Social media platforms that include Facebook, YouTube, Twitter, LinkedIn, Tiktok and Instagram can serve as a double edged-sword; the platforms can enhance teaching and learning among students with disabilities through access information to enhance their learning skills as well as job opportunities on one hand. On the other hand, the platforms proliferate risks such as the invasion of users’ privacy, distraction from learning and cyberbullying among students with disabilities. This is attributed to the deficiency of accessibility features platforms that students with disabilities can use to protect themselves from cybercrime. Besides, most students with disabilities lack of basic digital skills on digital online safety that they can apply to protect and prevent themselves from perpetrators of cyberbullying. This affects their mental health in the longer-term and thus affecting their school performance besides their career choices. This thus necessitate that teachers, guardians and care-givers develop contextualized online safety guidelines and ensure they educate students with disabilities on online safety and and cyber hygiene. Furthermore, devise inclusive mechanisms for leveraging on social media networks to obtain news and information that support acquisition of new knowledge, in addition to providing job opportunities and career development for students with disabilities. Moreover, school counsellors can lever on social networks to provide psychosocial support services to students with disabilities and their parents by engaging them on discussions about mental, emotional, social, and spiritual needs, as well as exchanging experiences and information related to career and development. Ultimately, developers and content creators have to embrace the reality of disability mainstreaming. By ensuring the needs of students with disabilities are put into consideration from embedding accessibility features on platforms to translating online content into other readable formats. Only this way, will we pride in recognizing the advancement of human rights and inclusion in the digital age as underlined by Article 27(1) of the UN Convention on the Rights of persons with disabilities 2006 (CRPD) and the Universal Declaration of Human Rights (UDHR). 1) How will you facilitate interaction between onsite and online speakers and attendees? The session organizers will utilize virtual meeting platforms: Zoom, Microsoft Teams, or Cisco Webex to connect online participants with onsite speakers. The platforms offer features like live streaming, chat, and Q&A sessions to engage both onsite and online audiences simultaneously. 2) How will you design the session to ensure the best possible experience for online and onsite participants? The session organizers will use hybrid event tools for live polling and audience response systems, where both onsite and online participants will collaborate and engage in discussions. Additionally, the session organizers will assign dedicated moderators to facilitate communication between onsite and online participants. Moderators will monitor chat rooms, relay questions from online attendees to onsite speakers, and ensure that both audiences feel included and engaged throughout the session. 3) Please note any complementary online tools/platforms you plan to use to increase participation and interaction during the session. The session moderators will use complementary online platforms such as Slack, Discord, or Remo to enhance participation and interaction during the session. The platforms will be used for real-time communication, networking, and collaborative activities among both onsite and online participants.