To complete this week’s reflection, I asked colleagues and teacher friends several questions related to inclusivity and accessibility in the classroom! In doing so, I found clear similarities between what they had to say and what we discussed in class. For example, the idea of universal supports in classrooms (adjustable and flexible seating, fidgets, light and sound options and modifications, quiet spaces, etc.) is something Simone also referenced during her presentation about VISII.
What can be done to reduce systemic barriers in traditional classrooms?
- Provide ALL students access to supportive resources and technology, not just those who are neurodiverse or have learning differences
- Accommodate different learning styles, abilities, and needs through varied teaching approaches and strategies
- Use a variety of assessment methods to allow students to demonstrate their understanding and skills in different ways
- Foster a welcoming environment where all students feel safe to express themselves and participate in whatever way suits them
- Offer training to teachers to develop cultural competency and awareness of systemic barriers and biases
- Ensure curriculum, textbooks and other materials, and educators represent diverse perspectives and backgrounds
What accessibility tools do you think are most valuable in the classroom?
- Adjustable desks, flexible seating, fidgets, varied light options, noise-cancelling headphones, and designated quiet spaces accommodate students with physical disabilities or sensory sensitivities
- Real-time captions for videos or live lectures benefit students with hearing impairments and those who prefer visual aids
- Text-to-speech software reads text out loud from documents, websites, or e-books to support students with reading or learning disabilities
- Speech-to-text software transcribes oral ideas or answers into written text to assist students with physical disabilities or those who struggle with typing
The above text was created with editorial assistance from ChatGPT!
