2. Art Stations: For note taking students who are more in tune with drawing their ideas into the notes are as the notes themselves.  Example: A social class triangle for Ancient Egyptian society as well as making it three dimensional to represent the Pyramids with notes on both parts of the TN Standards.

3. Standing Desks: I would have more or all standing desks for my classroom.  I have one as of right now and it works wonders for some students.  I had a student that had a lot of energy and on days when that energy was abundant, I would instruct him to go to the standing desk.  He could move a bit more plus he was at the back of the classroom so he was not as much of a distraction to the other students. I also spent less time correcting him and could focus more on the other students.

1. One way to make sure your class is more accessible is to have clear and wide pathways. This will help students who may struggle walking or if they are in a wheelchair. 

2. Another one can be adjustable lighting. With adjustable lighting can help students or people who have a vision impairment. 

3. Lastly, having an immersive reader application for students or having an ample amount of disposable headphones to help play passages for students who might have a hard time with reading fluency or reading comprehension. 

1. A variety of different seating options. I currently have rows of desks and I can't stand it. A few grouped tables, some comfy solo chairs, some college style risers with swivel desks, anything to create a better environment for the types of energies my students bring to the room.

2. At least two screens showing what I'm doing on the board. Having one Promethean makes it difficult for everyone to see what I'm writing on the board during lessons. Alternatively, if I had time to pre-record all of the lessons and let kids with hearing or vision problems watch on their Chromebook while I taught the others the same lesson, that could work well.

3. An AI-powered technology that allowed students to study and take quizzes via software. Our curriculum does not always word things in an obvious way. If a student could ask for clarification, or partially explain and have the AI prompt for more detail in order to solve a problem, that would be amazing.

2. I would create resources for them and teach them how to recognize whether the person teaching ASL online is actually a Deaf/experienced hearing signer or a new learner. There are many new signers who believe that once they have learned some ASL, they can teach it—but they are not qualified.

3. I would also teach students that even if a Deaf teacher has her back turned, it is still rude to speak without signing. Doing so creates an inaccessible situation.

1. The majority of our programming and activities are sent out on paper. My thoughts would be to create videos and provide examples of some of the contests and events we offer such as the speech and demonstration contests. Having a quality example to play for the students would help them understand what we are looking for and also help boost their confidence to those that may be afraid to present in front of their peers. Seeing a peer on a video present and give an example I feel would help students succeed and want to participate more. I would also play closed captioning on the video for students that would benefit by reading and following along with captions.

2. I would push for my 4-Hers to participate in our online project portfolios. The students are able to complete a portfolio in whatever project area that interests them the most. Our county currently does not have a large participation in the online portfolios, but making a push with these would definitely help increase students' knowledge with technology. The portfolios are website based, and the students can be creative as long as they follow the required format and have the required materials on their website. This will give them opportunity to not only advance in technology, but also creativity.

3. When we meet our 4-H clubs for the first time, we send out a sheet that we call "for more information" that allows us to know what our 4-Hers are interested in. This sheet gets sent home and we require it to be returned with a parent signature. On this form, I would like to include a spot for preferred communication. We struggle a lot getting our information out to all of our 4-Hers and usually spend lots of time trying to accommodate all aspects. Streamlining this by knowing exactly what the parents of our 4-Hers would prefer would save us time and communicate more effectively.

1. The first thing that I would do to provide a more accessible classroom is working on my CANVAS page. I want to make it as accessible as possible with all assignments uploaded onto it. This allows students the ability to go back for review, easy organization, and the choice between physical copy vs. digital.

2. The second idea that I have would be seating and classroom grouping. I am trying to focus on making sure that classroom seats are more equitable to allow equal opportunity for all students. Using teacher knowledge of students to our advantage would be beneficial.

3. I would really like to implement some kind of standing desk/ flexible seating situation in the future. I think that this would allow for students to be able to move around more allowing for higher engagement. I also think that some students need that physical movement, and they are not able to get it by sitting still in a chair for a significant amount of time.

1. Ensuring all technological resources (websites, documents and resources, apps and software) meet accessibility standards for things like color contrast, typography (like text size, the limited use of italics, etc.), audio accessibility with clarity of voice over or other audio components, subtitles, and alt text for images.

2. Designing learning materials that combine audio, visual, text, and hands-on components as much as possible - both for the delivery of content and as options for ways that students engage and perform in class.

3. Considering neurodiversity in learning design in many ways. Some prime examples are: managing cognitive load of materials like slides and handouts; including multimedia intentionally; minimizing additional cognitive noise in materials and in the learning space; intentionally building in breaks and opportunities for physical movement into lessons.

My GIF represents my current perspective of accessibility: to provide a variety of great and equitable options for learners to engage with material and produce their own outputs. This approach is not prescriptive, but is rather about trying to open as many doors and create as many pathways to the learning as possible, while allowing learners to take the path(s) that meet their needs.

1. Flexible seating- I would love to be able to have flexible seating to help students keep their focus on the learning. Unfortunately, these options tend to be very costly and take up lots of space in an already-full classroom. But I would love to be able to do this one day!

2. Text to Speech- My district's ELA curriculum actually has this feature. I occasionally use this to help struggling readers, but I need to use it more.

3. Visible Timer- I use a visible timer that is magnetic up on my whiteboard, but I think it would be nice for the students to use visible timers on YouTube to add a technology aspect, as well as to make it engaging for the students.

Another thing I’d focus on is making the classroom space itself more flexible. That could mean having different seating arrangements so students with mobility needs or attention challenges feel comfortable. I’d also use visuals like diagrams, color coded notes, and charts to support learners who benefit from seeing information in different formats. This way, it’s not just me talking at the front of the room, students can connect with the material in more ways.

Finally, I’d try to build accessibility into how I assess learning. Instead of only giving a written test, I’d offer students choices in how they show what they know, like a project, a presentation, or a traditional essay. I think this not only makes the classroom more inclusive but also lets students play to their strengths and be creative.