M7 Applied Assignment Presentation

This presentation explores how access—not ability—shapes outcomes in education, particularly for students and educators with invisible disabilities such as ADHD, dyslexia, and mental health conditions. Drawing on course research, classroom experience, and an interview with a Student Achievement Coach, this project examines how communication barriers and policy gaps can lead to misinterpretation of ability. It highlights how Universal Design for Learning and structured, inclusive practices can improve access and outcomes for all learners. Key themes include: The difference between access and ability in school settings How communication and policy barriers impact inclusion Classroom strategies that improve accessibility The role of implicit bias in interpreting behavior The importance of designing systems that support both students and educators This presentation was created for SPE 223: Intersection of Society, Disabilities, and Inclusion. 💬 Reflection Question How can schools shift from reacting to challenges to designing systems that provide access from the start? 📚 References CAST. (2018). Universal Design for Learning Guidelines. Centers for Disease Control and Prevention. (n.d.). Disability Barriers to Inclusion. Lawson, J. E., Cruz, R. A., & Knollman, G. A. (2017). Increasing positive attitudes toward individuals with disabilities through community service learning. Siperstein, G. N., Romano, N., Mohler, A., & Parker, R. (2006). Consumer attitudes toward companies that hire people with disabilities. United Nations. (2018). Persons with disabilities: Breaking down barriers. Emdin, C., & Wong, M. (2009). Culturally relevant pedagogy for teachers and students.