I believe that as a teacher there will be two initial steps that I will need to take in order to successfully provide the students in my classroom with an accessible education for all. I will first need to recognize that all students are unique individuals and that their emotional, educational, social and physical needs are different and will require differentiated approaches. Second, I must have an attitude that values ​​diversity and know that all students will have talents, skills, and the ability to learn. The learning environment is one of the most important attributes of the teaching-learning context, therefore, teachers need to put a lot of thought into the planning and design stages of setting up a classroom. Teachers must ensure that both the physical and emotional aspects of the learning environment are safe and welcoming. I would like to ensure that all students have full access to all classroom activities and resources. For example, I would make sure that all students with poor vision were seated in an optimal position to see the board. I believe that creating an accessible environment and ensuring that students have an active role in organizing the classroom will encourage feelings of independence and belonging. For students to feel emotionally safe, teachers will need to ensure that students have the required functional skills and adequate social development to fully participate in all designed learning experiences. When creating a classroom environment, teachers must be aware of the many barriers that can hinder learning. Curriculum is believed to be one of the major barriers to creating an inclusive learning environment. For example, if a teacher expects all… half of the paper… bonds I might encounter. Works Cited Ashman, A. & Elkins, J. (2009). Education for inclusion and diversity. French Forest, NSW: Pearson Education Australia.Cramer, S. & 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. Correctional and Special Education,22(4), 197-203.Shaddock, A., Giorcelli, L., & Smith, S. (2007). Students with disabilities in mainstream 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