1. Have flexible seating and materials that provide several options for my students to learn best. I would like to have things like standing desks, wobble stools, or quiet workplaces that students can choose to be at.

2. I want to offer multiple ways to engage with the content, such as visuals, audios, manipulatives, or simplified text. This helps with different students' strengths and allows them all to access the same material.

3. To better integrate technology in my classroom, I would like to use tools such as text-to-speech software, captions, and screen readers to support those students with difficulties reading.

1. Provide multiple examples of ways to solve problems. This will allow students of all different learning types and abilities to have a way to access the solution of the math problem we are discussing

2. I will also allow flexible seating options. Some students (like myself) do not do well when we are sitting in one place for a while. Having the option during non-instructional time for a student to stand, sit in a swirly chair, or on an exercise ball, may help students focus more on their work if they stay moving.

3. A third accommodation I can implement is giving students the option to complete assignments however they please. This means I can allow students to complete their group assignments online via PowerPoint,, Padlet, infographic etc. Or they can complete them on paper.

1. Flexible Seating Options + Arrangements: It is quite hard for a lot of students to stay seated in their normal desk all day. I want my classroom to have additional seating options like standing desks, bean bags, floor chairs, pillows, yoga balls, and other tables. The flexibility and movement can keep students engaged, calm, and comfortable.

2. Assistive Technology: The use of assistive technology, like closed captions, speech-to-text software, and visuals, provides support and accessibility to all students in the classroom. Closed captions during videos can provide a visual representation of the relationship between text and language. It can help students who are hard of hearing, support reading skills, and students with audio processing difficulties. Speech-to-text software supports students with writing and print disabilities, like dyslexia. This allows students to speak into their computer to produce writing, instead of physically typing, spelling, and organizing words.

3. Multiple Strategies and Ways for Solving: Not all students can understand one singular definition, explanation, or solving method. To best help students academically succeed, it is best to provide and show different strategies to solve and answer questions. This would include the use and variety of videos, print-outs, graphic organizers, different solving processes, hands-on manipulatives, modeling, and much more.

1. Instead of relying only on lecture or written text, provide content through visuals, audio, hands-on activities, and real-life examples. Allows students with different learning styles, language needs, or disabilities to access the material more easily.

2. Use tools like speech-to-text software, screen readers, captioned videos, or learning platforms that allow adjustable font sizes and colors. For example, making all assignments available digitally gives students the option to use accessibility features on their devices.

3. Arrange desks and materials so that students with mobility issues can navigate easily, and create classroom norms that encourage collaboration and respect for different abilities. This makes the classroom safe and welcoming for everyone.

1. Provide flexible seating for all students. Students, especially in the younger grades, have a difficult time sitting in their desks and staying engaged for the entire day. Having different options throughout the classroom that allow movement, like bands to kick on their seats, yoga balls, or standing desks can be very beneficial for the classroom. I would also incoorporate a "calm down corner" with relaxing, quite options for students who are overwhelmed or need space.

2. Using technology as an aid for all students. Using technology for things like text-to-speech programs, closed-captions, and interactive learning platforms or games can make learning more accessible for all students, no matter their learning needs.

3. Having a visible schedule. Having a consistent schedule and routine is very important for me and my classroom and making it visible can help all students anticipate what will come next and what is expected of them.

1. use multi-sensory learning experiences to cater different learning styles. I would use visual aids such as interactive diagrams, videos, and graphic organizers to support visual learners. Hands-on activities like experiments, simulations, and collaborative projects so that they can learn by engaging actively with the material.

2. I would also have various seating options like desks, beanbags, or yoga ball chairs to create a flexible and comfortable learning space. Students can choose a spot where they feel most at ease.

3. Lastly, I would use assistive technology to support students with diverse challenges. By incorporating text-to-speech software, speech-to-text apps, and adjustable screen settings on devices, I aim to level the playing field and provide equal access to the curriculum. These tools can benefit students with reading difficulties, writing challenges, or visual impairment, empowering them to participate fully and succeed in the classroom.

1. Use assistive technology like text-to-speech software and closed captioning to support students with visual and auditory needs. For example, I could provide live captioning during lessons and on any videos that I show. I could also use different apps, such as Microsoft Immersive Reader, so students can adjust the text size, font, and spacing.

2. I would design lessons that have built-in flexibility so students can access the content in different ways. For example, I can provide students with different choices on how they understand the content, whether that's oral presentations, written projects, or creating digital slides.

3. I would have clear and visible supports throughout my classroom. This can consist of schedules on the walls so students know what to expect each day, step-by-step instructions, and labels on different things around the room to help support students who need predictable routines and ELL students.

1. Use assistive technology like closed captioning on all videos played in class. This not only helps students who may have hearing issues, but also those who are more visual learners, like myself. I will also use tools like audiobooks to supplement handheld texts so that students can experience more than one way to have a better chance of suiting their learning style.

2. Use visual schedules and clocks. As a student, I love to have an overview of how the class will be structured each day and a way to look ahead at the rest of the week. I will post the daily/weekly schedule, in the classroom, in a handout, and in a virtual classroom, so that students can access it at all times. I will also have visual timers around the classroom so students can see the pacing of assignments.

3. Use graphic organizers and other visual resources. I never thought of a flow chart, web, or graphic organizer as an accessibility tool, but now I understand how they can be useful. I have a hard time getting my thoughts down with out a good outline, so it makes sense students would as well. Providing them with simple tools like these is an easy way to help them succeed.

1. Making sure desks are arranged in a way where every student should be able to see the board clearly and be able to read everything that is presented.

2. Allowing my students the choice of completing their assignments with an assigned partner. I think it is important for students to know it is okay to ask for help as long as they can stay on task with their peer.

3. When students need to watch videos, making sure they all have text captions or an article to follow along with. Allowing students to always have the option of reading or listening to an assignment is helpful.

1. Include my knowledge of Universal Design of Learning (UDL) principles. This can be done by allowing students different ways to be engaged and express their knowledge of content through different forms. This is accessible because it allows students of all learning styles to be included.

2. Having text-to-speech resources available for students who need them. This can support students with reading disabilities.

3. Setting clear routines, signals, and expectations. This will allow students with and without disabilities to feel comfortable with consistent routines and know what to expect, so we are not thrown off by randomness. Structure is key!

1. Use visual timers to help students anticipate transitions, which in turn reduces anxiety around task completion. It can also help create routines, which can further success for all students, especially for students with Autism.

   
   

2. Provide a varying selection of flexible seating, including, but not limited to, wobble stools, floor cushions, or standing desks. This can help keep students actively moving, especially those who tend to fidget throughout the day.

   
   

3. Use closed captions when displaying videos and live translations of PowerPoint presentations, which can create access for students with auditory barriers that hinder learning.

1. Have a visual that shows the schedule for the whole day so students can anticipate transitions and have comfort in knowing their schedule.

2. Making sure captions are on all videos to support students' comprehension, or if they have hearing issues. I can also use a device to put captions on the Promethean board as I speak.

3. offering assignments in various formats to accommodate all styles of learning. Hands-on work, written work, online work, visuals, etc.

1. I recently observed in a classroom where there were flexible seating instead of desks like comfortable chairs or desks to sit on the ground which can allow students to feel like they are comfortable and do what is best for them.

2. I will have clear routines everyday which will allow students to have a good idea of what they are meant to do when they come into the classroom and especially during transition times.

3. I would love to incorporate as many as interactive games as possible. This will keep students having fun, it is so hard to sit in a desk everyday but having games where they can be competitive is good.

1. make sure that captions are on for all videos. I myself prefer this function to be turned on because I learn better by reading than listening, which is a great example of how universal design is good for everyone.

2. offer multiple ways to complete assignments, such as writing things on paper, using a computer, or even (when appropriate) allowing students to create videos to verbally convey their learning. Technology can be a great way for some students to learn, and some students just need pencil and paper.

3. provide flexible seating arrangements, including different types of seating (i.e. bean bags, chairs that move, etc), frequent move breaks, and fidget toys. This would allow students to move their bodies as well as create a space open to many kinds of seating and ways of thinking.

1. Make the classroom physically accessible and easy to navigate for all learners. Ensuring wide walkways, labeled materials, adjustable desks, and clear signage supports students who use mobility aids or need extra space.

2. Use assistive technology like screen readers, captions, or voice-to-text tools. This helps students with visual, hearing, or motor impairments access the same content as their peers.

3. Provide multiple ways for students to engage with content (visual, audio, hands-on). Some students learn best through seeing, others through hearing or doing. Offering choices like videos, written work, group work, and manipulatives helps make learning more inclusive.

1. Using closed captioning on videos and making sure those captions are easy to see (high contrast, the words have background (such as white text with black background) as well as big enough to read from the back of the room. While I know this seems like a simple addition, that’s part of the point! Accessibility should be convenient. I personally use closed captioning for everything as I sometimes struggle with what I’m hearing (for instance, different accents can make it hard for me to interpret what is being said). In the other direction of this though, I think it could be helpful to provide audio recordings (the setting will likely be a high school classroom) for students who may benefit from audio more so than text, or a combination of both. Inflection is often better understood when heard!

2. Structure! We all benefit so much from it whether we think we do or not. This would come in a variety of ways, a clear schedule that can be a bit flexible but give students an idea of what is to come that is easy to access with print-outs, access on their student interface (as well as downloadable for offline use), and kept in the classroom. Additionally, keeping a visual clock both analog and digital can help give a student an idea of where we’re at in our class time (I see myself having blocks of different activities most days) as well as the time they have during a test. I personally took a lot of comfort when teachers had digital clocks handy during exams.

3. Something I’ve thought a lot about in making my classroom more accessible is giving students different opportunities in how they want to work on an assignment. My dream assignment, if it fits into what the school wants, would be to encourage students (in a social studies course) to use the skills they’ve developed in the class to talk about a topic they have their own interest in, whether or not it is directly pertaining to our course, as long as it is something of history or government and we’d have check-ins on progress along the way, it would be great to see their skills being used. However, I would give them options on how to go about this - do they want to do a presentation in the classroom or record themselves if possible? Or maybe they’d rather record their voice over it or perhaps instead of a presentation they could work on a more writing-based assignment for me to read and grade and discuss with the class. Even a physical poster or art project involved could be part of it! The point of it would be that there is something in every subject in school that can be interesting and can be expressed in many ways and the skills they get with researching and citing sources, as well as getting to engage with the topic personally, will be important in their lives going forward.

1. Providing visual supports: Using anchor charts, picture schedules, and graphic organizers to help students process and remember information

2. Closed Captions and Transcripts: Always turn on captions for videos, which benefits English Language Learners and students with hearing challenges

3. Sensory Friendly Supports: Create calm sorners, use noise-reduing headphones, or offer fidgets to help students self-regulate

1. Use technology supports – Incorporate tools such as closed-captioning, screen readers, transcripts, and digital note-sharing so students with hearing or vision needs can fully engage. These are beneficial for all students as well to reflect on.

2. Offer multiple formats for assignments – Provide written, audio, and/or visual options so students can demonstrate learning in the way that fits them best. Adapting to fit at least two types of learning into lessons is ideal, as not everyone learns the same way.

3. Design a flexible physical space – Arrange clear walkways and adaptable seating so students with mobility needs can move comfortably. A lot of times, classrooms can be small and cramped, which can make moving difficult for many students and even cause anxiety for some who need less busy spaces.

• CC on all videos- As someone who cannot focus on a video unless there is Closed Captioning I will be implementing this in my classroom not only for the students who can't focus but also for ELL learners to let them hear and see the English words at the same time.

• Flexible seating options- My mom has been a Kindergarten teacher for 15 years and just recently gave students the option of different seating. This includes, chair toppers, chair bands, stools, and so much more. She told me it increases their focus so much that her overall class test scores have been improving at a better rate than years previous.

• Assignment choices- As a visual learner myself, I would love to give the opportunity, when I am able, to my students to express themselves. If One student loves to write then they could write, and if another student loves to create art or videos then that is what they can turn in.

1. Visual Timers and Schedules - give students clear routines and predictability, which helps them stay organized and focused during specific parts of the day. Knowing what comes next reduces anxiety and builds independence

2. Multi-Sensory, Hands-On Learning - including activities that use movement, touch, and visuals can engage students with lessons in different ways. This approach reaches learners who may struggle with lecture-style teaching

3. Tech Tools - closed captions, speech-to-text, and audiobooks make lessons more flexible, ensuring every student can access material in the format that works best for their needs

1. For some students, socializing with new people may be more difficult than for others. To counter this, it might be useful for students to create their own name tags to display on their desks, thereby making it easier for them to memorize each other's names. This might make it easier and more common for some children to socialize.

2. Avoid "busy work", packets, etc. Almost every student learns in a different way. Some students may like to visually see how to complete a subject, some may do better completing tasks by themselves. By implementing flexible assignments, which keep the students engaged, it will be easy for students to learn.

3. In some cases, some students may have trouble hearing, such as in the rear of the class. For lectures and interactive online videos, closed captions would be implemented, and active listening would be used, checking on every student in the class to ensure they understand the topic.

1. Using presentation software to show the lecture agenda along with goals for the day/week. I will also use visual cues throughout the presentation.

2. In a music classroom, the chairs are set up a certain way so like instruments sit together. One way I plan on making seating arrangements more accessible is making sure there are walkways big enough for wheelchairs at all times. If that is not doable, I would arrange the ensemble in way to have a person on crutches or a wheelchair sit on the end.

3. Using adaptive instruments is a way to help those with physical disabilities participate.

1. The first thing I will implement is using closed captions on any video I show. It is such a small change, but it truly can make a huge difference for students with hearing impairments, or those who have trouble focusing without captions, and it can have a positive impact on student reading skills.

2. The second thing I will implement is to have visual timers up on the board so that students can see how much time they have left to complete what they are working on. As a kid, I remember getting so stressed when a teacher told me I had 10 minutes left but I couldn't see how much time was going by. I think having visual timers would have helped alleviate some of that stress.

3. Lastly, I will implement multiple forms of instruction and completing an assignment. For example, if the students are tasked with writing a paragraph based on a passage they read, I will make sure that the passage is available in print, and in some form of audio recording that students can listen to. When they go to write the paragraph, I will have other resources available, such as sentence starters, graphic organizers, and text-to-speech, that can aid them in completing the task.

1.Recordings of class that can be uploaded to our google classroom/canvas. If students miss lecutre they can catch up. This is helpful to students who have trouble focusing in class, who are hard of hearing, who have attendance issues, etc.

2.Using presentation software to show my students the expectations of the classroom and for informational presentations during class. This visual idea is helpful to students who have trouble digesting information or hearing imparements.

3.Sensory materials. Having special calming activities for children to do will help my students stay calm and help with classroom management. This is useful for students with sensory issues.

1. Visual Timers. While this may seem like a secondary, small aid, it can actually help in so many ways. Visual timers allows students to understand how much time they have left for an assignment in a more accessible way. For some students, it is hard to conceptualize how long something is, so saying "Five minutes left" is not helpful, and can only cause stress. Putting a visual timer allows students to see the progression of time and makes it easier for them to understand the time they have left.

2. Alternative lighting. For students who have disabilities that can cause for them to be overstimulated, alternative lighting is a great source. Regular classroom lights are bright, harsh, and can overstimulate, so switching to floor lamps, fairy lights, or various lamps within the room can help students feel more comfortable and at ease in the classroom, making it easier for them to pay attention and learn.

3. Closed captioning. Closed captioning is, in my opinion, and essential for the classroom. It allows students with hearing issues to follow along with their peers, and ensures a smooth teaching process. Closed captioning can also help every student. If a student does not understand a word, or if the speaker is speaking too fast to be audibly understood, students can follow along via captions.

Another accessibility technique to use would be to provide subtitles and images when teaching lessons. Providing multiple forms of media for information accessibility is crucial for learners with different needs.

Lastly, having self-reflective assignments for students to provide feedback and set goals for themselves and the class is a way to keep accessibility in check. This could be in a discussion or written format in order for students to say what is on their minds or express needs that were not previously noted.

1. INTEGRATING ASSISTIVE TECHNOLOGY. I will certainly be offering this area of support to my students consistently. This goes for students with visual, hearing or learning differences and includes using speech-to-text software, screen readers, or captioning software. Even resources like Google Classroom, which is intended to be accessible on its own, supports students in accessing materials and allows for equitable participation in class.

2. ADAPTIVE SEATING / CLASSROOM DESIGN. I want to be accommodating of all my students' mobility needs. This could include desks that support wheelchair access, uninterrupted pathways, or a flexible seating arrangement that allow for students to sit on comfortable things like beanbags or use standing desks.

3. APPLYING UDL. When lesson planning, it is important to consider Universal Design for Learning (UDL). I would begin my with writing measurable learning objectives. I also would provide required content in multiple formats, whether that be text, audio/video or images, so that all students would be able to access the information in a manner based on their learning needs. Presenting the information in different ways is intentional given my learning goals to have each student have the experience within the lesson in the manner that is most relevant for them!

1. Incorporate visual representations/projections of my teaching points. Students are a melting pot when it comes to learning methods that are the best for them. I will provide visual supports to best accommodate those it benefits in my class

2. Aural supports/ recordings. Music is an aural activity. Either through technology or personal modeling , I would ensure that my students are always provided with aural representations of what we are striving for in class. This can be in the form of tuners, recordings, or any personal modeling technique. This is also great for students who have an affinity for aural learning.

3. I will make my classroom seating conducive to the needs of my students. For the most part, the seating most conducive to students is like instrumentation so that they can use each other as resources and references. That being said, some students may need more space given their instrument, needed accommodations, etc. I will make a seating arrangement that is very cognizant of all of these needs.

1. Improving the physical space. To address any potential mobility, I could ensure that there is step-free access to the band room itself and a portable ramp available if needed for wheelchair users. I can also arrange the ensemble setup to provide wider aisles; this allows for easier navigation.

2. Instrumental/auditory accommodations. Specific instrument modifications can be a great way to make band more accessible. For example, percussionists could be given special grips for their drumsticks, and lighter instruments could be given to those with limited strength. For students who have auditory sensitivities, earplugs or noise-canceling headphones would be a great way to support them.

3. Virtual performance videos: A lot of band kids experience performance anxiety, whether it be for regional auditions or just playing in front of their director. To help those with extreme anxiety or even to those absent, virtual video submissions are a good solution. This allows the student to play at their own pace and focus on the music, and gives the directors (like me) a chance to provide better feedback on their playing.

1) To begin, I would ensure that my band room has wheelchair accessibility. A lot of band rooms have a terraced setup, and this can be very difficult for some students to access.

2) Another aspect I would use in my program is ensuring the instruments are able to be played by everyone. For example, I would purchase neck straps for saxophone and clarinet, should straps and tuba stand for low brass, and an arm stand for the other brass instruments.

3) Lastly, I would use an educational music program called Smartmusic. Smartmusic allows students to have a personal practice partner anywhere they are, and this is very helpful for students who can't afford private lessons. This also gives them a fun way to explore other music on their own.

1. I would make sure that my choir room, or music room is wheelchair accessible and has enough room for a wheelchair if needed. Some schools have big risers that chairs sit on, and if I used these and a student was in a wheelchair, I would not just let them sit on the side, I would find a way to build some ramp or cut out, so that they could be on the risers with the rest of the choir. 

2. If I was going to have a presentation on a screen, I would like to have a closed caption program where it would, in live time, show all of the words I am saying, but in printed form for students who struggle to hear. I would also use amplification for my voice, not only so all of the students could hear me better, but because it would save my voice as well. 

3. If I was working with younger students and wanted them to get some extra practice with something, there’s a great program that can plug right into their canvas called, Quaver. It has all kinds of online music educational games and activities I could assign to some students.

I would also have weekly schedule posted that way students are well aware and prepared for the topics we go over. This goes a long way for many students because it eliminates the stress factor of worrying and coming in blindsided by work. I would also have different options for expressive learning. I, personally, do not do well with discussions. Now there are so many different avenues of allowing students to display they know the materials so things like “Unessay’s” where the students can use creativity to display their knowledge would allow for the subject and student to grow outside of traditional techniques.