe, and ensure that London becomes a leading destination for inclusive innovation in higher education.

Together, we’ve taken the first step in creating a global, inclusive campus. The journey has just begun.

Gosia Kwiatkowska, RIX Director

Learn International

University of Florida

Mobility International USA article

Our second inclusive hackathon, RIX Hackathon25, took place this week at the Royal Docks Centre for Sustainability on UEL’s Docklands campus. The event was a great success and we’re already planning how we can make it even better next year.

After welcoming people and sharing some of our ideas around hackathons and inclusion, we enjoyed a presentation by Sean Gilroy from the BBC Inclusive Design Team, AI for All Minds: Designing UX for Neurodiversity. It was reassuring to hear how focused the BBC are on finding design solutions that ensure that this vital public service broadcaster works for everyone regardless of difference or disability. People had lots of questions for Sean and this showed how much we all value our beloved BBC.

We then revisited last year’s hackathon winner, the Robot Ramp, with a development update from Nic Hollinworth alongside Kiran and Baljit, two RIX co-researchers who use wheelchairs and were involved in the prototype design. Nic reassured the room by telling us that although progress may seem slow, the first Dyson vacuum cleaner went through thousands of prototypes before reaching the shops!

It was now time to look at our list of challenges and encourage people in the room to add their own via a QR code on the screen. The theme for this year’s event was Healthy Living and a lot of the challenges touched on the difficulties people have with eating and sleeping well and having a healthy lifestyle. These days we are surrounded by unhealthy ultra-processed food options in the shops, online, and in food advertising and it is not always easy to know what we should be eating. We split into eight small groups and started identifying the challenges we would work on in the afternoon.

two people working at tables — Saul tells us about Team Timekeepers **Lord of the Health** app and Samantha works on Team Munchies **cookABLE** app

two tables with people designing solutions — Two more Hackathon25 teams discussing designs

After lunch we were treated to a three-way presentation by Simon Bedeau, Shelby Nurthen and Ruth Cooper from East London NHS Foundation Trust, Making Work Work. They talked about employment and training for people with learning disabilities and how we need to work together to improve access to employment. Again, people had lots of questions and it was clear that this is a challenge that chimes with people, many of whom will have had their own difficulties in finding and keeping a job.

The rest of the afternoon was taken up with the two hackathon sprints, workshop-like sessions at tables full of art and craft resources that teams could use to make prototypes and build their solutions. Each table had a mix of people with lived experience of difference and disability, Learn International students, UEL interns, RIX staff and others.

Towards the end of the afternoon, we came back together and each team presented their solution to the challenges they had identified. Solutions included the iFit app from the Junk Out Gym In team, a Progress in Motion website from the Progress in Motion team providing accessible and customisable exercise programs, and an easy read cookbook from the Green Plate team. After all the teams had shared their ideas, we had the chance to vote for a winner and, on the promise of a celebratory rap, first place went to Team Munchies for their cookABLE app, an audiovisual and customisable recipe resource incorporating AI that would make cooking more accessible. True to their word and to everyone’s delight, two members of the team performed a celebratory rap!

two boards with drawings of food — Style designs for the **cookABLE** app

Two women with a microphone being watched by two people — Team Munchies celebrate with an impromptu rap

A big thank you to everyone who participated in Hackathon25 and to our guest presenters from the BBC Inclusive Design Team and East London NHS Foundation Trust.

The vibrant potential of assistive and accessible technology (ATech) to transform the lives of SEND learners took centre stage at the All-Party Parliamentary Group reception this Spring.

This crucial forum for shaping national policy was organised by Robert McLaren, Director of ATech at Policy Connect. Rix Inclusive Research (represented by Ajay and Craig) joined forces with campaigners, parliamentarians and ATech experts at Portcullis House on 8 May 2025.

The event highlighted the life-changing potential of technology to improve outcomes for SEND learners, and particularly those with complex communication needs. It is the first meeting hosted by the new Chair of this Parliamentary Group, Josh Fenton-Glynn MP.

Lived experience

The true power of ATech was brought to life by speakers Beth Moulam and Laura Brown. They provided rich insight into their own lives and those of their families. Stories from their lived experience brought to life the immeasurable power of ATech to enhance independence and communication and underscored the urgency of wider ATech adoption.

Training and supporting people to use ATech

Building on these compelling personal stories, Professor Annalu Waler OBE gave an insightful and engaging call to action, with a focus on ATech training and development opportunities.

Her work is contributing to the strategy and direction of the Government’s ATech agenda by describing three levels of training opportunities.

Entry level training opportunities – for all teaching staff to familiarise themselves with ATech and its benefits
Advanced level courses providing more advanced knowledge of specific types of technology and how these are best used. Primarily aimed at SENDCOs and teachers
Specialist ATech courses for SENDCOs with considerable experience in inclusive technologies who are looking to take their knowledge and skills to an expert level

This structured approach to training provides opportunities for people at all stages of their careers to develop their understanding and knowledge of ATech.

How can Rix Inclusive Research respond?

As a key partner of this all-party parliamentary group, through Policy Connect, we share their passion and commitment to increasing people’s use and knowledge of ATech. Our broad definition of ATech means that person centred software, such as our RIX Wiki, plays a critical role in helping people to express themselves confidently through multimedia.

To ensure our team remains at the forefront of ATech innovation, we actively engage with international universities and are committed to continuing professional development and networking through our involvement with BATA (British Assistive Technology Association).

Looking ahead, we are committed to shaping a future where everyone who can benefit from ATech has access to it. ATech really is a powerful ally in increasing participation, inclusion and reducing inequality.

woman looks at screen — Ajay, off camera, is typing Wiki Master with his eyes

The Wiki Master writes with his eyes!

The Wiki Master (Ajay Choksi is a technical assistant and researcher at RIX) shares his experience of writing with his eyes, using technology showcased at the ATech event.

I enjoyed using eye tracking technology. I went to see a demo of the eye tracking technology. I met a lady at the event who gave me a go at the eye tracking. I looked at the monitor screen. I used my eyes to follow a pointer on the screen. There were four small squares I had to look at. When I had finished the system was set up to track my eyes. Then I used a keyboard on the screen. I choose letters from the alphabet using my eyes. I wrote the words ‘Wiki Master’ with my eyes – it is very useful and good.

In the future I thought it would be good if I could go to content on my Rix Wiki by looking at the Wiki section that I wanted to go to and not needing to touch the screen. This would really help people who cannot use their hands to operate a mouse or a keyboard.

People with disabilities can use accessible technology if it is well designed for simplicity and ease of use.

On Friday 28 March I attended the Duchenne UK New Horizons National Conference at the Holiday Inn in Bloomsbury, London.

This conference brought together hundreds of people connected with the muscle wasting condition Duchenne Muscular Dystrophy (DMD), including people like me who have DMD, lots of parents and carers, doctors and health professionals, and representatives from pharmaceutical companies.

I was part of a presentation about Psycho-social Needs and Education along with another adult with DMD, Benjamin. Presenting with us were Janet Hoskin, an associate professor at the University of East London and member of the RIX team, and Rory Conn who is a psychiatrist. Rory spoke about the need for psycho-social support for people with DMD, and Janet shared how her research shows that schools often ignore the non-physical aspects of DMD such as neuro-divergence and anxiety even though these are established risks.

people presenting on stage — Rory, Janet, Saul and Benjamin present at the conference

Benjamin and I spoke about our time in school, college and university. Benjamin did A levels and went to Nottingham University where he was awarded a first class honours degree in Neuroscience, which is amazing. He also talked about the support for reading that he received in school when he was little and how this ensured he didn’t get left behind. Like other people with DMD, I also have dyslexia, ADHD and borderline Autism Spectrum Condition. In school this meant it was often difficult for me to learn and make new friends. When I was younger, school gave me extra reading support with a teaching assistant, and extra Maths support.

I managed to pass all my GCSEs and then did a BTEC in IT and Software Development at college. I studied Games Design and Development at University because I enjoy making video games and playing them. University was fun and I made lots of friends and learned lots about game development. Overall the best thing about University was making friends and drinking shots before lessons!

Saul Catlin, DMD Advocate and RIX co-researcher