During my freshman year of high school, I was selected to join a peer support team created to assist a student with high-functioning autism who was transitioning into our school community. Alongside several other students, I met with him once a week during our school-wide study hall and lunch period. These sessions included a variety of activities such as having lunch together, playing games, offering academic support, and answering his questions.
This experience gave me meaningful insight into the unique strengths and challenges faced by students with disabilities. It deepened my empathy, strengthened my communication skills, and sparked a lasting commitment to creating inclusive learning environments. As I look toward building my future CTE program, this experience serves as a foundation for ensuring that all students, regardless of ability, have the tools, support, and opportunities they need to thrive.
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This accessibility plan outlines my commitment to creating an equitable and inclusive classroom environment for all students. It includes specific accommodations for a range of disabilities, along with strategies for future adaptations to support individual learning needs. I will work in close collaboration with my school’s Special Education (SPED) team to ensure that this plan aligns with each student’s individualized education program (IEP) or 504 Plan. By addressing accessibility proactively, I aim to build a supportive, student-centered learning environment where every learner feels valued and empowered to succeed. My goal is to eliminate barriers to learning, provide equitable opportunities for growth, and continuously refine my instructional practices to meet the evolving needs of all students.