Building an Inclusive Workforce: Closing Equity Gaps in Community Colleges and Vocational Schools With Elliott’s Embodied Inclusion 360 Framework Plain Language Summary

Authors

• Niki Elliott Ph.D., University of San DiegoFollow

Files

Abstract or Description

This paper explains why community colleges and vocational schools need to do more to support students who are neurodiverse (such as students with ADHD, autism, dyslexia, or mental health conditions), especially students of color and men of color. Community colleges and vocational schools serve millions of students and are often the main path to good-paying jobs in the skilled trades. However, many students who enroll, especially students with disabilities and students of color, do not complete their programs. The article argues that schools must move beyond basic disability accommodations and instead redesign how they teach, support, and structure learning environments.

Publication Date

6-30-2026

Keywords

Neurodiversity, community colleges, vocational education, embodied equity, workforce development

Digital USD Citation

Elliott, Niki Ph.D., "Building an Inclusive Workforce: Closing Equity Gaps in Community Colleges and Vocational Schools With Elliott’s Embodied Inclusion 360 Framework Plain Language Summary" (2026). Inclusion in Postsecondary Education. 7.
https://digital.sandiego.edu/ceen-inclusion-postseced/7