Disability

CripAntiquity (@cripantiquity) aims to support and promote teachers and students with disabilities, primarily through activism within ancient history, ancient religions, Assyriology, classics, early Christianity, Egyptology, Judaic studies, late antiquity, medieval studies, Mediterranean archeology and art history, Near Eastern studies, and reception studies.

The Academic Mental Health Collective (AMHC), an international collective formed in 2016 as a resource for grad students who struggle with mental illness

Best Practices for More Accessible Conferences — a google doc developed by the Classics and Social Justice Subgroup on Mental Health, Disability, and Chronic Illness.

Thomson, M. (2013) Supporting Dyslexic Pupils in the Secondary Curriculum: Dyslexia and the Classics (Latin, Classical Greek, Classical Studies). Dyslexia Scotland. http://www.dyslexiascotland.org.uk/sites/default/files/DSSE_booklets%20flier_May%202015.pdf 

Susan Deacy’s  guide to embedding equality and diversity in Classics in HE for HEA: https://www.heacademy.ac.uk/system/files/resources/eedc_classics_online.pdf
The guide is part of a project Embedding Equality and Diversity in the Curriculum. Details and links to other guides can be found here: https://www.heacademy.ac.uk/knowledge-hub/embedding-equality-and-diversity-curriculum-discipline-specific-guides

Miles, T. R., and Miles, E. eds. 2004. Dyslexia and Mathematics. 2nd edition. London: Routledge.

Chanock, K. 2006. Help for a dyslexic learner from an unlikely source: the study of ancient Greek. Literacy, 40 (3): 164–70. http://dx.doi.org/10.1111/j.1467-9345.2006.00444.x.

Hill, B. 2009. Overwhelmed by words: students with dyslexia and Latin. Bulletin of the Council of University Classical Departments, 38: 6–9.

Shahabudin, K., and Turner, J. 2009. Enabling success for dyslexic students in classics. Bulletin of the Council of University Classical Departments, 38: 10–13.

Laurence, R. 2010. Classics and its dyslexics. Bulletin of the Council of University Classical Departments, 39: 6–10. The Bulletin of CUCD can be found at https://cucd.blogs.sas.ac.uk/bulletin/