Автор: Ричард Лохан

I recently had the opportunity to speak at the All-Party Parliamentary Group (APPG) on the SEND Reforms, organised by Robert McLaren from Policy Connect and chaired by Rt Hon Peter Swallow MP.

The event brought together representatives from national agencies, academy trusts, centres of excellence in assistive technology (AT), researchers and technology leaders to discuss the opportunities and challenges presented by the proposed SEND reforms. This post shares the key messages from my presentation at the House of Commons on 8 July 2026.

Groups of people at meeting in Parliament
Craig and Khadijah attended the APPG with Kathryn Stowell and students from Charlton Park Academy

Co-production should drive the journey

With more than 25 years’ experience of co-production in action, Rix is home to a team of inclusive researchers, engineers and artists. For us, co-production means far more than consulting people at the end of a project. People with lived experience help identify problems, shape solutions and continually refine them through meaningful collaboration, on their own terms. You can see co-production in action at our Inclusive Hackathon events.

The SEND reforms present an opportunity to place children, young people and families at the heart of the process from the outset, rather than asking them to respond to systems that have already been designed. If we want reforms that genuinely improve lives, policymakers must listen to families throughout the journey and communicate in ways that reflect their individual needs, preferences and communication styles.

Anticipate needs and design to the edge

We welcome the ambition of providing a universal offer for every child. This reflects our own anticipatory approach, where learning is designed to the edge through the principles of Universal Design for Learning. Rather than waiting until a child requests an adjustment, we assume that learners will participate, communicate and demonstrate understanding in different ways.

In practice, this might mean giving students opportunities to present their learning through video, audio, images or text, allowing everyone to work from their strengths while achieving the same learning outcomes.

This philosophy underpins our work at Rix. For example, RIX EasySurvey enables survey creators to ask questions using video, sound and images. Meaning that you can ask a question using a Makaton video. Anticipating different communication preferences from the very beginning rather than treating accessibility as an add-on is the cornerstone of universal design.

Inside Houses of Parliament
Inside the Houses of Parliament

Assistive technology is broader than we often imagine

At Rix, we see assistive technology as far more than support for reading and writing. Those are important, but for many people, symbols, images, video, audio and movement form the foundations of communication.

Our RIX Wikis enable students to tell their stories through multimedia, demonstrate what they can do using video, communicate in Makaton or share their hopes and aspirations through audio and images. For us, assistive technology is any technology that enables meaningful participation.

We’ve seen care-experienced children attend their Personal Education Plan (PEP) meeting for the very first time because they had prepared a Wiki to share. Some have gone on to chair their own meeting. After all, these are meetings about their education. Why shouldn’t they be centre stage?

Исследование in Teacher Education

The proposed SEND reforms introduce Individual Education Plans plus regular review meetings for children requiring additional support and rightly recognise the important role of families. However, the child’s own voice should be equally explicit Every child deserves access to the communication tools that allow them to express their hopes, aspirations, strengths and achievements.

Universal access to assistive technology

The reforms include welcome proposals for greater access to assistive technology and the development of AT lending libraries, building on models such as those provided by CENMAC.

However, the opportunity to explore and discover assistive technology should itself be universal. Many technologies that remove barriers for disabled learners also benefit pupils without identified additional needs. Universal access allows everyone to discover what works best for them before barriers become entrenched.

Create a living lab

Assistive technology should be discovered, explored and refined, not simply issued.

Every interaction with technology creates an opportunity to learn. AT lending libraries could become national living laboratories, collecting feedback from the people who know these technologies best: the students who use them, their families and the professionals who support them.

A coordinated national evaluation programme would generate valuable evidence while supporting universities and assistive technology companies to continually improve products through real-world experience.

Beyond buttons

The reforms rightly include significant investment in workforce development.

Accessible training materials, practical demonstrations and video-based learning are excellent starting points. However, awareness of assistive technology should extend beyond specialist staff. Teachers, teaching assistants, IT technicians, school business managers and site teams all play an important role in ensuring technology is available, maintained and ready whenever a learner needs it.

We were particularly inspired by the young people who spoke during the APPG event, sharing powerful examples of how technology had enabled greater participation and independence. They reminded us that assistive technology is not simply about completing tasks more efficiently. It is about strengthening agency, building confidence and enabling people to participate fully in education and society.

Technology isn’t only the destination

Overall, the SEND reforms recognise the important role that technology can play in supporting children and young people with SEND. Assistive technology is no longer presented as an optional extra, but as an essential component of inclusive education.

At RIX, we believe technology should not simply appear at the point where additional support is required. It should be woven throughout the educational journey from the outset, anticipating difference rather than reacting to it.

Most importantly, technology alone cannot create inclusion. Inclusive cultures are built through co-production, universal design and meaningful participation. Technology simply provides another way for every child to be seen, heard and understood.

Craig Wilkie, RIX Technical Director

Our third annual inclusive hackathon took place on 19 June at the Royal Docks Centre for Sustainability and was attended by a diverse group of people with lived experience, UEL Summer School students, RIX interns, academic staff and other professionals.

This year we decided to focus more on the hackathon itself and less on the guest presentations in order to give more time for our partners with lived experience to participate.

We’re grateful to local MP Sir Stephen Timms, for getting us off to a great start with a rousing speech about disability inclusion and how we need to create a more level playing field for those who have been traditionally left out or overlooked.

It was also inspiring to hear from Policy Connect’s Director of Policy, Robert McLaren. Robert’s work provides a conduit to policy makers, ensuring people’s ideas and aspirations are heard at the highest level.

 

The theme for Hackathon26 was How can we use AI to help us find solutions to the challenges we face in life? We had prepared a list of these challenges over a number of earlier workshops with our co-researchers with lived experience and these were shared with participants using a Padlet. As in previous RIX hackathons, there was no shortage of creative solutions generated by the different small table groups.

woman holding display board
Participants used art and craft materials to help visualise their solutions

The winning solution

OnYourWay
Team OnYourWay presented not one, but two winning solutions, both designed to help people get out of the house and on their way to work, meet friends or make an important appointment.
Their first invention was a shower that gradually changes from hot to cool after a set period of time. Rather than relying on alarms or sand timers, the changing water temperature provides a gentle, sensory prompt that says, Time’s up and encourages users to move on to the next step of their routine.

man and woman showing model shower to audience
Shower time

Once showered and ready, the team also designed an app that plans routes which avoid sensory overstimulation, helping users steer clear of busy roads, noisy building works and other challenging environments. The app also breaks journeys down into manageable, multisensory steps, providing reassurance and confidence along the way.

OnYourWay explored the challenge of getting somewhere on time, confidently and without anxiety. Together, both solutions formed part of a single journey, supporting users from leaving the shower to arriving at their destination.

group of people standing with awards
The winning team with their rosettes

Other highly commended solutions

Snap Shot of Me
An app that captures your real-time health and wellbeing, helping users better understand how they are feeling in the moment while building a picture of their wellbeing over time.

Full Body Scanner
A mighty project featuring a full-size scanner that supports people to have a better understanding of their health. As users move through the scanner, they receive personalised tips and suggestions to improve their wellbeing. We think every home should have one!

TfLGo+
This group focused on the existing TfL app and proposed a series of thoughtful, incremental improvements that would significantly improve accessibility for disabled users. Their project demonstrated how small design changes can make a huge difference to many people.

Now in its third year, the Inclusive Hackathon continues to deliver something very special: different people working together to solve real-world challenges. Every year it grows, bringing together new people with new perspectives from across the UK and around the world, making it one of the highlights of my year. The event celebrates inclusion, creativity and engineering, but at its heart is a belief in the power of lived experience. When we place lived experience at the centre and design to the edges, we create solutions that improve everyday life for everyone. We are already planning for Hackathon27!

Craig Wilkie, RIX Technical Director

people at event, one dressed up as a robot
L – This human robot was one of the visual highlights; R – Rufaro with Summer School students Ben and Cole
graphic facilitation poster for hackathon event
Charlie Minnion’s graphic illustration for this year’s hackathon

We also used the RIX Hackathon event to launch the new book by UEL Research Fellow and RIX Technical Director Craig Wilkie, How to Run an Inclusive Hackathon – An accessible guide to co-producing new ideas with diverse groups.

two men at a book launch
Charlie Minnion, the book’s illustrator, alongside author and RIX Technical Director Craig Wilkie

Craig’s book is an invaluable resource for groups and organisations who understand the value of working inclusively but are not sure where to start. We have limited copies of the book – please email Kanchan at rixadmin@uel.ac.uk to find out more.

For two weeks this summer 14–28 June 2026, the University of East London became home to an extraordinary community of learners, innovators and changemakers. Delivered in partnership with the University of Florida and Learn International, the RIX Inclusive Innovation Summer School 2026 welcomed 15 students with lived experience of disability and five faculty members to London for an ‘Innovate for Access’ immersive programme exploring disability, accessibility, artificial intelligence and inclusive design.

group holding certificates
Summer School students at their graduation

More than a study abroad experience, the Summer School challenged students to rethink disability, question assumptions and discover what is possible when people with lived experience become equal partners in innovation.

From the very first day, students were introduced to the principles that underpin the work of Rix Inclusive Research: co-production, Universal Design for Learning (UDL), person-centred practice and the belief that the people who experience barriers every day are the experts in designing better solutions.

Rather than beginning with technology, the programme began with people.

inclusive workshop
Looking for solutions during this year’s hackathon

Throughout the two weeks, students worked alongside RIX co-researchers, disabled people, academics and practitioners to understand the barriers that still prevent many people from participating fully in society. Through conversations, workshops and reflective discussions, they explored how disability is shaped not simply by an individual’s impairment but by the way environments, services and systems are designed.

Learning extended far beyond the classroom.

London itself became a living laboratory for inclusive design. Students travelled independently using London’s public transport network, learning first-hand how transport systems can either enable or restrict participation. They explored the city not simply as visitors but as researchers, observing accessibility, identifying barriers and reflecting on how design influences everyday life.

young people on public transport
Students using public transport to navigate London

One of the highlights of the programme was visiting Charlton Park Academy, where students saw how assistive technology and inclusive education enable children and young people with complex needs to communicate, learn and thrive. Many described this visit as transformative, recognising the importance of designing environments that assume competence rather than limitation. Students met Abdi Omar, an Augmentative and Alternative Communication (AAC) user, CEO of ‘Limitless Entrepreneur’, whose powerful insights challenged perceptions about communication, independence and participation.

man in wheelchair presents to students
At Charlton Park Academy with Abdi Omar

Technology was another central theme throughout the programme.

Students explored the opportunities and limitations of artificial intelligence, learning that AI is not a solution in itself but a tool that must be designed responsibly and inclusively. Rather than asking what AI can do, they asked how AI can remove barriers, increase independence and improve quality of life. They combined these ideas with Universal Design principles and person-centred thinking to develop practical solutions to real-world accessibility challenges.

student presentations
Student presentations

Working within interdisciplinary teams, students collaborated with people with lived experience to identify problems before attempting to design solutions. This approach encouraged deeper listening, empathy and critical thinking while demonstrating that the best innovations emerge through genuine collaboration rather than assumptions.

The programme also introduced students to some of the UK’s leading centres of innovation. Visits to Google’s Accessibility Discovery Centre demonstrated how accessibility is becoming embedded within mainstream technology, while the visit to PEARL (Person Environment Activity Research Laboratory) showcased how immersive research environments can support the design of future products and services. Students also visited Tottenham Hotspur Stadium, exploring how accessibility can be embedded within world-class sporting venues, alongside museums, community organisations and other examples of inclusive practice across London.

The learning experience combined formal teaching with active, experiential learning. Reflection formed an essential part of each day, allowing students to connect theory with practice, discuss what they had observed and consider how these experiences might influence their future careers.

The programme culminated in the RIX Inclusive Hackathon, where students worked alongside disabled people, researchers and community members to develop innovative concepts addressing real accessibility challenges. Importantly, participants learned that successful innovation begins with understanding people’s experiences rather than simply creating new technology.

The impact of the programme is perhaps best reflected in the students’ own words.

Many described arriving in London feeling uncertain about what they could contribute, but leaving with renewed confidence, empathy and a stronger sense of purpose. Several students explained that hearing directly from people with lived experience fundamentally changed how they approached engineering, healthcare, psychology, policy and design. Others spoke about discovering that inclusion is not an additional feature but the foundation of good design.

young people in basketball wheelchairs
Wheelchair basketball at UEL SportsDock

Student feedback reinforced these reflections. Participants consistently identified working alongside people with lived experience, visiting Charlton Park Academy, using London’s public transport and taking part in the Community Hackathon as the most influential aspects of the programme. Many also reported that they would take inclusive design principles into their future careers, whether in engineering, healthcare, policy, psychology or software development.

Ultimately, the RIX Inclusive Innovation Summer School is about much more than spending two weeks in London. It provides students, particularly those with disabilities and those committed to creating a more inclusive society, with an opportunity to experience another culture, challenge their thinking and become part of an international community working towards a common goal.

The programme demonstrates that inclusion is not simply about removing barriers. It is about creating environments where everyone belongs, everyone’s expertise is valued and innovation is shaped by the people whose lives it is intended to improve.

As students return home to the United States, they take with them much more than memories of London. They leave with new friendships, new perspectives and, perhaps most importantly, a renewed commitment to designing a world where accessibility, dignity and opportunity are available to everyone. That is the lasting legacy of the RIX Inclusive Innovation Summer School.

group of young people standing and sitting with suitcases
Time to say goodbye

Госия Квятковска, директор RIX

We are proud to be hosting a London Tech Week Fringe Event in partnership with Tech For Disability и Policy Connect.

Locked Out by Design: Financial Systems and the People They Were Never Built For

As the UK continues to move towards a more digital and cashless society, it is vital that financial systems work for everyone. Yet many disabled people continue to face barriers when accessing and using financial services, from digital platforms and identity verification processes to customer support and everyday banking.

At RIX, we believe that people with lived experience should be at the heart of designing the services, technologies, and policies that affect their lives. Inclusive innovation happens when diverse voices are listened to, valued, and meaningfully involved in shaping solutions.

We are delighted that members of the RIX team will be contributing to this important discussion:

  • Paul Watts, Reader and Associate Professor at the University of East London, whose work focuses on inclusive research, participation, and social justice
  • Ros Weinberg, who will bring the invaluable perspective of lived experience, helping to highlight the real-world impact that inaccessible systems can have on people’s everyday lives
event cards for London Tech Week
Paul Watts and Ros Weinberg will be representing RIX on the online panel

Together with experts from technology, policy, research, and disability communities, the event will explore:

  • How financial systems can unintentionally exclude disabled people
  • Why lived experience is essential to designing accessible services
  • What more inclusive financial systems could look like
  • How technology, policy, and co-production can help drive meaningful change

Event details

Thursday 11 June 2026

1pm – 2:30pm

Online

 

Зарегистрируйтесь здесь

 

Reflections on the event from Katie Brown, CAPA Intern

I found the Locked Out by Design panel to be interesting and informative. Throughout the seminar, the discussion was not focused solely on making digital finances more accessible but expanded on what that means in practice. Becks made the point at the beginning of the seminar that a bank can do everything in its power to create an accessible system. However, if those who need those available resources are unaware of them, the system is useless. As exciting as it is to finish a project and launch new software, companies should make a continued effort to support customers in the use of accessible features. Additionally, a flaw with several accessible designs is that they were not created alongside people with disabilities. Therefore, although they seem accessible, in reality they are not. During the panel, Ros advocated for including people with lived experience in accessible design and spoke about her challenges with the current card-dominant currency. People want to make anything they can more efficient, however, changes such as a business refusing to accept cash, can leave many individuals behind. That is not to say that there cannot be a shift to make life more efficient; it just must be done in an equitable way.  

Another topic discussed by the panel was the idea that technology should be designed to increase autonomy and independence, not decrease it. Oftentimes, advances in technology require someone who has a disability to obtain further assistance rather than less. For businesses, this can lead to a loss of customers because people with disabilities do not want the extra burden that technological advances have caused. Specifically, in terms of finances, this idea of independence is important. Paul stated that money and health are deeply linked. Without easy access to their money, a person with disabilities struggles in terms of quality of life. They are unable to buy their favourite food or do more than just window shopping. Many people with disabilities may have health concerns, and there is no need to add to their vulnerability through the added stress around accessing their finances.  

In relation to security, the panel had insightful comments. Accessibility is typically not one change that can be made, but rather the addition of options to create a space that serves many different needs. Security questions can be difficult to remember, and different financial institutions use various methods for keeping an account secure. Becks spoke on the topic that switching designs is not the automatic fix for accessibility. She used the example of changing bank security to Face ID for every user. However, there are some people with disabilities that are unable to use Face ID. Therefore, to ensure that software is accessible for a range of different people, choices are important. 

I am glad that I attended this seminar. I use my online and mobile banking almost every day. So, this panel contained information that pushed me to think about how banks have changed in my lifetime and the systems that are currently used and their accessibility or lack thereof. 

 

This year we celebrated Global Accessibility Awareness Day (GAAD) on 21 May, an important international event that encourages people to think, talk, and learn about digital accessibility and inclusion.

Celebrated annually on the third Thursday in May, GAAD brings together organisations, educators, researchers, technology developers, and communities to raise awareness about the barriers disabled people can face when using digital technologies and online spaces.

At Rix Inclusive Research, accessibility is central to everything we do. We believe that digital technologies should empower people, strengthen communication, support participation, and create opportunities rather than barriers. Global Accessibility Awareness Day gives us an opportunity to reflect on the progress that has been made, while also recognising how much more still needs to be done to ensure everyone can fully participate in digital life.

Today, technology shapes almost every aspect of our lives. We use digital systems to learn, work, communicate, access healthcare, shop, travel, and connect with others. However, many websites, apps, online forms, videos, and digital services are still not designed inclusively. For many disabled people, this can create frustration, exclusion, and inequality.

Apps on iPhone and iPad screens
Array of apps on digital devices

Accessibility means designing technology, environments, and information so that people with different needs, preferences, and ways of communicating can use them effectively. This includes people with physical disabilities, sensory impairments, learning disabilities, neurodivergence, mental health needs, and people with profound and multiple learning disabilities. Accessibility is not only about compliance or technical standards; it is about dignity, participation, independence, and human rights.

Importantly, accessible design benefits everyone. Features such as captions on videos, clear navigation, plain language, readable fonts, voice control, keyboard navigation, and alternative text for images make digital content easier for many people to use. Accessibility supports people using mobile devices, older adults, people with temporary injuries, individuals with low digital confidence, and those using technology in challenging environments. Inclusive design improves experiences for all users.

W3C Web Accessibility Initiative videos

As part of the University of East London, RIX works closely with colleagues across the university to promote inclusive and accessible approaches to teaching, learning, communication, and digital practice. UEL has developed a Digital Accessibility Toolkit that provides practical guidance and resources to help staff and students create more accessible digital content and learning environments. Initiatives such as these reflect a shared commitment to embedding accessibility into everyday practice across education and research.

man showing digital device to woman
Everyone at RIX is committed to digital inclusion

RIX has also been proud to contribute to wider national and international accessibility initiatives through collaborative partnerships. One example is the Accessible Academy project, led by Nottingham Trent University, which focuses on improving equity, accessibility, and inclusion in education through practical resources, training, and toolkits for educators and organisations. The platform provides guidance on inclusive teaching, accessibility, and the use of technologies, including generative AI, to reduce barriers in learning environments. Projects such as Accessible Academy demonstrate the importance of universities working together to share knowledge, develop inclusive practices, and create sustainable approaches that support diverse learners across educational settings.

Accessible Academy

At RIX, our work has long focused on creating inclusive and accessible approaches that support people with disabilities to communicate, participate, and have their voices heard. Through projects involving multimedia advocacy, inclusive research, digital storytelling, co-production, and person-centred technologies, we work directly alongside people with lived experience to develop meaningful and accessible solutions.

One of the key principles of our work is that accessibility cannot be designed for people without involving them. People with lived experience must be included as co-creators, co-researchers, designers, and decision-makers. Too often, systems and technologies are created without meaningful consultation, resulting in barriers that could have been avoided. Co-production and inclusive practice are therefore essential to creating truly accessible futures.

3 women on UEL campus, 2 of them in wheelchairs
RIX co-researchers Baljit, Ros and Kiran at UEL’s Docklands campus

Here are some examples of RIX projects:

We have seen how technology can support self-advocacy, improve communication, strengthen confidence, and create opportunities for participation in education, employment, research, and community life.

At the same time, we recognise that digital exclusion remains a significant issue. Many disabled people still face barriers related to:

  • affordability
  • digital skills
  • inaccessible systems
  • lack of support
  • or assumptions made about their abilities

Addressing digital exclusion requires more than simply providing devices. It requires ongoing support, accessible design, inclusive training, and a commitment to listening to people’s experiences.

screenshots of RixWiki app on iPhone
Screenshots of the RixWiki app on iPhone

Global Accessibility Awareness Day is also a reminder that accessibility is everyone’s responsibility. Small changes can make a significant difference. Writing in plain English, captioning videos, checking colour contrast, creating screen-reader-friendly documents, providing image descriptions, and ensuring websites are easy to navigate are all practical steps that help make digital spaces more inclusive.

For organisations, accessibility should not be viewed as a one-off task or checklist. It should be part of organisational culture, values, and everyday practice. Inclusive communication and accessible design need to be embedded across teaching, research, services, and technology development.

At Rix Inclusive Research, we remain committed to promoting accessibility, inclusion, and participation in all aspects of our work. We will continue working alongside people with disabilities, families, communities, and organisations to challenge barriers and develop creative, person centred, and inclusive approaches that value everyone’s voice.

Global Accessibility Awareness Day reminds us that accessibility is not simply about technology — it is about people, equality, and creating a world where everyone can participate fully and meaningfully.

Госия Квятковска, директор RIX

Storysharing® is a unique programme that supports people with severe communication disabilities to remember and share small stories of events in their daily lives.

In 2025, this was one of two projects selected for an Impact Launchpad pilot in care homes in East London, jointly funded by London Social Ventures и Care City. This was an exciting opportunity to try the programme out in the new setting of elder care, including individuals with dementia – as well as the more familiar setting of a learning disability day care service. I had great support from the LSV/CC team.

people at tea party
Storysharing tea party at care home

What were the outcomes?

The Impact Launchpad pilot tested Storysharing across three care settings between November 2025 and March 2026. The findings were clear: Storysharing creates real value for residents, staff and the wider atmosphere of care settings. It helped residents express identity and preferences, strengthened relationships between residents and staff, and gave staff richer ways to understand the people they care for.

One resident said “we’ve got to hear each other’s stories; it’s been an eye opener”. These residents went on to share their stories outside the sessions with others, creating an enthusiasm for exchanging anecdotes.

For those with dementia, it was evident that small stories from family history had the potential to evoke well established memories, particularly when associated with catchphrases. Family members spoke of how telling these stories animated their relatives and brought them out of themselves.

We also saw how great people were at supporting those who communicated nonverbally – one young woman at the day centre was particularly good at this, especially using a Big Mac communication aid.

What’s happening next?

We are delighted to say that RIX is partnering with City Care to develop proposals for taking Storysharing® forward:

  • Developing a model of readiness that identifies what stage homes are at in their development of a culture of shared conversational stories, and what support they need to go further
  • A toolkit of resources ready made for homes to use immediately
  • A new level of Storysharing® light training that sits between our current Foundation level (information) and Licensed Practitioner level (in-depth knowledge and experience)
  • An app to support the gathering, recording and sharing of small stories for families, carers and associated professionals

Watch this space for updates on this partnership.

We are grateful to participants, staff and families who helped us in the pilot study, and to LSV and City Care for the opportunity they provided. Special thanks to Anjali Moorthy for her support.

Nicola Grove, Professor for Profound & Multiple Disabilities

Social work students and people with learning disabilities came together on Monday to celebrate the completion of the RIX Big Ideas course, marking the occasion with an inclusive and inspiring graduation event.

Held at the University of East London, the event brought together graduates alongside family members, friends, and supporters. The atmosphere was warm, reflective, and celebratory capturing the essence of a course that is built on partnership, shared learning, and mutual respect.

large group of participants
Big Ideas students with learning partners

A central feature of the event was the opportunity for participants to present their learning. Working in mixed groups, students and people with learning disabilities shared some of the key ideas that had stood out to them throughout the course. These presentations were diverse in style and approach, reflecting the inclusive ethos of the programme. Some groups chose to focus on discussion and dialogue, while others used storytelling, visuals, and creative methods to communicate their thinking.

Rather than simply recalling information, participants demonstrated how they had engaged with complex ideas and connected them to real-life experiences. The presentations highlighted not only what had been learned, but how it had been understood, interpreted, and made meaningful by each group.

people at meeting listening
A captive audience of learners

The Big Ideas course is designed to challenge traditional models of teaching and learning. It brings together social work students and people with learning disabilities in a shared space where everyone contributes equally. Participants explore major social, philosophical, and ethical ideas, but always in ways that are accessible, relevant, and grounded in lived experience.

This approach was clearly visible during the graduation event. There was a strong sense that learning had been co-produced, rather than delivered. Students spoke about gaining new perspectives, while people with learning disabilities shared their insights and interpretations with confidence and clarity. The boundaries between teacher и learner became less defined, replaced by a more collaborative and respectful way of working together.

groups of people with certificates
Some of the Big Ideas graduates – there were 29 in total

For many attendees, the event was also an important moment of recognition. Family members and supporters had the opportunity to see the work that participants had been involved in and to celebrate their achievements. The pride in the room was evident not only in completing the course, but in the personal growth, confidence, and relationships that had developed along the way.

The graduation also highlighted the broader impact of inclusive education. By creating spaces where people with learning disabilities are actively involved in exploring and shaping knowledge, programmes like Big Ideas contribute to a shift in how learning is understood and delivered. They demonstrate that complex ideas are not the preserve of traditional academic spaces, but can and should be accessible to everyone.

people in meeting
At the Big Ideas graduation in the Royal Docks Centre for Sustainability

Importantly, the course supports the development of skills that go beyond the classroom. Participants build confidence in expressing their views, engaging in discussion, and working collaboratively with others. For social work students in particular, this experience provides valuable insight into person-centred and inclusive practice principles that are central to their future professional roles.

The event marked both an ending and a beginning. While it celebrated the completion of the course, it also reinforced the importance of continuing these conversations and approaches in wider educational and professional contexts.

The Big Ideas course is part of RIX’s ongoing commitment to inclusive research and teaching, ensuring that people with learning disabilities are not only included in education, but are active contributors to it.

For those interested in learning more about the course and its innovative approach, further details can be found in the article below.

Read about Big Ideas in Learning Disability Today

Сайт Newham Citizen Science Fair (NCSF) 2026 was a busy, friendly and dynamic community event where people of all ages and abilities came together to learn, explore new ideas and participate in hands-on activities.

Now in its third year, this was the first time the NCSF was hosted at the Royal Docks Centre for Sustainability (RDCS), adding an exciting new dimension to the fair.

Members of purpleSTARS, RIX co-researchers and social work students hosted an exhibit inviting visitors to share their lived experiences by contributing to a multi-sensory collage map of Newham. Through creative sensory artworks and personal reflections, the exhibit brought together diverse perspectives and highlighted the real-life challenges, strengths and stories of Newham’s communities.

people at workshop
Ajay at the event and checking out PhotoSYNTH with Zen

Lots to see and do

There were many different stalls and activities. People explored new technology, science projects and fun hands-on demonstrations. Ajay said:

I enjoyed the Newham Citizen Science Fair. It was very exciting. I saw different sections like Smile Powered Music with the PhotoSYNTH, the Newham Community Research Network and the UCL Citizen Science Academy. I also liked the Newham mind-mapping—it reminded me of growing up in old school, secondary school and sixth form. It was a very busy day and a lot of fun!

A fun and inclusive community event

Visitors said the event felt welcoming for everyone. Mary-Ann said:

It was a lovely, fun and engaging community event with lots to do for different ages and abilities. It was thought-provoking and there was lots to learn in a fun and interactive way.

Samantha and Renee-Deborah with visitors and tactile sound ‘Be Kind’ card created by visitor to the fair

Inspiring technology for accessibility

Many people were impressed by how technology is being designed to support people with learning and physical disabilities. Tofunmi said:

The fair was eye-opening and inspiring. I saw amazing projects showing how technology can be customised for people with disabilities. It reminded me how important it is to make new technology accessible for everyone. I loved seeing researchers, developers and community members working together. It deepened my understanding of what accessible technology can do, and why inclusive voices matter.

Gavin Sealy highlighted the need for us to approach Artificial Intelligence, AI, as a conversational tool that will strengthen our ability to think clearly as individuals and to think well together as communities. He argued AI is not about replacing people with machines but about highlighting the value of people in the age of the machine.

man in front of screen
Gavin Sealy’s presentation

Working together and sharing ideas

The fair created opportunities for collaboration, conversation and co-production. Nic said:

It was a positive experience participating in the Newham Citizen Science Fair. I met a wide range of people and explored many different projects. The event felt open and collaborative, with informal conversations and hands-on activities helping people learn together. I especially enjoyed projects like the LEGO Mindstorms (which I spent ages playing with!) and the musical instruments created by Zen. These showed the creativity and technical skill in the community and highlighted how citizen-led innovation can bring people together.

Building skills and confidence

The fair was also a great place for students and young people to practise communication skills. Ifeoma said:

The fair was informative and insightful. I got to put my signing skills into practice while talking with others. It helped build my confidence in communication. It was a positive opportunity to participate and contribute. I enjoyed seeing local residents sharing high-quality research that supports our borough. I used my Makaton skills when talking with children who are D/Deaf or hard of hearing. It was a rewarding day that showed the power of inclusive community research.

man talking to woman
Ifeoma with purpleSTARS member Jas

A successful day for Newham

The Newham Citizen Science Fair 2026 showed how powerful community-led research can be.
People shared ideas, learned from each other and explored new ways to make Newham a fairer and more inclusive place.

sensory mind map of Newham
Inclusive creative sensory mind map of Newham co-created by visitors to the Newham Citizen Science Fair – now on display in the RIX office

Rix Inclusive Research at UEL is proud to support events like this, where everyone’s voice matters and everyone can take part.

Are you passionate about community engagement, inclusion and research with young people with Special Educational Needs and Disabilities (SEND)?

We’re looking for a Young People with SEND NCRN Coordinator to set up and lead an inspiring Community Research Network. This network will support young people to become paid citizen social scientists. These young people will shape research on the issues that matter to them.

This is a great opportunity to combine youth work, inclusive research, and social impact and will help communities who are often left out influence change.

This job is based at The 5Es и The RIX Centre.

Find out more about this great opportunity by checking out the easy read overview and Job Description below.

NCRN Coordinator easy read overview

NCRN Coordinator Job Description

At RIX, our work is rooted in collaboration, co-production, and learning across borders. Recent international activities across Egypt, Saudi Arabia, and Uzbekistan have provided powerful opportunities to share our approach to inclusive research and practice, while also learning from colleagues, students, and leaders who are equally committed to creating more accessible and inclusive societies. These experiences remind us that inclusion is a global conversation — and one that grows stronger through shared experiences, partnerships, and mutual learning.

Egypt: Inclusion, Learning and Cultural Exchange

Our visit to Egypt centred around participation in an international summit and the Tamkin 2026 programme, both focused on advancing inclusive education and opportunities for students with disabilities.

Two students travelled with me as part of the RIX delegation. Their presence was essential. Inclusion is not something we talk about for students — it is something we build with them.

International Summit: Conversations on Inclusive Universities

At the summit, I presented to an audience that included the Minister of Higher Education, university leaders, professors, and practitioners. The focus of our contribution was clear: how we can work together to make universities more inclusive, accessible, and responsive to diverse learners.

different groups at conference
International Summit delegates in Egypt

We shared RIX approaches to:

  • Co-production with people with lived experience
  • Multimedia advocacy and digital inclusion
  • Universal Design for Learning (UDL)
  • Creating inclusive learning environments across teaching, research, and student life

The discussion highlighted a shared commitment across countries to move beyond policy statements and into practical implementation — designing systems, spaces, and cultures where all students can participate and flourish.

Student Participation and Global Connections

The two students who travelled with us participated fully in the conference and in the Tamkin 2026 programme. They met students from other universities, exchanged ideas, and experienced international collaboration first-hand.

This experience strengthened their confidence, networks, and sense of belonging within a global community working toward inclusion. It also demonstrated the importance of creating opportunities for students to participate in international spaces as active contributors, not just observers.

people with cat and woman making bread
Loving the cat and baking the bread

Experiencing Egypt Together

Alongside the academic programme, we shared cultural experiences that deepened our understanding of Egypt’s history and richness. Together with the students, we visited some of Luxor’s most iconic sites:

  • The Valley of the Kings
  • Luxor Temple
  • A sunrise hot air balloon trip over the Nile and ancient monuments

These shared moments created space for reflection, connection, and joy — reminding us that international collaboration is also about building relationships and shared memories.

four women in a hot air balloon
In a hot air balloon
local sights in Egypt
Flavia and Teddy seeing the sights

Saudi Arabia: Learning Through Dialogue and Experience

The visit to Saudi Arabia offered another valuable opportunity for professional exchange and cultural learning. Meetings and conversations focused on inclusive practice in education and the role of universities in creating accessible environments for all learners.

I also had the opportunity to learn from colleagues and experience local traditions and hospitality. One memorable experience was visiting a traditional restaurant where we sat on the floor and shared food together. This offered a meaningful insight into cultural practices and the importance of respect, openness, and curiosity when building international partnerships.

door handle, woman and group of people
Gosia out on a mission
signage and poster
Examples of signage and accessibility in Saudi Arabia

Uzbekistan: Building Capacity for Inclusive Systems

In the first two weeks of December, we were delighted to host colleagues from Uzbekistan at the RIX Centre as part of our ongoing collaboration with the National Agency for Social Protection and the International Inclusive Hub.

We welcomed leaders from the Hub and lecturers from Tashkent Pedagogical University for an intensive programme of training and exchange. The sessions focused on developing inclusive systems across education and social protection, with particular emphasis on:

  • Universal Design for Learning and inclusive curriculum design
  • Digital tools for advocacy and participation, including Rix Wiki
  • Co-production and working with people with lived experience
  • Developing inclusive research and leadership capacity
  • Practical strategies for implementation within universities and national systems

The training created a vibrant space for dialogue, reflection, and shared learning. Colleagues explored how inclusive approaches can be embedded across teaching, student support, and policy frameworks. It was inspiring to work together on practical solutions that can support students with disabilities and create more inclusive educational environments in Uzbekistan.

This partnership continues to grow and forms part of a wider programme of collaboration to strengthen inclusive vocational and higher education systems.

Google building and woman wearing eye blocks
Visit to Google Accessibility Discovery Centre
collage of team photos
Uzbek partners visit in December 2025

Looking Ahead: Continuing the Work Together

Looking ahead, we are now preparing for a two-week visit to Uzbekistan, where we will deliver an intensive programme of training for teachers, academics, and leaders from universities, further education colleges, and vocational education institutions.

The focus of this next phase will be on supporting inclusive teaching and learning across vocational qualifications and higher education. Together with our partners, we will explore practical strategies to ensure that students with disabilities can access, participate in, and succeed within vocational and academic pathways.

Alongside the training programme, we are also working collaboratively with the National Agency for Social Protection and university partners on the development of a white paper and policy recommendations for the Government of Uzbekistan. This work aims to support long-term systemic change by embedding inclusive principles within national policy, educational frameworks, and institutional practice.

Our work is grounded in partnership and mutual learning. We are not simply delivering training; we are working together — sharing knowledge, listening, testing ideas, and co-creating solutions that are meaningful within local contexts. Through this collaboration, we hope to contribute to sustainable, inclusive systems that support all learners to thrive.

group around table
Workshop at Google Accessibility Discovery Centre

Reflections: Building Inclusive Universities Together

Across Egypt, Saudi Arabia, and Uzbekistan, several shared themes have emerged:

  • Inclusion is a global priority requiring collaboration and leadership
  • Students and people with lived experience must be central partners
  • Cultural exchange strengthens professional relationships
  • Practical tools and approaches are essential to turn vision into reality
woman in wheelchair
Ensuring all students have access to education

We are proud to represent RIX internationally and to contribute to global conversations about inclusion, accessibility, and participation. Just as importantly, we return inspired by the commitment and innovation of our partners and colleagues around the world.

These collaborations remind us that meaningful change happens when we work together — across institutions, countries, and cultures — to create learning environments where everyone can belong and succeed.

Гося Квятковска