If we consider how each of us interacts, perceives, or accesses the world, it's reasonable to recognize that we do not interact, perceive, or access it in the same way. Moreover, because we interact, perceive, and access it differently, we must concur that we are in the world differently and those differences are opportunities to learn from each other precisely because of those differences. Yet, we must be mindful of how we collaborate in our classes with our students because some may have disabilities. And with those disabilities may come some of the stereotypical prejudices of those that are disabled: lazy, incapable of doing the same level of work, often missing class, etc. Nevertheless, these misperceptions, like all prejudices, can be dealt with through knowledge and willingness to learn. Most important, though, is that they can also be minimized by incorporating mobile learning or m-learning that provides access and is inclusive to all students.
A few terms ago, I had a student with irritable bowel syndrome. This student missed several classes without informing me of the issue. Although an engaged student while in class, like most teachers, I assumed the student was just ditching class, until the student informed me of the condition. Partly because of my ignorance of the syndrome, I was unsure of how to proceed but encouraged the student to work as best as possible relative to the issue, keep me updated, and certainly let me know if I could be of any help. This student only returned a few more times to class. And, I hope, I projected my willingness to help the student as much as possible. Eventually, the student pleaded with me to extend the course and give an incomplete (a rare occurrence only to be used in extreme cases, per my department directives). I did give the requested incomplete (and took some heat for it) with an understanding that a due date a month away would be the final deadline for any coursework left to complete, and that I would make myself available for consultation as needed. The student understood that failure to meet that deadline would result in an F in the course.
After the term closed, I waited a week. Then I sent a casual response to the student encouraging questions and any submission of work. No response. I eventually, and sadly, had to fold to pressure and the agreed deadline; I had no option but to fail the student. Now, I wonder how m-learning might have assisted that particular student's ability (perhaps willingness) to complete the class. The student was certainly capable of the work. Unfortunately, I'll never know, but I can prepare for similar occurrences in the future--we all should. Titchkosky (2011) reminds us, "the inclusion of disability into an environment that has yet to critically reflect on the meaning of this inclusion has led to a form of non-disability-flexibility being implemented that continues to exclude, marginalize and stigmatize disabled people" (p. 121). In other words, even as we acknowledge, maybe even accept, students with disabilities are still being othered because they still typically do not have access in relative ways to the abled. It might be acknowledged, but it's still a "not-yet" (Titchkosky, 2011, p. 109).