Years ago while I was finishing up my master’s degree, I was also substitute teaching. Which may put me in the category of Wimp-I know many of you continue your education while teaching full-time. I salute you for that.

I had a 6 week assignment to teach a 2nd grade class during the teacher’s maternity leave. It was a dream. Teacher had left concise lesson plans and extra activities to be used as needed, for every day. So once I learned the children’s names, we sailed. We were able to follow her plans exactly, the children kept up their hard work, it was clear they missed their teacher, and wanted to make her proud of them. They were used to that.

There were several students with an IEP, 5, maybe 7. The classroom accommodations were well chosen and easy to follow, and Teacher had left me personal notes about the children’s preferences and quirks. When one was pulled out for the resource room or a related service, they knew exactly what to take with them, they were cheerful to go, and to return. They were very nice, very well-prepared children.

Of course if your absence is sudden, this kind of preparation is likely impossible. When I complimented Teacher on making this experience seamless, she said, modestly, “Well, I did have several months to get this ready for you.” I would come to learn though, that her preparation went way beyond concise instructions and great lesson plans for the sub.

Every morning I would greet the students at the door. I remember those sweet little faces, and it’s one of the things I miss the most about not being in the classroom: those shiny happy little faces in the morning, usually with a story they wanted to tell.

The children would hang up jackets and backpacks and put away personal belonging, sort their homework papers in specific boxes, and then they could go to centers while they waited for the bell. I loved to quietly hang out around the classroom and listen to the conversations during this morning transition.

One tiny little girl wanted to take care of everyone: if someone sneezed, she got them a tissue. If someone coughed, she patted their back, if someone was sad or disappointed, she supported them: “It will be all right. Today at lunch, you can sit with me.” Both her parents were nurses, Teacher had written, “she will remove her shoes and give them away if someone asks for them.” She told me to “intervene as needed.” This one had vision in only one eye, and wore very thick glasses. She was a heart-stealer.

One little boy was noticeably sullen and gruff, but soon I saw that he was very sensitive and often had his feelings hurt by the more outgoing children. Eventually, I won him over with smiles and attention, and learned that his parents were separated. He was with this mom during the weeks, and with his dad on weekends. His sister, who was in middle school, did the opposite: she stayed at their dad’s apartment during the week, because it was closer to her school, where she was involved in cheerleading and clubs. Then she came to their mother’s home on weekends. They saw each other for just a little while during this child-swap, and sometimes a parent would take them both for ice-cream or go shopping. But, he really missed his sister. I emailed teacher, she knew of the separation but did not know his sister had moved. She would communicate with mom.

Even while caring for her new baby, Teacher wanted daily updates on her kids, wanted them to know she was thinking of them. Her love for these children was a major support in their lives. She sent me emails of encouragement to share, and pictures of her baby sleeping.

It was clear that these young students had been infused with certain competencies that would, I hoped, stay with them throughout school, college, life: The children possessed a level of self-control that was obvious when they waited their turn, raised their hands to speak, and did not constantly nag me, “just a sub” to get a hall pass for the restroom, go to the nurse, or call their mother. Their class had a schedule for certain activities, and usually no one made requests to vary from that. I had subbed for older students who were way less mature!

They were decision makers. For instance, to choose a center, they had to remove a tag from the wall, for the center they wanted to play in at a given time. There were 5 centers, and no more than 5 students could be in a center at the same time. Also, they could not just move from center to center. This was understood, and although sometimes someone might show brief disappointment when a friend could not choose the same center they were in, every child would interact with anyone else in the center. They had to choose, they knew to follow the rules.

Most of the students presented a sense of autonomy. Now and then someone would have a “moment” or a little “meltdown” but largely these students knew who they were and why they were at school: to learn. There was a little girl with mild CP, who obviously moved and walked differently from the others. She wore it well, so her physical differences were accepted by the others. For instance on Fridays after lunch, I would write sentences with errors for them to correct. She would come on up in her jerking little gait, and do her work like everyone else, unembarrassed. If she dropped her dry erase pen, she would awkwardly pick it up and move on. She got applause, like everyone else, and she expected it.

This classroom experience was wonderful for me as a beginning teacher. Teacher insisted she had great kids from great families, but I learned from conversations with others, the PT, SLT, and the teachers on my hall, not all of the kids came from stable families. There were divorces, a jailed father, couple of addictions, some domestic abuse. What I’ve come to regard as “normal traumas.” Teacher saw what was lacking and endeavored daily to fill in the gaps. She developed relationships with the parents where she could, and especially with her students. They trusted her, she valued their trust, and they learned from her that even if things at home were imperfect, there are codes to living in the world away from home that will allow us to experience success.

These were 23 small people learning to navigate a big world, and it was fascinating to be a part of that from a different perspective: not as a parent, and not as a constant figure in their lives. In fact it made me sad to know I might never see them again. But for thirty days I developed relationships with nearly 2 dozen little people, who knew how to do that because of an exceptional teacher who understood the value of human connection.

Rita Pearson:  Every kid needs a champion

The term Blended Learning is all abuzz in the world of education — and why shouldn’t it be? Our students were born into a digital age, and using technology comes naturally to them. So it only makes sense to use it in our daily lesson plans to give students opportunities to explore online content, allow new forms of expression and displays of content knowledge, and to connect with other students from all around the world.

While we are enthusiastic about engaging our students by implementing technology into our teaching, we must remember Universal Design for Learning. This makes it important to ask yourself — How will I make my blended learning environment, content, and activities accessible to every student in my classroom? Will students who have visual, hearing, motor, and/or cognitive needs have the ability to access my curriculum just like my other students?


Well, making that content accessible without practice is no easy task, and intentional planning is necessary, but I assure you it can be done!  

We know that images and videos increase interest in our content and that many students are visual learners. Yet, in order to make these features accessible to all students, videos should be closed-captioned and images should have alternative text (allowing a screen reader to read a short description of the image).

Fancy fonts can be fun to use, but sticking to a minimum 12-point font size in fonts such as Arial, Helvetica, or Verdana is preferred. These types of fonts, known as sans serif fonts, can be easily magnified for students with low vision. 

Format your documents with the tools given to you in the program you are using. Avoid using multiple spaces for indenting, creating your own spacing for bullet points, or using text boxes as screen readers will not read these elements correctly. 

I personally love color-coding for my own use, but relying on using only color to convey meaning makes a document inaccessible for students who are colorblind, have low vision, or are blind. 

Blinking and flashing content should be limited to no more than 3 seconds — if not completely eliminated – due to risk of headaches or seizures.

Check out http://webaim.org/intro/ and https://www.ada.gov/websites2.htm for additional guidelines on website accessibility that you can translate into accessibility standards for your content. I expect to find new rules coming down the pipeline over the next few years that will mandate specific accessibility features in state and federal government websites, which includes K-12 public schools and public universities. This could certainly affect how your content is being delivered to your students as well as the content itself. 

In the meantime, making a conscious effort to ensure all of your students have access to the curriculum, will only make following the future rules that much easier. And, of course, we are always here to help you along the way.

It’s time for another blog entry and after posting my previous one it got me thinking about what I do.  I moved from the PATINS Central Site Coordinator position that I held for 17 years to become the ICAM (Indiana Center for Accessible Materials) Technology Coordinator just less than a year ago.  It has been a year of learning the details of what happens when a student qualifies for digital print materials and how we get it to them.  As a site coordinator I would troubleshoot with the Digital Rights Managers as how to use the technology they needed to open files like NIMAS, ePubs, PDF, etc. for use with their students.  My current position offers me the opportunity to get the digital content from the publishers, the NIMAC (National Instructional Materials Accessibility Center), Learning Ally among other sources.  I also process orders and still offer technical assistance when needed, which is often, but hey that’s the job and I like a good challenge now and then.

If you read my first post, “Mimi, would you read this to me?” you know my confession, but more importantly it was about how crucial it is for children especially young children to be read to.

Sometimes things come full circle and I’ll explain.  We had a family vacation not long ago to the Outer Banks of North Carolina.  We have been there 4 times before and last year my wife thought it would be worth trying an audiobook for the drive so she downloaded the first chapter of The Girl with the Dragon Tattoo.  I’ll be honest again, but driving through the mountains of Virginia at night and trying to concentrate on the road was much more than I had in mind.  Needless to say it was over before chapter two.  She wanted to try it again this year, but had planned to do a couple of chapters when the stress of driving was minimal.  Together we worked at logging on to our local library, downloading the Overdrive app on her iPhone and selecting an audiobook.  The process was relatively easy.  The audiobook that we chose was The Boys in the Boat: Nine Americans and Their Epic Quest for Gold at the 1936 Berlin Olympics by Daniel James Brown.  Once on our way and traffic tolerable, we popped the auxiliary jack into her phone and started with the Preface.  I have always enjoyed sports through participation or observing, but never thought of just listening to what was being described.  For the first time in a long time it was enjoyable.  The anticipation of the next chapter was figuratively and literally just around the corner.  We listened to half of book on the way there and the other half on the way back.  I know what you’re thinking, why did you wait a whole week to finish the book?  Again, it was anticipation for me.  It was something to look forward to during the boring part of the drive.

I opened this blog with what my job description is in a nutshell, but this experience was one that the students with a print disability and even those that don’t experience every day.  It was a glimpse for me to walk in their shoes if only through one book and to really feel what I have been a part of over so many years had come to fruition. 

There are many “tools” for supporting access to digital content and selecting one or two might seem like a daunting task, but the PATINS Project and ICAM staff can help with making that easier with the right background information.  It’s not your quest for gold, but it is for your students.