Having spent over a decade working in primary classrooms and as a literacy interventionist I have a lot of experience and training with working with students who are learning to read in different ways and on different timelines. An area where I hadn’t had much experience before starting this program was how to use adaptive and assistive technologies in the classroom to support student learning for all students. When we began exploring this standard I thought about my students who had a dyslexia diagnosis or undiagnosed struggles with learning to read and write as well as those older learners who grapple with these challenges throughout their academic careers. I looked into technological tools that might make the learning environment more accessible as well as create opportunities for supports that might be less visible in the classroom. I also know that typically strategies and interventions that are good for some students are often good for all students, so providing a wide range of adaptive and assistive technologies in the classroom is something I want to continue to explore and put into practice.