*A lack of professional development on autism understanding is identified as a barrier for inclusive education

*Multiple means of representation is vital for the understanding of each child with their teacher and fellow classmates

*To offer multiple means of expression allows the child to grow their own academic and personal identity

*The entirety of the classroom needs to be accessible to the students to allow for engagement and active learning. The child is not to only have access to the door and desk in the classroom, a limited space, but rather they need to be able to have accommodations that allow them space to all parts of the room like the other students.

*The start to creating a more physically inclusive classroom begins with rearranging desks, being sensitive to transition requirements, and removing clutter, which is a small, but simple step towards creating an inclusive learning environment

*Use descriptive words

*Describe and tactfully familiarize the student with their classroom

*Always make sure the classroom is adaptable and accessible for the student

*Find which type of aid and/or device is best for the student

*Most importantly it is vital for their education to individualize the child's educational experiences based on their individual needs and restrictions

*It is important to measure the child's growth through an observational pattern rather than through set test times. This allows for growth to be seen as it is occurring and it helps better understand how and why milestones for that child were hit. In turn, this allows for a better understanding of how the child learns in the future.

*Don't focus on one skill, rather focus on a set of patterns for the child

*Give the child ample time to learn and comprehend

*This article also points out that students do not need to disclose their type of disability or speech impairment in order to get accommodations and help

*This article refers to the Ontario Human Rights Code

*It is important to be flexible when being an educator of students with health impairments

*Being available and readily posting all information could possibly be the difference between a child with health impairments struggling or succeeding

*There are also alternative assessments that can be available

*Classroom accommodations are different than assessment accommodations

*IEP plans and 504 plans can help provide accommodations for student with disabilities, this includes: Extra time on tests,

Instruction and assignments tailored to the child, Positive reinforcement and feedback

,Using technology to assist with tasks

,Allowing breaks or time to move around

,Changes to the environment to limit, distraction, Extra help with staying organized

*There are several different types of technological accommodations that range to help students of all types of disabilities

• Modified Curriculum: Curriculum tailored to match the learner’s needs, including alterations to material, pace, and style of education.

• Assistive Technology: The use of technology to help students with disabilities access the curriculum and communicate.

• Related Services: Services, including speech and language therapy, occupational therapy, and physical therapy, that support the education and well-being of the student.

• Inclusion: Placement in a general education classroom with assistance from a special education teacher or other support staff.

• Resource Room: A specific room or area where students receive additional teaching and support.

• Separate Classroom: Placement in a special education classroom with specialized instruction and support.

• Individualized Education Program (IEP): A written plan outlining the student’s skills, needs, and educational goals, as well as the resources and adjustments they will receive to support their education.

*Section 504 of the Rehabilitation Act and Title II of the ADA are federal civil rights laws that prohibit disability discrimination, including in schools

*The Americans with Disabilities Act (ADA) bans discrimination on the basis of disability

*ICT-DL classrooms provide an avenue for that approach and an opportunity for bilingual kids who need extra support to have the greatest chances for success

*Knowing that a child has a learning disability tells you only that the child is experiencing some difficulty processing information. You must learn much more about the child before you can determine how much difficulty, the type of difficulties, and/or the impact the disability has on specific academic subjects or tasks

*Interestingly, there is no clear and widely accepted definition of learning disabilities

*In most states the law governs the identification of gifted students. But only 27 percent of districts surveyed in 2013 reported a state law about how to group these students, whether in a self-contained program or pulled out into a resource room for a single subject or offered differentiation within a classroom. And almost no states have laws mandating anything about the curriculum for gifted students

-Hearing loss or deafness does not affect a person's intellectual capacity or ability to learn, however they may need further assistance