I learned about how the theory I chose could be widely applied. While the theory does have its challenges in maybe being a little too broad, I found that in my wide array of research I was able to use it towards any aspect. When synthesizing the article review I was able to connect why some student outcomes differed from others was able to see where they fit in their identity category. Being able to analyze this helped provide context for why students responded differently to different issues. Such as during the first-year orientation initiatives, some students were ready and wanted to share their disability experiences, they were likely in the fourth, fifth, or sixth category, where the student who felt uncomfortable with sharing might be in the first category. As a professional I was able to determine best practices in evaluating my own work that I do. As I am currently trying to develop procedures of efficiency for the students I advise, I must make sure in the process that I'm evaluating that these procedures don't create additional barriers. The multiple means principles of Universal Design also tap into the different disability identity categories because it recognizes that not everyone is in the same place. To be most accessible to all students is to create a variety of ways to engage with them.