Reflection:

I created the podcasts on Universal Design for Learning and assistive technology for this portfolio. These two concepts stand out as essential for meeting the needs of students with disabilities in an inclusive school environment. Since the very idea of the “remediation” of students with disabilities is anathema to the ideals of inclusion and the inroads the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) has made in protecting the dignity of students with disabilities, a consideration of the identification of students with disabilities must include a thoughtful consideration of how schools will meet their needs.

Universal Design for Learning helps teachers ensure that their curricula is inclusive and accessible to all students and highlights using student choice as an opportunity to engage students with the curriculum, the teacher and other students. Creating this podcast helped me realize how important it is to think critically about how information is presented in class, as well as how students will demonstrate their understanding of that information. I had not thought about how easy it can be to default to using print only and I learned about specific ways to provide multiple points of access for students. This will greatly impact my teaching by keeping me focused on ensuring that my lessons are designed to be accessible to all students.

A consideration of accessibility for all naturally leads to assistive technology, as some students with disabilities will require these tools in order to access the curriculum and participate effectively in classroom activities. The list of possible assistive technologies is potentially endless, or at least as long as students’ potential need for them, but in considering a few while creating this podcast, I learned to think about the specific barriers students with disabilities face and how these barriers can be overcome with the addition of a device, be it a wedge for making seating more comfortable or an artificially intelligent digital tool. Being aware of the need for and wide availability of these devices will better help me meet the needs of students. As a library media specialist, I will undoubtedly work with students for whom the use of print materials will be a barrier to access. Audiobooks and screen reading apps are essential components of 21st century libraries, as will be the new technological innovations of the near and distant future. By providing the targeted assistance students with disabilities need to meaningfully engage with the curriculum these tools can help these students unlock their true intellectual and academic potential.

Lastly, I added the web resources on early intervention and inclusion because I think they are important elements of identifying and meeting the needs of students with disabilities. Early intervention can help the youngest of children develop the skills necessary to ensure their success when they enter school enabling them to avoid the need for special education services. As an educator, it is important for me to be aware of the resources available to students of all ages as well as the spectrum of services students may have received in the past. Inclusion embodies the spirit and intention of the IDEA Act and sets the tone for the delivery of services for students with disabilities. It forms the theoretical groundwork for Universal Design for Learning by creating an expectation that all classrooms are inclusive learning environments that require curricula that is accessible to all kinds of learners. As a library media specialist, I work with students in both general education and special education settings, but it is essential for me to note that many of the students I meet within a general education context may also be students with disabilities. As a result, it is important for me to know specific strategies for designing lessons that are intended to engage all students.