I often feel conflicted when approaching questions of awareness of disabilities, diversity, barriers, etc. I want to avoid the tendency to center myself, to participate in “Oppression Olympics,” or assume my definition of disability is complete or correct while honoring the huge importance of these questions.

In my classroom, my awareness of my body in relation to my students and theirs to me and to the classroom boils down to respect. I will respect their space, I will set boundaries so that my space is respected, and I will keep in my mind that I don’t know (and can’t know) what my students are experiencing. What I can do is attempt to create an environment that is open to their individual needs, experiences, limitations, etc. This seems very “duh” but the first attempt to create this welcoming, adaptable space is done in the syllabus. It should be laid out extensively that accommodations are welcome and encouraged if needed. It should be known that we aren’t just talking about visible disabilities or even “permanent” disabilities. We emphasize it in class and provide as many opportunities to seek these accommodations as we can. We let students know what their resources are so that we are not the gatekeepers to accommodation.

No assumptions can be made. Is the student in the corner bored as shit? Or are they dealing with mental health issues? Or is it necessary for them to cope with some sensory issue they’re experiencing? I should not (and try my hardest not to) make any assumptions. So, when we give each student as many opportunities as we can to make accommodation for themselves or ask that we make changes to assignments, etc., we are trying to create opportunities for equal access. What it boils down to for me in reference to my students is not to necessarily be aware but to be open.