Featured IDEAL Professor: Devin Reid, Associate Director of Athletic Bands and the Assistant Director of Bands

The Center for Leadership in Disability (CLD) is excited to highlight the professors working with students in the Inclusive Digital Expression and Literacy (IDEAL) Program. Their dedication has been instrumental in helping our students at Georgia State University explore their interests and develop valuable skills.

Devin Reid, Associate Director of Athletic Bands and the Assistant Director of Bands

The IDEAL program seamlessly integrates with the content of my class, enhancing the learning experience without imposing its agenda. This adaptability is crucial, as it allows us, as faculty members, to focus on our teaching without additional pressures.

As faculty, we must work within many parameters in the university, and IDEAL helps to accommodate us in those regards. One of the marching band students, Quindarian Boykin, is in the IDEAL program. I've had the pleasure of watching him for a couple of years, and he is valued just as a regular member of his section. His peers accept him as he is, and he contributes equally to the group.

There was one small accommodation that we had to make, which I really would have made for anybody. We partnered Quindarian with another band member for a short time, and they worked on the same content. In the marching band idiom, every member has their precise "dot" on the field, which is crucial for both safety and the visual integrity of the performance.

Our focus on safety is unwavering as we strive to prevent collisions during our performances on the field for pregame or halftime. However, it is also so that we can make the effect of whatever picture we draw on the field. So, we partnered Quindarian with a different band member, and the plan was that slowly, over time, as he got more comfortable, the extra support would gradually be phased out.

We were excited to work with Quindarian to make that a reality. While IDEAL students may have additional questions, I am happy to answer them. They are respectful of class time and patient in seeking clarification after lessons. They will come up as soon as class ends, and we'll converse. I addressed their concerns and answered their questions, which is a healthy relationship. It keeps the class moving and allows them to move at the pace they need to contribute to the course.

I recommend incorporating IDEAL students into courses whenever possible. They are strong contributing members and are a great asset for creating an inclusive environment among other students.