57 10.2 Positionality Statement

In my youth, I experienced some obstacles formed by the socio-economic circumstances I found myself in. My parents lacked the best financial means, resulting in reduced access to technology outside of school. The reality of limited access fostered my understanding of educational platforms and resources students use, particularly in technology. Growing up with an ADHD diagnosis meant that for me, traditional learning styles like sitting quietly and reading a book were problematic. With constant fidgeting and difficulty in staying focused, I found traditional reading exercises daunting at certain points and often resulted in outbursts and being asked to leave the classroom. However, the computer reading programs that were offered by my school at the time completely changed how I learned to read, as I had always had an interest in technology. Using a computer with unique features and engaging content made me enthusiastic and more attentive. I achieved better reading abilities than traditional approaches allowed me to and passed my grade level. The design of these digital tools created a setting in which I thrived without some of the common interruptions that would knock me off track. This foundational experience revealed how specific tools can significantly change results in education.

I understand that as an educational assistant working with children who have exceptionalities, I have similar personal experiences as those of my students. Socio-economic factors, as well as having ADHD, influence my work production. I can see first-hand how important it is for students to be given materials that are suitable to their capabilities and learning needs. I often reflect on how my experiences mirror theirs. Growing up with certain challenges has molded my work methods to better assist those students with individualized learning needs.