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How to Record a Video Directly in Padlet

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How to Record a Video Directly in Padlet

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Padlet (2024, March 6). Record and upload a video. [Video]. https://youtu.be/5Q_rzb9qTAw

Detailed instructions from Padlet: https://padlet.help/l/en/article/dc2qfseey7-how-do-i-post-an-image-or-video-on-padlet

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Transcript:

In the previous chapter, we explored three case studies where existing policies and practices created barriers to meeting Accessibility standards for students. These included the case of Dhanota vs York University, the case of students with disabilities "falling through the cracks" due to staffing and resourcing issues, the case of the landmark "Right to Read" report, and the case of the impacts of AI on accessibility. Which case study stood out the most to you? What were your key takeaways?

Access the transcript online at: https://drive.google.com/file/d/11bizUpYqMsJy_klsFi6DbTCY1B1yVYVD/view?usp=drive_link

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Case study response from Robert S during the Spring 2024 term. (Originally posted on the "Responding to the Case Studies" Flip board.)

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Power, R. (2024). Barriers to Accessibility. In The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/barriers-to-accessibility/

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Rob Power

Just because the Canadian federal government and some Canadian provinces have enshrined Accessibility legislation, does not mean "smooth sailing" for students seeking support in their learning journies. Sometimes, existing regulations and local policies can create barriers to Accessibility for students.

Your Task

If you are participating in one of my instructional design or educational technology courses, you're asked to choose at least one (1) of the following case studies to review in detail, and be prepared to discuss it with the class. (Of course, you are welcome to review them all!). You will be provided with a link where you can add your name to "sign up" for one of the case studies (to ensure that we have a roughly even number of people to discuss each case study as part of a breakout activity!)

Case Study 1: Navi Dhanota vs York University

While she was a Ph.D. student in Critical Disability Studies at York University, Navi Dhanota challenged the university's policies and practices regarding the documentation of accessibility requirements and the provision of accommodations. The subsequent Ontario Human Rights Commission (2015) ruling has significant implications for post-secondary institutions in Ontario, and beyond.

What are those implications?

Background Readings

Watch Navi Dhanota discuss her experiences in an interview with Excalibur Publications (2016)

Excalibur Publications (2016, January 21). New Academic Accommodations Adopted by York's CDS (Full interview with Navi Dhanota). [Video].

Case Study 2: Policy and Funding Causing Students with Accessibility Needs to "Fall Through the Cracks"

Despite seemingly robust legislation, and human rights rulings like in the Dhanota case, many students (especially in K12 systems) continue to struggle to get the supports that they need to fully access learning opportunities. Ganfham (2024) and Galloway (2024) discuss broader issues of how local funding, staffing, and resource allocation policies are leaving some children "falling through the cracks."

While these broadcasts refer to a range of access issues, how do you see them impacting the leveraging of technology to facilitate Accessible learning?

Background Resources (Podcast and News Report)

Case Study 3: Are Current Policy and Curricula Denying Students the "Right to Read?"

According to the Canadian Children's Literacy Foundation (2024), "more than one million children in Canada are estimated to have below grade-level reading skills." One group of students who are particularly susceptible to struggling with reading are those with Dyslexia, which is estimated to affect at least 10 to 20% of the population (Dyslexia Canada, n.d.). Despite impacting this large segment of the student population, the Ontario Human Rights Commission's landmark Right to Read Report (2022) found that "Ontario is systematically failing students with reading disabilities and many other students" (p. 2) by "not using evidence-based approaches to teach students to read" (OHRC, 2022).

1. Are current curricular policies and teacher training methods creating barriers to access to learning?

2. What could/should we do? And how could we leverage technology to create better access to learning for students with Dyslexia?

Videos

Watch the Ontario Human Rights Commission's summary of the Right to Read Report and its implications (OHRC, 2022).

OHRC (2022, February 28). Right to Read: It is time for change in Ontario. [Video].

It's a bit of a longer video (34:27), but you may find it worthwhile to watch Dr. Jamie Metsala's presentation to researchED Canada Halifax on the implications of the Right to Read report.

researchED Canada News (2022, December 18). Dr Jamie Metsala on "The Right to Read" (researchED Canada Halifax, Nov 12/22). [Video].

Shorter Reads

Longer Reads

Case Study 4: AI and Accessibility: Benefit or Bane?

Power (in press) explains that ChatGPT (OpenAI, n.d.) has become one of the fastest-growing consumer educational technology tools in history (p. 3). He also notes that educational institutions continue to struggle with developing effective policies on the ethical academic use of AI tools by either educators or students. And, he notes that a major current problem is that "educators are unprepared for the use of such tools by their students... [and] preparing educators to effectively leverage AI agents, and to discourage their misuse, requires targeted supports" (p. 6). Participants in the Chat-T research study emphasized the importance of recognizing the "bias and lack of sources" and that "trust is a big issue" when using any AI tool (p. 9).

1. Can AI tools create advantages for students with disabilities?

2. What are the disadvantages?

3. Do AI-based plagiarism detection tools create barriers to accessibility in education?

The Benefits of AI Tools

AI-based tools can benefit when leveraged for appropriate purposes. Wright (2021) predates the launch of ChatGPT, but discusses how such tools can increase access and engagement for students with disabilities in STEM education contexts.

Benefits and Challenges of AI and Accessibility

While the use of AI tools to deliver and engage with content may have its benefits, Bezyak et al. (2024) also note that there are a number of concerns.

This longer video from The National Center for Learning Disabilities (28:08) also discusses some of the disadvantages of AI for students with accessibility issues.

The National Center for Learning Disabilities (2024, February 9). The Advantages and Disadvantages of AI for Individuals with Learning Disabilities. [Video].

AI Detection Tools and Accessibility

AI detection tools, like those integrated into Turnitin (2024), promise to help instructors detect when students have used tools like ChatGPT to produce writing that they have submitted as their own work for assignments. However, as Coley (2023), Ramlochan (2023), and UNBC CTLT (n.d.) point out, there are significant concerns about the accuracy of the positive and negative "hits" when scanning assignment submissions - particularly for students who are already traditionally disadvantaged.

In this longer video recording (43:47) of her keynote presentation at the Canadian Network for Innovation in Education's 2023 Annual Conference, Sarah Eaton takes an in-depth look at the concepts of AI, academic integrity, and what she refers to as the "age of postplagiarism."

CNIE - RCIE (2023, August 16). CNIE 2023 Annual Conference Keynote Presentation Dr Sarah Eaton Looking Forward Academic Integrity in the Age of Artificial Intelligence and Postplagiarism. [Video].

Bezyak, J. Chelsey, A., & Lister, A. (2024). ChatGPT and Disability: Benefits, Concerns, and Future Potential. [Report]. Rocky Mountain ADA Center. https://rockymountainada.org/resources/research/chatgpt-and-disability-benefits-concerns-and-future-potential

CBC Radio (2016, January 13). After student's complaint, mental health gets a rethink at York University. As it Happens. https://www.cbc.ca/radio/asithappens/as-it-happens-wednesday-edition-1.3402077/after-student-s-complaint-mental-health-gets-a-rethink-at-york-university-1.3402250

Coley, M. (2023, August 16). Guidance on AI Detection and Why We're Disabling Turnitin's AI Detector. [Web page]. Vanderbilt University. https://www.vanderbilt.edu/brightspace/2023/08/16/guidance-on-ai-detection-and-why-were-disabling-turnitins-ai-detector/

Dyslexia Canada (n.d.). Dyslexia Basics. [Web page]. https://www.dyslexiacanada.org/en/dyslexia-basics/

Excalibur Publications (2016, January 21). New Academic Accommodations Adopted by York's CDS (Full interview with Navi Dhanota). [Video]. https://youtu.be/pBHp5NBSaH0

Galloway, M. (2024, February 26). What's behind Canada's teacher shortage. [Audio podcast]. The Current. https://www.cbc.ca/listen/live-radio/1-63/clip/16045008

Ganfham, Y. (2024, March 4). 'We are falling through the cracks': Kids with disabilities getting little support in Surrey schools, families say. CTV News Vancouver. https://bc.ctvnews.ca/we-are-falling-through-the-cracks-kids-with-disabilities-getting-little-support-in-surrey-schools-families-say-1.6794530

Kovac, L. (2024, September 10). Disability Barriers for Students with Dyslexia. [Web page]. Accessibility for Ontarians with Disabilities Act. https://aoda.ca/disability-barriers-for-students-with-dyslexia/

Langager, B. (2023, September 21). Saskatchewan human rights report highlights need for reading disability supports. Global News. https://globalnews.ca/news/9977256/sask-human-rights-report-reading-disability-supports/

LDAO (2022). Learning Disabilities Association of Ontario Response to OHRC Right to Read Report. [PDF file]. https://www.ldao.ca/wp-content/uploads/LDAO-Right-to-Read-Detailed-Response-March-2022.pdf

MSVU (2023, October 11). Reading disabilities are a human rights issue - Saskatchewan joins calls to address barriers. [Web log post]. The Conversation. https://www.msvu.ca/reading-disabilities-are-a-human-rights-issue-saskatchewan-joins-calls-to-address-barriers/

The National Center for Learning Disabilities (2024, February 9). The Advantages and Disadvantages of AI for Individuals with Learning Disabilities. [Video]. https://youtu.be/BnwxFGTsy04

OHRC (2022, February 28). Right to Read: It is time for change in Ontario. [Video]. https://youtu.be/iney0cEpx24

Ontario Human Rights Commission (2016, January 6). New documentation guidelines for accommodating students with mental health disabilities. [Web page]. https://www.ohrc.on.ca/en/news_centre/new-documentation-guidelines-accommodating-students-mental-health-disabilities

Ontario Human Rights Commission (2022). Executive Summary: Right to Read: Public inquiry into human rights issues affecting students with reading disabilities. [PDF file]. https://www3.ohrc.on.ca/sites/default/files/Right%20to%20Read%20Executive%20Summary_OHRC%20English_0.pdf

OpenAI (n.d.). ChatGPT. [Software application]. https://chat.openai.com

Power, R. (in press). Evaluating Graduate Education Students' Self-Efficacy with the Use of Artificial Intelligence Agents: A Case Study. Journal of Educational Informatics.

Ramlochan, S. (2023, November 6). The Truth About AI Detectors - More Harm Than Good. [Web log post]. Prompt Engineering & AI Institute. https://promptengineering.org/the-truth-about-ai-detectors-more-harm-than-good/

researchED Canada News (2022, December 18). Dr Jamie Metsala on "The Right to Read" (researchED Canada Halifax, Nov 12/22). [Video]. https://youtu.be/uVmD-fvQ7EI

Turnitin (2024). Empower students to do their best, original work. [Web page]. https://www.turnitin.ca/

UNBC CTLT (n.d.). The Limitations of AI Detectors in Academic Settings. In An Instructor's Guide to Teaching & Learning With Technology @UNBC. https://pressbooks.bccampus.ca/unbc/chapter/the-limitations-of-ai-detectors-in-academic-settings/

Wright, J. (2021, May 19). How AI can Unlock STEM Content for Students with Disabilities. [Web log post]. benetech. https://benetech.org/blog/ai-unlock-stem-content-students-disabilities/

Zlomislic, D. (2016, January 12). York University student wins mental-health fight. Toronto Star. https://www.thestar.com/news/gta/york-university-student-wins-mental-health-fight/article_66afd88c-5287-5208-a607-7987777194ea.html

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Rob Power Just because the Canadian federal government and some Canadian provinces have enshrined Accessibility legislation, does not mean "smooth sailing" for students seeking support in their learning journies. Sometimes, existing regulations and local policies can create barriers to Accessibility for students.

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The  Detrimental Affects of Silencing Student Voices

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The  Detrimental Affects of Silencing Student Voices

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When it comes to the topic of student voices, it is essential that students are aware that their voices will not only be heard, but will also be valued.

In the article titled, “Abbotsford student's speech about accessibility challenges at her school censored by administrators” written by Shannon Patterson, discusses how a students voice was not only silenced but actually changed. When the student first got injured, she noticed that her school was one that did not take account students with disabilities.

This caught my attention as it reminds me that, we don’t notice how things operate, until something happens to us.

Nonetheless, when the student noticed something was not right, she decided to address it with the principal. This is where the disappointment happened - the principal dismissed the students feeling and essentially took away her voice.

When our own administrators are demonstrating to our students that their voice is not heard and is rather being ignored, it creates an unwelcoming and potentially an unsafe environment for the students.

Students are coming to school on a daily basis, spending the majority of their time in these buildings, and it is our responsibility as administrators and educators to ensure that they are welcomed, safe and heard.

This principal in my opinion did the opposite of that.

This article, however, demonstrated how resilient and brave the student was to take matters in her own hands and make sure her voice was still heard and seen through the painting she created. It teaches not only other students to advocate for themselves, but for educators and administrators to consider how to make their space one that is equitable and accessible for all - before sport accidents happened.

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When it comes to schools operating at code, that should just be a baseline of what should be included in the school to make it more accessible for all the students who attend. The code is not taking into account the individual needs of the students and what they require in order to be successful. When a school says that they are operating at code, that is great but did they take into account the number of students who require certain accessibility measures. For example, is there enough elevators in the school so that more than one student and staff member can go in comfortably? Did they create enough keys so that they have extra available in the office and have additional staff who know the rules and routines for elevators in case of absences? These are only a few other considerations that schools need to take into consideration along with being "at code".

When a school's says that they are at code, it sounds like they are only willing to do the bare minimum for these students who need these accessible services. It sets a poor mindset for students who already have barriers that the school isn't a place for them and that they are just an inconvenience on the system. Which doesn't foster a welcoming environment for all.

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Case study 2 was the case I reviewed before class tonight, and it was the case that stood out the most to me. This case stood out to me because it was interesting to hear about how teacher shortages in Surrey, BC, are leading to fewer educational assistants available to support students with disabilities. There are fewer educational assistants available to support students with disabilities because they have to substitute for teachers when there are no supply teachers. This was surprising to me, as I was not previously aware that teacher shortages were an issue within Canada.

My main takeaways from this case study:

A lack of teachers is leading to fewer educational assistants who can support students with disabilities. Educational assistants have to spread their time between both children diagnosed with a disability and children awaiting a diagnosis.

There has been an increase in uncertified teachers working in classrooms because there are not enough teachers. This can reduce the quality of the educational experience for students.

Many teachers are leaving the profession quickly, emphasizing the need for teacher retention initiatives, such as better pay.

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Response to the Case Study: Lexis De Meyer and Accessibility Activism

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Response to the Case Study: Lexis De Meyer and Accessibility Activism

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I found Lexis De Meyer’s story powerful. I say this because it is a perfect example of student activism and the tensions that can arise when institutional image is prioritized over genuine engagement with student voice and lived experience. Her experience highlights key issues around accessibility, censorship, educational ethics, and the meaning of student agency in practice not just in rhetoric.

Her firsthand experience with a broken ankle transformed abstract research into lived reality, exposing real and urgent physical barriers in her school. When discussing with group members, I mentioned that it was admirable that Lexis was advocating for change even before her injury and this I such a positive thing because some people with disabilities may not feel safe to share their concerns. It shows how much of an ally she is! Despite the school being “up to code,” Lexis’s challenges illustrate that compliance with minimal legal standards does not guarantee true inclusion or equity.

The role of teachers and administrators is not to shield institutions from critique, but to model ethical responses to it. While it may have been uncomfortable for the school to confront its accessibility shortcomings, Lexis’s project was not an attack it was a call to do better. I think this was the disconnect! Teachers are supposed to advocate for students and teach them how to advocate for themselves!

Lexis’s experience, though painful, is an example of transformational learning which is learning that changes how a person sees the world and their place in it. Her decision to become a lawyer is perfect because it reflects a shift from student to advocate, from participant to change-maker!

Lexis De Meyer’s case is more than a story of one student’s frustration it is a mirror reflecting systemic gaps between stated educational values and institutional practices and I enjoyed deep diving into it!

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Students with Disabilities “Falling Through the Cracks” - Nizy Samuel

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Students with Disabilities “Falling Through the Cracks” - Nizy Samuel

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For the case study activity, Case Study 2 stood out to me as it highlighted the challenges faced by students with disabilities in educational settings. This is an ongoing issue that I have personally noted as well as an instructor with students that require additional support within classroom settings. As noted in the material for Case Study 2, the challenges experienced by students with disabilities include (but are not limited to):

Falling behind due to insufficient support

Inability to integrate within classrooms due to barriers that are present

Facing challenges accessing resources (e.g. 1:1 support) due to the limited resources that are available in schools

Some key takeaways from Case Study 2 included the following:

Both students and teachers experience challenges within schools as a result of the limited resources that are available to support students with disabilities (especially in B. C.)

Additional personnel and resources are required to effectively address the concerns of students with disabilities

Students with disabilities are often undiagnosed within classrooms; allocating resources to support students with undiagnosed disabilities will enable instructors to provide the necessary support to improve student learning outcomes

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Falling through the cracks case - Katherine

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Falling through the cracks case - Katherine

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I found this case study incredibly informative. As I do not work in a K12 environment, I have not been exposed to the severity of the teacher shortage, leading to children with extra needs falling through the cracks. I vaguely remember hearing about it in the news. However, the podcast went into a good amount of detail with several perspectives that brought up the severity of the issues. I was shocked to learn that support staff are regularly pulled to cover for missing teachers in classes, and that in certain provinces, all it takes is a 30-hour course to be able to work in schools. This highlights the immediate need for extra funding and teacher support to help increase staffing and retention.

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Sabrina Ierulli- Dhanota vs York University

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Sabrina Ierulli- Dhanota vs York University

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The Dhanota vs York University case stood out most to me initially because I went to York University for my Undergraduate degree around the time of this case, so I was interested in it for that reason. After listening to Dhanota speak in the video interview I found her thoughts interesting about invisibility and possibly taking advantage of accommodations being a common thought for people. I had never really thought of it that way before and I figured that anyone asking for accommodations would truly be in need of them so that worry had never occurred to me personally. Also, the idea about a student knowing what’s best for them and what they require so making sure to check in with the person who is experiencing a particular challenge is important!

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Case study: Are Current Policies and Curricula Denying Students the Right to Read?

What stood out to me was the report showing that the systems in place to teach children to read did not work adequately, that it has been known for many years, and is still a problem in many parts of Canada. Having known these numbers for many years, it was interesting to see that significant changes are needed in improving the reading curricula to better support students, reduce the barriers for students with disabilities, and help teachers improve teaching and reading skills.

Key takeaways
-Early intervention, assessment and proper use of tested interventions and strategies would make a big difference in students' learning to read
-By adding 30 minutes of additional reading, skill building in reading, phonics, comprehension, etc., a week could greatly improve a student's reading level.
-Better equipping teachers with resources, support, and training.

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What stood out to me was that invasion of privacy that the student had to disclose a psychiatric diagnosis to the University. That the barriers to accommodation were further complicated by the long wait time to see a psychiatrist.

Key takeaways:

- That now confirmation by an MD is required but students are not required to disclose diagnosis.

-  Accommodation’s level the playing field.

-  Interim accommodations are implemented while waiting for assessment to address accommodation wait times.

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Case Study 3: Are Current Policy and Curricula Denying Students the “Right to Read?”

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Case Study 3: Are Current Policy and Curricula Denying Students the “Right to Read?”

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This case study shows that many students who are in school in Canada, children, especially those who have dyslexia, are not receiving the reading instruction they actually need, and they are falling behind because of the way the school system teaches reading. When taking a deeper look into the Ontario curriculum, some concerns come up with how reading  is actually being taught within the classroom. Even though there is a design to be evidence based , that does not mean it shows up within the practice and phonics instruction is not consistently being used.  And for the students who struggle with reading, the lack of consistency can actually make the learning more difficult than it needs to be.

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Case Study 3: Are Current Policy and Curricula Denying Students the “Right to Read?”

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Case Study 3: Are Current Policy and Curricula Denying Students the “Right to Read?”

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The Right to Read case study stood out to me the most because it highlighted a problem that persists within our education system despite years of research, advocacy, and recommendations for change. This case study highlighted how delays in adopting evidence-based literacy instruction continue to create barriers for students with reading disabilities. What impacted me most after watching Right to Read: It Is Time for Change in Ontario was hearing the personal stories and struggles shared by parents, students, and teachers, which highlighted the real-life impact these barriers continue to have on children and families. Their experiences revealed the long-term impact of delayed intervention and highlighted a deeper issue within our educational system and policies, where many students continue to face challenges not because solutions are lacking, but because systems have been slow to implement meaningful, evidence-based change.

What really resonated with me was seeing the long-term impact when children do not receive the support they need early on. Without the proper resources and support systems to build reading skills early on, many students advance through school carrying learning gaps that become harder to overcome over time. The effects extend far beyond school, as reading is a foundational skill that supports not only educational success but also participation and independence in adulthood and society. The ability to read and understand information influences employment opportunities, communication, confidence, and the ability to navigate everyday life.

As a parent of three and a community volunteer, I have seen these effects firsthand. I have witnessed the frustration, reduced confidence, and emotional challenges that children and families experience when students struggle and do not receive timely support.

Key Takeaways:

Mandatory teacher training on dyslexia recognition and evidence-based literacy approaches is needed.

Current reading curriculum and teaching approaches in Ontario are not effectively supporting students with disabilities and many other learners.

Existing reading instruction methods are not aligned with scientific, evidence-based research on how children learn to read.

Universal evidence-based screening should begin early and occur regularly. At least twice a year, from Kindergarten to Grade 2, to identify students who need additional support.

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Right to Read: It is time for change in Ontario

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What stood out to me in this case study is how a curriculum can become an active barrier to accessibility. By mandating methods like balanced literacy and three-cueing, the educational system creates a pedagogical obstacle for dyslexic learners. It is also surprising to learn that there is still a lag in implementing evidence-based changes in curriculum, universal screening, and early intervention.

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What surprised me the most was when she said, "the accommodation service requires a psychiatric evaluation". I felt this was too much because we all have freedom and we all deserve to be treated equally without the need to divide us based on our differences. In addition to how they handled such issues when she said, " she didn't fully file all the symbology" . This was a lot when we think about it because when someone needs support there is no scale in how special needs they are rather is in how supportive we should be to them. Her suggestions and explanations were very vital in creating a strong argument in how the school and system lacks accessibility and equity for all.

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The AI and accessibility case study stood out to me the most because it made me realize that AI is much bigger than just ChatGPT or concerns about cheating. A lot of the discussion around AI in education feels very fear-based right now, but this case helped me think more about accessibility and support. AI can help students participate more independently in learning. Tools like captioning, speech-to-text, text-to-speech, translation, or personalized supports can make a real difference for students with disabilities, multilingual learners, and students who struggle with reading, writing, organization, or communication. In some ways, AI can help remove barriers that already existed in education for a long time. At the same time, AI is not automatically fair or accessible for everyone. Cost can become a barrier when many advanced tools require subscriptions. There are also concerns about bias, misinformation, privacy, and unreliable AI detection tools that may unfairly affect some students, especially multilingual learners or students with different writing styles.

One of my biggest takeaways was that schools are still trying to use old policies and old assessment ideas in a completely different technological era. Instead of only focusing on banning AI or catching students, I think schools also need to focus on AI literacy, ethical use, accessibility, and helping both teachers and students learn how to use these tools critically and responsibly.

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My favourite case study was the “Right to Read” report. What affected me was discovering how school systems can make it difficult for students to access the help they need in time. Students with disabilities and other marginalized students can often be at a disadvantage when they begin school. Learning about how a lack of staffing, inconsistent accommodations/interventions, and a lack of research-based literacy instruction can harm students’ achievement, confidence, and overall experience was eye-opening.
I think my biggest takeaway from the article is that accessibility isn’t just about physical access or immediate accommodations. Students can fall through the cracks with or without policies if there are not enough supports, people are not properly trained, or there are no consistent systems in place. This was something I noticed during my time as an Educational Assistant. With enough time, early intervention, and differentiated teaching, I’ve watched students who struggle, whether it be academically, emotionally, or socially, thrive in a learning environment.
I also appreciated that the article brought up inclusion and human rights. Accessibility should always be about ensuring we can participate meaningfully and succeed in school, not just about checking boxes for compliance.

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Case Study 2: Policy and Funding Causing Students with Accessibility Needs to “Fall Through the Cracks”

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Case Study 2: Policy and Funding Causing Students with Accessibility Needs to “Fall Through the Cracks”

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Kids “Falling Through the Cracks” stood out to me the most because when working in schools, staff and students feel this lack of support too often. Currently, in classrooms, teachers feel unsupported and unable to support their students under these circumstances. Students have accessibility needs, as well as academic, mental, emotional, and physical needs. When support staff are pulled to cover a class due to a teacher shortage, behaviour becomes difficult to manage, and individual students struggle. Before becoming a teacher, I worked as an Educational Assistant, and I was put in that position, which meant I had to stop supporting students on my schedule. Having to leave students with accessibility needs who benefited from my support added stress to those students, their peers, and the teacher, leaving them at a disadvantage. I have also observed administrators and other support staff standing in for absent teachers, and classrooms being combined, with more students added to another teacher's class. This not only puts more pressure on the teacher but also adds changes and extra tasks to students' schedules, likely causing anxiety and making it harder for some students to adapt or self-regulate. In my early years of teaching, working as a supply teacher, I observed some challenging, upsetting situations. I have seen some supply teachers walk out on classes due to a lack of support. In these cases, specific classes and students should have had one-to-one support, but didn’t, due to EAs being pulled elsewhere and a lack of funding. My key takeaways from this case are that collaboration is essential, especially when analyzing policies, procedures and funding and that students' and staff's health, well-being, and safety should always come first. We need to work together to ensure student needs are met in the best possible way. If we lack individuals to support, we need to provide more resources, such as assistive technologies, training, and classroom supplies, to help better support all students.