I believe that as a teacher, I will need to take two first steps to be able to successfully provide the students in my class with an accessible education. to everyone. First, I must recognize that all students are unique individuals and their emotional, educational, social, and physical needs are diverse and will require differentiated approaches. Second, I must adopt an attitude that values ​​diversity and know that all students will have talents, abilities, and the ability to learn. The learning environment is one of the most important attributes of the teaching-learning context. a lot of thought about the planning and design stages of a classroom layout. Teachers must ensure that the physical and emotional aspects of the learning environment are safe and welcoming. I would ensure that all students have full access to all classroom activities and resources. For example, I would ensure that all students with visual impairments are seated in an optimal position to see the board. I believe that by creating an accessible environment and ensuring that students take an active role in class organization, it will encourage a sense of independence and belonging. For students to feel emotionally safe, teachers will need to ensure that students have the required functional skills and appropriate social development to fully participate in all designed learning experiences. When creating a classroom environment, teachers must be aware of the many obstacles that can affect learning. The curriculum is considered one of the main obstacles to creating an inclusive learning environment. For example, if a teacher expects everything...in the middle of a sheet of paper......links I might encounter. Works Cited Ashman, A. and Elkins, J. (2009). Education for inclusion and diversity. French Forest, NSW: Pearson Education Australia. Cramer, S. and Stivers, J. (2007). Don't give up! Practical strategies for stimulating collaborations. Teaching Exceptional Children,39(6),6-11.Lewis, G., & Batts, L & K. (2005). How to Implement Differentiated Instruction: Journal of Staff Development, 26 (4), 26-31. Pisha, B., & Coyne, P. (2001). Smart from the Start: The Promise of Universal Design for Learning. Corrective and Special Education,22(4), 197-203.Shaddock, A., Giorcelli, L., and Smith, S. (2007). Students with Disabilities in Regular Classrooms: A Resource Guide for Teachers. Canberra: ACT. Retrieved from http://www.dest.gov.au/NR/rdonlyres/D3113371-7E2C-49FE-8017-8495030736BF/19755/InclusiveClassroomTeacherResourceFinal1.pdf