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how to advocate for ourselves with the union, typical accommodations granted, how to stand our ground if an accommodation we need is not being implemented

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Having access to materials in different ways such as visual, audio and kinesthetic

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I am rather concerned about how the push to eliminate the Dept. of Ed. will impact our students with disabilities, especially if special education get moved to be under the realm of Dept. HHS under Secretary Kennedy.

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That the lack of DEI initiatives in schools and the potential closing of the Department of Ed will affect IDEA, that will therefore affect our students with disabilities and IEP's

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Knowing who your state advocate person is and being able to contact them with questions as well as materials on specific disabilities that you may see in your classroom.

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Teachers with disabilities are pushed out of their schools, encouraged not to seek accommodations, their accommodations are ignored. Not only is this happening in the classrooms but it starts in education prep programs. Ed prep programs are pushing frankly anti labor views on to new teachers such as saying teachers should be giving 200% of what they have to offer, and staying way past contract hours. Students with accomodations are being told in their classes and placements that if they need an accomodation maybe they shouldn't become a teacher.

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I am lucky enough to go to a university that requires our education majors to take 9-credits of special education classes, but I also know that even some of my members at PennWest still are not as familiar with invisible disabilities and how it can impact their students, colleagues, and themselves while in the classroom. I cannot even imagine how that could impact education students who do not have this requirement!

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How to educated existing teacher the importance of reading 504 plans, IEPs and educating the educators of today about the Disability, rights and inclusion.

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The book list is one of my favorite resources as I use that as a reference for books to get for my own classroom. I think knowing how to choose those books, for example having an author with lived disability experience, and the message and language used in the text, would be beneficial to share so educators know how to select a book if it is not on the list and/or they did not have access to the list. I also agree with toolkits about advocacy work in our schools, protections we have with the union, and ways we can stand up for and support our students and and their families with disabilities.

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I agree with Lindsey. Learning how to advocate for ourselves and our needs and to stand up when we feel that we are not being properly supported and getting the accommodations that we need will help us better advocate for our students who are not getting the tools that they need in order to succeed

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Members with disabilities know their bodies best, they know what they need. I've watched educators (especially special educators, and preservice too) literally argue with another educator with a disability on accesibility practices.

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I am a big believer in the fact that the best way to make change happen is to tell our stories -- aka the rhetorical element of Pathos (had to have an ELA teacher moment there). I think highlighting the stories of aspiring educators with disabilities is an opportunity to showcase why we need to be seen in these environments and discussions.

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Spreading the word, about our panel meetings, sharing with the local chapters and state organizations to promote the conversations about the disability inclusion

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Being able to advocate for ourselves and our students regardless of the location.

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We all already know that not all ed prep programs teach the same thing, and have wide ranges of access to resources. Not all incoming teachers are being taught about the importance of disability rights and inclusion.

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I think it would be important to find ways as a panel and as a union to work on fighting disinformation being spread about individuals with disabilities and disabilities in general.