Equitable Access Plan Assignment DescriptionYou will develop an Equitable Access Plan (EAP), which will consist of three parts: a) article reading responses; b) a classroom profile; and c) narratives addressing 3 focus students in the classroom. Reading ResponsesYou will find 4 articles in the submodule entitled EAP Background Articles. The first article, which is an editorial by Long and Mejia, is required. You will choose 1 of the next 3 articles to read. After reading Long and Meija and your chosen article, write a brief response (approximately ½ page, double-spaced, for each article) including your thoughts on the article and how it might relate to your students. Brief descriptions of each article are provided below.• Long, L.L. & Mejia, J.A. (2016). Conversations about diversity: Institutional barriers for underrepresented engineering students. Journal of Engineering Education, 105(2), 211-218.In this editorial, the authors describe their own experiences in school from elementary through college. They also outline actions that contribute to the maintenance of lack of diversity in STEM professions, particularly engineering, and make recommendations for the k-12 and higher education systems to support improvements in diversity in engineering and STEM professions.Below you will find short descriptions of 3 articles that each address different aspects of inclusion in STEM education. The first two articles focus on inclusion of students with learning disabilities while the last article focuses on general inclusion at the high school level. Choose 1 of these articles to read.• Asghar, A., Sladeczek, I.E., Mercier, J., & Beaudoin, E. (2017). Learning in science, technology, engineering, and mathematics: Supporting students with learning disabilities. Canadian Psychology, 58(3), 238-249.In this article the authors review three main points that may be helpful to us. They succinctly outline the reasons for increased emphasis on STEM education. They review the current understanding of learning disabilities and how they interact with school learning for students’ who have learning disabilities. Finally, they have some recommendations for inclusive practices for students with learning disabilities in STEM education. The three points outlined by the authors essentially serve as an argument in favor of inclusive, rather than selection-based, STEM education programs.• Israel, M., Wherfel, Q.M., Pearson, J., Shehab, S., & Tapia, T. (2015). Empowering k-12 students with disabilities to learn computational thinking and computer programming. Teaching Exceptional Children, 48(1), 45-53.While this article focuses on computer programming education including students with learning disabilities, it also connects instruction to the Universal Design for Learning (UDL) framework and provides recommendations for balancing explicit instruction with open-inquiry activities.• LaForce, M., Noble, E., King., H., Century, J., Blackwell, C., Holt, S., Ibrahim, A., & Loo, S. (2016). The eight essential elements of inclusive STEM high schools. International Journal of STEM Education, 3(1), 1-11.This article provides a larger overview of what creates an inclusive STEM learning environment. In this large-scale study, the researchers located the essential elements of schools that identify as focused on STEM education and do not have a competitive admissions structure. You will find 4 articles in the submodule entitled EAP Background Articles. The first article,which is an editorial by Long and Mejia, is required. You will choose 1 of the next 3 articles toread. After reading Long and Meija and your chosen article, write a brief response(approximately ½ page, double-spaced, for each article) including your thoughts on the articleand how it might relate to your students. Brief descriptions of each article are provided below.