I would agree, Amy. I'll give you another hint. In my experience, if you are going to offer up examples of barriers, use barriers to someone who is blind, deaf, or in a wheelchair. If there is no lingering doubt about whether or not the individual has a disability, it is easier to demonstrate how a rule creates a barrier, and the change that is needed is often pretty straightforward. Once you have established that barriers exist, it is easier to introduce the topic of barriers to students with less noticeable or recognized disabilities. Dr. Jane Jarrow