Flexible Accommodations By Ayden Marietta

How would I feel supported or empowered with my disability? 

  My name is Ayden Marietta. I am 22 years old, and I am currently a student in my senior year at Indiana University – Indianapolis. As a student with an Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, and Anxiety Disorder diagnoses I do make use of Accessible Education Services (AES) at Indiana University.  This year, the AES accommodation I utilized was extended time provided to complete my exams. This included taking my exams in the AES Lab at the University Library. While I found the accommodation useful and helpful, I found one area of the testing process still presented barriers. As a person on the Autism Spectrum, writing out lengthy answers by hand is not only a challenge due to my poor handwriting/fine motor skills; but also challenging for me to express my thoughts when handwriting answers. For some reason, my mind communicates much more clearly when I type out my answers. Not only that, but with my poor handwriting it takes me much longer to write my answers by hand, making it difficult to complete all test questions to the best of my ability. In this area, I would feel much more supported by being able to type my responses. I did ask about being able to type my responses on a computer with no internet access, but was told that the blue book format was required for grading purposes.

In order to ensure that testing accommodations are more supportive for those with disabilities, I would suggest universities allow more leeway in how testing is done. First, I believe that essay questions should have the option to be typed out. For people like me, typing out our answers is easier as we are able to think and focus more clearly than when struggling with our handwriting and trying to put our thoughts onto paper. Second, asking a student which accommodations they believe they can use to best help them succeed on a test or other assignment, even if different or unusual, should be considered as long as it does not provide an unfair advantage. Finally, allowing a student to navigate at their own pace if they need to slow down to focus on one assignment or an exam can improve their ability to concentrate and allow them to put their best effort in each assignment.

To conclude, I believe that students who are provided flexibility in their choice of accommodations, accommodations that are as unique as the students themselves, allows students with disabilities to feel supported in their coursework and to be able to succeed in their classes.

About the Author

A smiling young man standing on a stage, dressed in a black double-breasted suit and a tie.

Image Description: A smiling young man standing on a stage, dressed in a black double-breasted suit and a tie.

Artist Bio

My name is Ayden Marietta. I am a senior at Indiana University – Indianapolis majoring in Applied Theater, Film, and Television and plan to graduate in May 2026. Since childhood, I have had a real passion and interest in politics,  government, and American history. This passion has led me to volunteer and intern for both local and statewide political campaigns, including Mike Braun’s gubernatorial campaign. I also served as an Indiana State GOP Delegate at the 2024 State Convention. I also co-host, along with my friend Justin George, “The Neurologic Podcast” where we both talk about history, sports, politics, and life on the Autism Spectrum.  In my final year in high school, I received the governor’s work ethic certificate in 2022 for my academic performance.

Huddle Up With The GM! By Emry Himes

A cartoon of a smiling man dressed as a football coach with a headset and clipboard. The text "HUDDLE UP WITH THE GM!" is centered below him. Surrounding the coach are several encouraging phrases like "I am proud of you!" and "Well done!" A caption at the bottom explains that he is starting a podcast to help others feel good and recognize their "super powers."

Image Descriptions: The first image is a yellow poster featuring a cartoon illustration of a smiling man, referred to as “The GM,” dressed as a football coach with a headset, a “GM” logo on his jacket, and a clipboard showing a play diagram. Above him, various encouraging phrases like “WOW, YOU DID IT!”, “I AM PROUD OF YOU!”, and “I SEE YOU! I HEAR YOU!” are scattered like speech bubbles. The main text at the bottom reads “HUDDLE UP WITH THE GM!” followed by a caption: “THAT’S WHY I WANT TO START A PODCAST TO MAKE OTHERS FEEL GOOD ABOUT THEMSELVES AND RECOGNIZE THEIR SUPER POWERS!!”

cartoon of a smiling man dressed as a football coach with a headset and clipboard. The text "HUDDLE UP WITH THE GM!" is centered below him. Surrounding the coach are several encouraging phrases describing how PAC Services helps him, including: "Understand my options", "Focus on what I CAN do", "Feel seen, heard and respected."

Image Description: The second image is a green poster featuring a cartoon of a smiling man dressed as a football coach with a headset and clipboard. The text “HUDDLE UP WITH THE GM!” is centered below him. Surrounding the coach are several encouraging phrases describing how PAC Services helps him, including: “Understand my options”, “Focus on what I CAN do”, “Feel seen, heard and respected.” A caption at the bottom explains that with a waiver, he is reaching his goals and starting a podcast to help others recognize their “SUPER POWERS!”

About the Artist

A young man in his twenties with short brown hair. he is wearing a blue casual shirt with a tan hooded drawstring sweater over it. He is leaning on a brick wall with a smile on his face.

Image Description: A young man in his twenties with short brown hair. he is wearing a blue casual shirt with a tan hooded drawstring sweater over it. He is leaning on a brick wall with a smile on his face.

Artist Bio

Emry Cole McHugh Himes is a community leader from Southport, Indiana and the Inspirational Coach for the Franklin College Football Team, where he is known as the heart of the Grizzlies program. He is a Roncalli High School graduate, a participant in Franklin College’s Inspire program, and a longtime volunteer with organizations such as Best Buddies, Hope Gallery, and Special Olympics. Emry is also a Special Olympics athlete and 2025 Backstroke State Gold Medalist who loves music, dancing, sports, and bringing people together. 

What Real Support Looks Like to Me By Jody Michele

In my twenties, I needed support that was practical, consistent, and rooted in dignity.

I needed connection—real connection—not isolation disguised as independence. I needed transportation that allowed me to participate in community, work, and relationships. I needed the homes of my family and friends to be accessible. Why? Because relationships are deepened within homes, not confined to public spaces like restaurants and department stores.

I needed society not to pressure me to prove my worth or to be the representative of all people with disabilities. When I was eight years old, a teacher told me I had to work twice as hard to be seen as just as good as other children without disabilities. She said this after I made a C on a test. She told me that people would only see my wheelchair and hear my speech impediment caused by cerebral palsy—and that they would dismiss me. She said I had to excel at everything, not only for myself, but for the benefit of all people with disabilities.

That was an enormous burden to place on a child.

As I entered young adulthood, I needed people to actively counter that narrative. No one ever did. I needed permission to be an individual human being—not a symbol, not a lesson, not an inspiration. Had that happened, I believe I might have experienced more joy in my younger years.

I needed to live without the constant fear of losing my disability services—without the anxiety that one paperwork error, policy shift, or political decision could unravel my stability. Support should not be so fragile that it forces a person to remain in survival mode.

I needed politicians and community leaders to put action behind their words. Not performative allyship. Not promises during Disability Awareness Month. But policies, funding, and systems that reflected a genuine commitment to disabled lives.

I needed to see people with disabilities in positions of power. I needed visible proof that disabled people were valued and respected in this society.

I needed people to understand that I did not need to serve as their emotional dumping ground in exchange for my physical needs being met.

I needed organizations and businesses to recognize that if I was good enough to be an ongoing volunteer, then I was good enough to be compensated.

These were the things I needed then, and they are still what I need now, in my fifties. They are what people with disabilities need in order to be truly supported and empowered.

About the Author

A woman with short purple hair and glasses sits smiling in a powered wheelchair on a wooden deck outdoors. She wears a light blue sweatshirt, gray pants, and white sneakers, with trees and greenery behind her on a sunny day.

Image Description: A woman with short purple hair and glasses sits smiling in a powered wheelchair on a wooden deck outdoors. She wears a light blue sweatshirt, gray pants, and white sneakers, with trees and greenery behind her on a sunny day.

Author Bio

Jody Michele is an independent disability consultant and a co-author of “Disabling Leadership”.  She has both seen and unseen disabilities. 

2026 Indiana General Assembly: Bills of Interest

Advocates are watching six bills which are still to be considered for the 2026 Indiana legislative session. They have the power to change the lives of people with disabilities.

 A bill ending a governmental advisory board made up of people with disabilities and their allies is on the agenda for this session. Excluding any minority group from leadership positions is a way to oppress them. We cannot afford to lose this foot hold.

If passed, children with Autism will be able to receive Applied Behavioral Analysis services in their school. As of now, federal law states that children have the right to be educated in the least restrictive environment. This bill can keep children who need these services in classes with their peer group. One drawback is that the school will not be financially responsible for the therapy.

A very necessary piece of legislation moves us in the correct direction of not executing individuals with cognitive disabilities. There is some discussion that this bill does not go far enough to safeguard individuals whose cognitive disability does not manifest early in the trial process.

Finally, there are 2 bills that deal with Medicaid.  One bill makes it more difficult to qualify for benefits by reducing the income limit. It does not mention waiver income limits. The other bill is regarding long-term care and the PathWays program. It requires the state to apply for new funds and sets guidelines for where care can take place. Basically, if it is cheaper to put someone in an institution, they have no choice. Care at these facilities is not preferable to care at home. Facilities are already overcrowded, understaffed and underfunded.

All these bills are listed below with their authors and co-authors. IDJ urges anyone to be an advocate or self-advocate. Information on these, and all current legislation, and phone number of legislatures can be found at https://iga.in.gov/legislative/2026/bills. The closest thing to an email list is at https://indianacoalitionforpubliced.org/email-legislators/.

HB 1003 – Representative Bartels (with co-author Representative Miller) – Boards and commissions
This bill proposes to restructure administration of Indiana’s funds and oversight boards. Of particular concern is the plan to end the Division of Disability and Rehabilitative Services (DDRS) Advisory Council at the end of 2026. The Council brings expertise, lived experiences, and advice to the DDRS across many areas including technology, health, policy and advocacy.

HB 1102 – Representative Greene (with co-authors Representatives Olthoff, Gross-Reaves, and Bauer) – Applied behavioral analysis therapy services
Applied Behavioral Analysis (ABA) is a therapeutic technique used with those with Autism who have high access needs. IDJ does not endorse any therapeutic technique. This bill will require public schools to allow a student to have ABA services in their school according to their educational plan. The school will have no financial responsibility and will have immunity from civil liability for good faith efforts to comply with these requirements. The board of education will assist schools.

HB 1432 – Representative Bascom (with co-authors Representatives Zimmerman and Greene) – Death sentence and intellectual disabilities.
No one with a cognitive disability should be put to death. This bill is a step in the right direction, but advocates would like to see the timeframe for diagnosing a intellectual disability extended, stating that it may not be seen before the beginning of the trial.

SB 275 – Representatives Mishler and Garten – FSSA fiscal matters
It lowers the Medicaid eligibility income limit. This means that if one’s income is over $994, they will be ineligible for full Medicaid coverage. Right now, that limit is $1,305. There is no change to waiver income limits in this bill.

HB 1277 – Barrett (with co-authors Representatives Goss-Reaves, Porter, and Slager) – Long term care
If passed, Indiana will apply for federal funds to create a new waiver to cover assisted living services and require that folks covered under an existing waiver apply for this new waiver. It also calls for care of individuals under a community and home based waivers to not exceed the cost of institutionalization. The bill also states that a person who has been in a nursing facility more than 100 days will no longer be covered and will receive Medicaid services under a fee for service program.