The common assumption is that multiple disabilities are additive: two disabilities means twice the difficulty. This is wrong. Disabilities compound multiplicatively, and accessibility design that ignores this causes active harm.

A personal account of my experiences as a blind, multiply disabled student in a residential school setting, highlighting systemic failures and their long-term impact on health, functioning, and safety.

An in-depth essay exploring the challenges faced by multiply disabled learners in traditional education settings, and how self-paced education provides a more accessible and flexible alternative.

A personal reflection on the barriers and joys of gaming with multiple disabilities, focusing on why text-first, untimed systems are essential for my access.