Gabe Ryan

Recently, a family member came across a discussion group of people who specialize in and are passionate about CVI and shared the information with me. I was excited to learn about it and get involved. What drew me in was that this group focuses on the lived experiences of people with CVI, not just the clinical side, but what it's actually like to navigate the world with this condition. Hearing from others and sharing in that conversation taught me things about my own vision that I had never thought about before.

Finding Others Who Understand

One thing I've learned living with cerebral palsy and CVI is that finding a community that truly understands what you're going through can be life-changing. It's one thing to read about a condition online it's another to sit in a room (or a Zoom call!) with people who truly can relate and share similar experiences.

When you're navigating something that affects your daily life, whether it's a disability, a health condition, or anything else, finding a group that's focused specifically on your experience can expand your own knowledge. You might learn something new about yourself. You might find a strategy or resource that makes your day a little easier. Or you might just feel less alone and sometimes that's the most powerful thing of all.

When I found this CVI group, I wasn't looking for a medical lecture. I was looking for connection and understanding through lived experience and that tie to research, and I found it. Since May is National Eye Health Month, this topic felt like perfect to highlight, but the bigger message is really this: whatever you're dealing with, there's likely a community out there for you. Don't be afraid to seek it out.

The CVI group meets throughout the year on Zoom and is a space dedicated to information, discussion, research, and advocacy for people living with CVI as well as parents of children with CVI nationally and internationally. Each session includes a doctor who specializes in CVI, along with a couple of moderators who help guide the conversation. It's a live, open forum where people with CVI share their experiences and connect with others. I'd encourage you to check it out if you're an adult living with CVI or you have a family member with CVI. Registration is required through this form.

School Health Corporation offers products across a wide range of health categories including vision and eye health. Explore the website and find resources and products to meet your needs in this area.

Thanks for reading! If there are topics or products you'd like me to cover in a future article, I'd love to hear from you. Reach out anytime, my email is GabeRyan@schoolhealth.com.

View this news clip to learn more about the LUCI system from the dynamic founder/team: Preview YouTube video LUCI on CNBC - Shepard Smith 

I hope you found this content informative. If you have a product or topic you believe should be highlighted in the access angle articles, please don’t hesitate to reach out. You can contact me at Gabe Ryan gryan@schoolhealth.com.

                                                                                                                                                                                        Gabriel Ryan, School Health Blog Writer and Contributor

Some stories never get old, because the lessons they carry remain just as relevant today as when they first lived. For us, those lessons have always centered on two things: access and inclusion.

I recently had the privilege of joining my mom, Robin, at the California Department of Education's Individuals with Disabilities Education Act (IDEA) 50th Anniversary event. A packed room filled with dedicated professionals and community members gathered to mark a milestone: the 50th anniversary of IDEA. We were there to share some of our experience, from two different but deeply connected perspectives — both rooted in the belief that access and inclusion are not privileges, they are basic rights.

Mine was sharing experience as a student, navigating the education system with a disability, receiving specialized support, and rolling across that graduation stage with my peers. Access and inclusion in action. The skills learned, friendships and relationships made, and the opportunity to access education in my neighborhood school with my peers, set the foundation for employment opportunities such as my work with School Health as a Blog Writer and Contributor like the Access Angle segment and many other important life experiences.

My mom's shared experience as a parent, and she'll be the first to tell you it wasn't always easy. Advocating for me as a young child meant learning an entirely new system, understanding the laws, the processes, and how to navigate it all. There were moments of uncertainty and frustration, but also moments of breakthrough, growth, and deep connection with others who were advocating for individuals with disabilities and their families. That experience didn't just shape our family; it fueled her passion for the work she does today. Robin's message to the field is clear: we must continue commitment to this important work and strengthen partnerships for each student in California. We lift experiences and challenges of families and individuals with disabilities, so that we continue to learn and do better. Robin has spent a few decades working with the Sacramento County Office of Education on a statewide California Department of Education, Special Education Division training and technical assistance project Seeds of Partnership which supports parents, school districts, and community partners across the state.

Participating in this event together, sharing what we've learned and lived through, reminded me of something important: never underestimate the value of your lived experience and knowledge-– or the moments you're given to share your life experience with others. Someone in that audience may have needed to hear exactly what we had to say during that event. The messages and stories related to fifty years of IDEA were impactful!

Our closing quote said it best.

"IDEA didn't just change systems, it changed lives. Access isn't optional and inclusion isn't negotiable." ~ Robin and Gabe Ryan

We are deeply grateful to the California Department of Education, especially Special Education Division Director Dr. Rachel Heenan and Associate Director Noelia Hernadez for including us in such a meaningful celebration. To share the stage with so many California leaders and pioneers in the special education field was truly humbling. These are people whose lifelong dedication continues to shape the landscape of access and inclusion, of which families like ours appreciate their commitment so much.

Watch the California Department of Education IDEA 50th Anniversary Celebration full event recording here. The section where we begin speaking during this event is at the 31:56 mark (Gabriel Ryan/Robin Ryan segment) linked here.

To learn more about the IDEA legislation check out this recent blog Access Angle - IDEA Turns 50! 

Have any comments on Access Angle articles or ideas for future topics, including product reviews or share outs? Feel free to reach out to me at gryan@schoolhealth.com.

Gabriel Ryan, School Health Blog Writer and Contributor

Recently, I had the chance to check out a new restaurant that opened up in my neighborhood, and I have to say, I was pleasantly surprised by one detail that stood out to me—every other table was accessible for wheelchairs.

As someone who uses a wheelchair, I’ve often encountered places where navigating through the space or finding an accessible spot feels like an afterthought. So, rolling into this restaurant and seeing the thoughtful layout made a huge difference. It wasn’t just the wide aisles or the accessible tables; it was the feeling of being considered, not having to worry about whether I’d be able to sit comfortably and enjoy my meal.

Accessibility is so much more than just a ramp or a wider door—it’s about feeling included in the space, and this restaurant clearly got that right. It’s encouraging to see businesses that prioritize accessibility in the physical space, not just in their design but in their character. It highlighted the importance for all public spaces to be welcoming for people with different needs.

For anyone who may not have thought much about it, accessibility can have a huge impact. It’s not just about physical space; it’s about making people feel seen and respected. I felt appreciated just by the way the restaurant was designed to be accessible. As I sat at one of the wheelchair-friendly tables and looked around, I couldn’t help but feel hopeful. It’s moments like these that underscore of the power of inclusion—and how details like these can make a big difference for so many people.

What made the experience even better? We decided to return for a second visit. Not only was the layout still perfect, but the staff also remembered me from my first visit! They were incredibly welcoming, genuinely excited to see me again, and made me feel like I was part of their restaurant family. That level of care and attention to detail really stood out and made my second experience just as wonderful as the first. It’s not every day that you encounter a place that feels this inclusive and warm. It’s not just the accessibility of the space, but the kindness of the people that makes a lasting impression. I’ll definitely be returning—this restaurant has earned a regular customer in me. Im hopeful that more restaurants will follow this example. Let’s make “a seat at the table” the standard, not the exception.

Have any comments on Access Angle articles or ideas for future topics? Feel free to reach out to me at gryan@schoolhealth.com.

Gabriel Ryan, School Health Blog Writer and Contributor

As we embark on the new year, we kindly remind everyone to be mindful of the preferences of individuals with disabilities when communicating with and about them.

Words shape how we see people—and how people see themselves. Person-first language is a way of speaking and writing that puts the individual before a condition, diagnosis, or disability. Instead of defining someone by one characteristic related to their disability or only their disability, using person first language recognizes the whole person first. For example, saying “a person with a disability” emphasizes that disability is just one part of who they are, not their entire identity. This small shift in language can make a big difference. It helps reduce stigma, avoids stereotypes, and promotes respect and dignity.

Person-first language is especially important in education, healthcare, and media, where words influence attitudes and decisions. However, it is also important in customer service and places we frequent in the community. When professionals and communicators choose respectful language, they help create more inclusive environments where people feel valued rather than labeled. When we incorporate these simple considerations into our conversations at work, and among our family and friends, we are actively part of the greater shift toward a culture of respect for one another. That said, it’s also important to listen. Some communities prefer identity-first language (such as “autistic person”) as a way of embracing identity and pride. Respect means being open to individual and community preferences. Everyone is unique, and their preferences may differ.

This brings me to highlight the importance of presuming competence in those with disabilities, which means starting from the belief that a person is capable of thinking, learning, understanding, and communicating, even if they communicate, move, or behave in ways that are different from what society expects. Rather than assuming limitations, presuming competence means giving people access and opportunity before judging ability.

What it looks like in practice

• Speaking directly to the person, not only to caregivers or aides
• Offering choices, in education, materials and opportunities
• Providing communication supports (AAC devices, visuals, extra time)
• Avoiding “baby talk” or oversimplifying unless the person asks for it
• Allowing someone to try and learn, even if progress is slow

Many people with disabilities—especially those with intellectual, developmental, or communication disabilities—have historically been underestimated. When competence is not presumed, people may be excluded from education or decision-making, spoken about instead of spoken to, or denied opportunities to show what they know. Presuming competence helps protect dignity, supports inclusion, and often reveals abilities that might otherwise be missed.

As a person that uses a wheelchair and with cerebral palsy, the number of times people at restaurants, stores, service providers, etc. who direct their conversation to a family member that may be with me, instead of to me, are too many to count. My family member will typically direct the comment/question to me, or pause for me to respond. I’ve learned that most people mean well and likely have not had experiences around people that may look and move like I do. Even after it becomes clear that I can speak for myself, some individuals will still jump right back to asking those that are with me, additional comments/questions or my preferences. We are used to the cycle of my family redirecting back to me. I do think these experiences have brought awareness to many people along the way that might have assumed those with physical disabilities can’t communicate or participate in the conversation with others. Another example I experience is sometimes people are not sure how to include me in certain activities, so my participation is awkward in a variety of ways, sometimes frustrating, or they don’t include me at all.  As with everyone, there are some activities I am just not able to do, but the most successful experiences have been when someone asks me how I can participate or is open to my ideas of how I could be involved.

We can all find ways to be a kinder and more thoughtful about what we say and do and including and practicing person first language and presuming competence. Being intentional about this can help build a more understanding and inclusive world.

Here are a few additional resources for your reference:

·      National Institutes of Health (NIH) Style Guide: Person-First Destigmatizing Language- additional examples of person first language

·      ADA National Network Guidelines for Writing About People With Disabilities

·      SNRD Space (YouTube) What is Person-First Language? | Respectful Communication Explained  importance of people-first language—a way of speaking that puts the person before the condition. Whether you're a student, educator, healthcare professional, or just someone who wants to communicate more thoughtfully, this video breaks down the concept with easy examples and tips for everyday use.

Have any comments on Access Angle articles or ideas for future topics? Feel free to reach out to me at gryan@schoolhealth.com.

Gabriel Ryan, School Health Blog Writer and Contributor

The holiday season is here! It’s a busy time for everyone with various gatherings of family and friends. This is a friendly reminder to stay hydrated throughout the year, but especially during the holidays.

Staying Hydrated Is Crucial!

Staying on top of your water intake throughout the holiday season can help maintain routine and keep your body healthy. Some key signs your body needs more water are thirst, decreased urination, fatigue, dry mouth, lips and eyes, headache, dizziness, lightheadedness, muscle cramps/spasms and more.

To help keep your body hydrated, here are some helpful tips:

• Set alarms on your watch, phone, smart speakers with a water reminder.
• Download a water-tracking app on your mobile device.
• Carry a water bottle with you wherever you go.
• Add a little flavor to your water to have some variety
• If you are having a meal or a snack, make sure you also have some water.

A product that I use every day for hydration is called the Giraffe Bottle Hands-Free Drinking System. This is a great adaptive water bottle for people with disabilities that have physical limitation in their arms or hands or just want an easy way to have a water bottle nearby. It has an extended straw for easy hydration and independence, depending on the individual’s situation. I’ve been using this type of water bottle for several years now and still love it! I’ve written a couple of different articles about my experiences with it. You can find those articles here Bottles and Accessories for Giraffe Bottle Hands-Free Drinking System.

From all of us at School Health, we hope everyone has a wonderful holiday season…and remember to stay hydrated!

If you enjoyed this topic or if you’d like to see a different topic highlighted in future Access Angle articles, please feel free to reach out to me through my email. My email is gryan@schoolhealth.com.

Did you know that this November marks the 50th anniversary of a significant piece of legislation that has had a profound impact on individuals with disabilities in the education system? This legislation, commonly known as the Individuals with Disabilities Education Act (IDEA), has opened the doors for individuals like me to be fully integrated into classrooms, access general education curriculum, and receive diplomas alongside peers, provided they have the necessary supports.

“Congress enacted the Education for All Handicapped Children Act (Public Law 94-142), also known as the EHA, in 1975 to support states and localities in protecting the rights of, meeting the individual needs of, and improving the results for infants, toddlers, children, and youth with disabilities and their families. This landmark law’s name changed to the Individuals with Disabilities Education Act, or IDEA, in a 1990 reauthorization. The law was last reauthorized in 2004, and the department has periodically issued new or revised regulations to address the implementation and interpretation of the IDEA.” US Department of Education- History of Individuals with Disabilities Education Act.

I am deeply grateful for this legislation, as it enabled me to actively participate in classroom discussions, learn alongside my classmates, and contribute to the overall learning environment, in the community and beyond. This has been instrumental in my growth and development from preschool through high school I was fully included in general education classrooms, in my neighborhood school, with support and assistance of teachers and specialists. Notably, I earned my high school diploma and proudly crossed the stage with my fellow graduates in 2013. This was a momentous occasion for me and my family.

Inclusion in my neighborhood school and access to general curriculum was not always the smoothest path. There were teachers who thought I didn’t belong, staff lacking the skill set to provide the best outcomes, it wasn’t always clear how to create access to materials and learning concepts, homework and assignments were exhausting at times, and there were some things just not able to be coordinated for someone using a wheelchair and with a visual impairment. That said, I had access to assistive technology including audio and visual supports, trained staff specializing in varied disciplines, instructional assistants, and educators who accepted the challenge and adventure of trying their very best to create access to learning. I also have a mother who learned everything she could about educational rights, inclusion, and how to partner with those in the school system and community to actualize services and support to meet my individual needs. I would like to express my sincere gratitude to my family and the superhero administrators, teachers and specialists who were right there paving the pathway to inclusive opportunities with us, for their unwavering support, guidance and work to carry out the intent of IDEA legislation for me and other students with educational support needs. I also want to acknowledge those disability advocates like Judy Heumann, Ed Roberts, and countless other individuals and their families who showed up and shared out the importance of speaking up for human rights. Lives have been positively impacted by their contributions to this legislation and other related efforts.

If you are a family member or an individual with disabilities who is new to receiving special education services and support, partner with your school and school district to continue learning more about educational supports, also access the parent/family related supports in your state to ask questions, and learn about opportunities and possibilities in your region.

Let’s keep up the efforts and awareness! Additional funding for IDEA is needed to ensure ongoing and expanded access to our citizens. To learn more access this YouTube video from the U.S. Department of Education – The Individuals with Disabilities Education Act (IDEA)- History & Evolution.

Have any comments on Access Angle articles or ideas for future topics? Feel free to reach out to me at gryan@schoolhealth.com.

Gabriel Ryan, School Health Blog Writer and Contributor 

October is AAC awareness month, do you know what AAC stands for? Augmentative and Alternative Communication (AAC)! AAC includes all the ways people communicate when they can’t rely on speech alone, this can range from gestures and sign language to high-tech devices and communication apps. AAC awareness is an opportunity to promote learning and understanding of access for all. 

AAC is used by individuals in various settings, such as classrooms, communities, homes, or even restaurants. Having access to a variety of ways to communicate is transformative for individuals who would otherwise not be able to express their needs and interests. When individuals have access to AAC, they can expand their independence in a variety of ways, such as sharing their preferences for daily activities like clothing choices or beverage preferences, participating in conversations, and experiences in the community like employment and group events.

Whether you're an educator, therapist, family member, or self-advocate, you can learn more about AAC systems and how they work, promote inclusive communication in your community, and support AAC users to be heard in all areas of life.

Did you know School Health offers a couple of different AAC products to consider? Our team would be happy to assist you! You can reach out to us here. Learn more about the products by visiting our AAC page.

Let us know: Did you find this article interesting? Would you like to read more of these types of articles? Do you have a topic you would like to see highlighted? Contact me through email Gabe Ryan gryan@scoolhealth.com. I’d love to know how you’ve used information from the School Health Access Angle segments.