Disability is a reality in the library instruction classroom, yet despite ratification of the American Library Association (ALA) policy on people with disabilities, librarians seldom take part in discourse about restructuring library instruction to ensure it is inclusive and accessible. This essay discusses the imperative to serve students with disabilities. It also explores how Universal Design for Learning in the library instruction classroom can facilitate multiple forms of representation, expression, and engagement. Importantly, this conversation attempts to center disability within the classroom and to acknowledge the injustices of accommodation and retrofitting for learners with nonstandard abilities.

中文翻译：

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无障碍图书馆教学实践

残疾是图书馆教学课堂中的现实，尽管美国图书馆协会 (ALA) 批准了关于残疾人的政策，但图书馆员很少参与有关重组图书馆教学以确保其包容性和可访问性的讨论。本文讨论了为残疾学生服务的必要性。它还探讨了图书馆教学课堂中的通用学习设计如何促进多种形式的表示、表达和参与。重要的是，这次谈话试图将残疾问题集中在课堂上，并承认对能力不标准的学习者的适应和改造是不公平的。