84 14.2 Positionality Statement

As a black cis-gendered, immigrant woman and undergraduate student at Ontario Tech University specializing in Equity, Diversity, and Inclusion, I have been educated on a variety of assistive technologies that I previously had no exposure to. My personal journey navigating barriers in accessing technology has developed my deep passion for equity in education, specifically the need for all students to have access to assistive technology in the classroom. Growing up in the Caribbean, I firsthand saw how students from lower socio-economic households struggled to gain access to technology. For a short period, I experienced this, and it negatively impacted my academic performance. The school system was solely based on traditional teaching methods, viewing technology as a privilege instead of a tool. Many families lacked the finances to afford devices, and those who could afford them excelled in their studies. Due to a lack of education on the benefits of technology, special needs students were removed from classrooms and sent to a school for ‘special education,’ creating segregation and reinforcing inequities. My outlook on equity in education heightened after having a child with a disability. My lack of exposure to technology in the Caribbean hindered my ability to advocate for his needs, but once he was introduced to technology, I was amazed at the significant improvement it made in his development. Access to assistive devices helped him to participate in lessons and be included in class activities. I am now devoted to addressing educational disparities and advocating for integrating assistive technology into classrooms. I understand the benefits assistive technology provides and recognize the importance of creating level playing fields for students with diverse learning needs.