Podcasts about learning udl

What do we mean when we say Universal Design for Learning (UDL)? How can UDL support an antiracist learning environment? In this episode of Dr. Catlin Tucker's podcast, The Balance, she invites Andratesha Fritzgerald, an inclusive practices implementation consultant and life-long educator, to offer clarity around these themes and questions.  Learn More about Andratesha Fritzgerald Antiracism and Universal Design for Learning: Building Expressways to Success Building Blocks of Brilliance  

Katie Martin sits down with Dr. Katie Novak, bestselling author, UDL expert, and powerhouse educator. They unpack what Universal Design for Learning (UDL) really means, how systems need to evolve to support educators, and why learner agency and inclusive design are non-negotiable. With relatable metaphors (hello, buffet dinners and iPhones), heartfelt moments, and practical insights, this episode is a must-listen for educators who want to do things differently and better.

S6 E3: Fostering Engagement in Learning w/UDL expert Allison Posey. In a world of checks and boxes, especially in work and learning, our goal is to have listeners think about what is possible to transform their own lives. The way we engage in all we do is often a choice, but the transformation and level of engagement can be increased when we have appropriate access to the possibilities. In this episode, we are thrilled to be joined by friend and colleague, Allison Posey who is an expert in Universal Design for Learning (UDL) and author of: “Engage the Brain: How to Design for Learning that Taps into the Power of Emotions” and “Unlearning: Changing Your Beliefs and Your Classroom with UDL”. Our discussion with Allison traverses the possibilities that educators and designers of all environments- which we believe are all learning environments- can proactively plan for to accommodate variability. When we design with flexibility and access in mind, we ultimately create greater equity and facilitate engagement in learning. Be curious. Be Open. Be well.The ReidConnect-Ed Podcast is hosted by Alexis Reid and Dr. Gerald Reid, produced by Cyber Sound Studios, and original music is written and recorded by Gerald Reid.*Please note that different practitioners may have different opinions- this is our perspective and is intended to educate you on what may be possible.Follow us on Instagram @ReidConnectEdPodcast and Twitter @ReidConnectEdShow notes & Transcripts: https://reidconnect.com/reid-connect-ed-podcast

In this episode, we are joined by Philippa Wraithmell to discuss the transformative role of technology in education through Philippa's company, Edruption. We explore her journey from teaching to leading educational change, emphasising the importance of understanding the unique needs of each school. The conversation delves into the four pillars of digital education: governance, safeguarding, pedagogy, and innovation, and highlights the necessity of effective digital governance to empower educators and enhance learning experiences. In this conversation, Philippa covers the integration of technology in education, emphasising the importance of a strategic approach to digital tools. She highlights the financial implications of educational technology and the need for schools to evaluate their spending. Philippa also focuses on empowering parents in the digital age, advocating for open communication about technology use at home. She introduces Digital Bridge, a programme aimed at helping families navigate technology and its impact on children. The discussion further explores the significance of Universal Design for Learning (UDL) in creating inclusive educational environments. Finally, Philippa calls for a rethinking of assessment methods to prioritise student understanding and creativity over traditional grading systems.Chapters00:00 Introduction to Edruption and Its Mission03:00 Philippa's Journey in Education09:48 The Four Pillars of Digital Education19:00 Digital Governance in Education26:56 The Role of Technology in Learning28:39 Integrating Technology in Education32:19 Financial Implications of Educational Technology34:42 Empowering Parents in the Digital Age39:27 Building a Digital Bridge for Families45:02 The Importance of Universal Design for Learning51:12 Rethinking Assessment and Learning SuccessCheck out Edruption, Digital Bridge and get a copy of Philippa's bookThanks so much for joining us again for another episode - we appreciate you.Ben & Steve xChampioning those who are making the future of education a reality.Follow us on XFollow us on LinkedInCheck out all about EdufuturistsWant to sponsor future episodes or get involved with the Edufuturists work?Get in touchGet your tickets for Edufuturists Uprising 2025

In this episode, co-hosts Peterson Toscano (he/him) and Sweet Miche (they/them) explore best practices for welcoming and supporting neurodivergent individuals in Quaker worship and educational settings. Poet and writer Kate Fox shares insights from her article "A Place of Unmasking," drawing connections between early Quakers' spiritual practices and contemporary understandings of neurodiversity. Kate discusses her experience of Quaker meeting as a space where she can authentically be herself, free from the pressures of masking neurodivergent traits. Kate Fox raises essential questions: How can places of worship and schools better accommodate neurodivergent individuals? How do sensory practices, like stimming, help with spiritual grounding and concentration? We also explore Julia Watts Belser's book, Loving Our Own Bones, Disability Wisdom, and the Spiritual Subversiveness of Knowing Ourselves Whole, which invites readers to reconsider disability—not as something needing fixing, but as an integral part of human diversity, rich with spiritual wisdom and power. You can read Greg Woods' review in Friends Journal.  Listener Responses: Neurodivergent Voices and Best Practices We hear directly from listeners who share their experiences and recommendations: Clayden, a South African teenage artist and TikTok creator emphasizes the value of dedicated spaces in schools and churches designed for people with sensory sensitivities and learning disabilities. You can follow him @claydendesigns  Kody Hersh shares about creating a sensory-friendly space at a Quaker gathering, allowing attendees to adjust lighting, use fidgets, and regulate their environment to feel comfortable in worship. Another listener highlights how simple tools like printed bulletins can support neurodivergent attendees by providing structure and predictability during worship services. Question for Next Month What belief have you had to unlearn in your spiritual or personal journey? Share your response by emailing podcast@quakerstoday.org or call/text 317-QUAKERS (317-782-5377). Please include your name and location. Your responses may be featured in our next episode. Resources For neurodiverse individuals, here are some useful apps designed to support communication, sensory regulation, social skills, executive functioning, and emotional well-being: Communication & AAC (Augmentative and Alternative Communication) Apps Proloquo2Go – A symbol-based text-to-speech app for non-speaking individuals. Official Website https://www.assistiveware.com/products/proloquo2go CoughDrop – A cloud-based AAC app for customizable communication. Official Website https://www.coughdrop.com/ Sensory Processing & Regulation Apps Sensory App House – A collection of apps designed to support sensory needs. https://www.sensoryapphouse.com/  Autism 5-Point Scale EP – Helps users understand and regulate sensory and emotional states. https://apps.apple.com/us/app/autism-5-point-scale-ep/id467303313  Social Skills & Interaction Apps Social Story Creator & Library – Allows users to create social stories for different situations. https://apps.apple.com/us/app/social-story-creator-library/id588180598  ABA Flashcards--Offers a customizable library of flashcards to reinforce learning and skill development across various areas, from academics to daily living skills https://chicagoabatherapy.com/aba-services/aba-therapy/  Routine & Executive Function Support Apps Visual Schedule Planner – A visual scheduling tool for structured routines. ​​https://www.goodkarmaapplications.com/visual-schedule-planner1.html  Routinely – Helps track habits and provides gentle reminders. https://apps.apple.com/us/app/routinely-habit-tracker/id6449163027  Emotional Regulation & Anxiety Management Apps MoodMission – Suggests activities for managing anxiety and emotional challenges. https://moodmission.com/  Rootd – A panic attack and anxiety relief app. https://www.rootd.io/  This podcast follows the principles of Universal Design for Learning (UDL). UDL is a way of creating content that works well for all audiences. It helps us make clear, easy-to-understand episodes that are welcoming for everyone. We follow UDL principles by carefully choosing audio, using plain language, offering transcripts for each episode, and inviting your feedback in multiple ways.  Quakers Today: A Project of Friends Publishing Corporation Quakers Today is the companion podcast to Friends Journal and other Friends Publishing Corporation content. It is written, hosted, and produced by Peterson Toscano and Miche McCall. Season Four of Quakers Today is Sponsored by: American Friends Service Committee (AFSC) Vulnerable communities and the planet are counting on Quakers to take action for a more just, sustainable, and peaceful world. AFSC works at the forefront of social change movements to meet urgent humanitarian needs, challenge injustice, and build peace. Learn more at AFSC.org. Friends Fiduciary Since 1898, Friends Fiduciary has provided values-aligned investment services for Quaker organizations, consistently achieving strong financial returns while upholding Quaker testimonies. They also assist individuals in supporting beloved organizations through donor-advised funds, charitable gift annuities, and stock gifts. Learn more at FriendsFiduciary.org. For a full transcript of this episode, visit QuakersToday.org. For more Quaker content, follow us on TikTok, Instagram, and X (Twitter).

In this episode of UDL in 15 Minutes, host Loui Lord Nelson speaks with Elke Greite, a middle years IB teacher at Dresden International School, about shifting students' focus from product to process using Universal Design for Learning (UDL). Elke shares how personalized goal-setting, inquiry-driven learning, and the integration of IB's Approaches to Learning (ATL) skills have transformed her visual arts unit on identity. Discover practical strategies for fostering student agency and deeper engagement.

In this episode of the Just Schools Podcast, Jon Eckert interviews James Blomfield from the International Forums of Inclusion Practitioners (IFIP). They discuss his work in inclusive education, the importance of Universal Design for Learning (UDL), and the global challenges and opportunities in creating truly inclusive schools. Blomfield shares insights from his visits to Texas schools, highlighting student engagement in career and technical education programs. The conversation also explores the role of artificial intelligence in education, the shift from inclusion to belonging, and the power of networks like IFIP in connecting educators worldwide. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Be encouraged. Mentioned: The Curriculum: Gallimaufry to Coherence by Mary Myatt How Change Happens by Duncan Green The Name of the Rose by Umberto Eco Connect with us: Baylor MA in School Leadership EdD in K-12 Educational Leadership Jon Eckert LinkedIn X: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Jon Eckert: All right, so we are blessed to have James in our podcast studio. He flew all the way from the United Kingdom to Waco, Texas, to be on this podcast. So James, tell us a little bit about what you've been doing here in central Texas these last couple of days. James: Yeah, I've been spoiled. I've just had the best cheese and ham roll, ever. I can tell you a lot about Texan food now. And brisket. But the quality of the experiences, the visiting the schools, meeting you at Baylor has been a terrific privilege. I'm very grateful. Yeah, today, this morning, in fact, we visited three schools in Waco Independent School District. We were shown around by the loveliest people, Adam, Caroline, and Christie. I think Adam and Caroline are on from your doctoral program. Jon Eckert: Yes. James: But they're like institutional coaches. I gather. We would call them improvement offices where I come from, but they had such a light touch. They knew everyone. They were so friendly with people, and I gather that they are also about compliance, but with the coaching aspects. So they were great. And the three schools we went to, we were Midway yesterday, which was amazing. And then this morning, Bells Hill Elementary, Cesar Chavez, and then GWAMA, Greater Waco Advanced Manufacturing Academy earlier. And yeah, what impressed me was speaking honestly as an English person, it is shocking to see police in a school. Very quickly, I was unaware of them. But we have our own issues in the UK with knives and all sorts. But the staff were, despite that, throughout just so calm, friendly, loving, and attentive to the students. Asking them, talking to them in front of us. And some wonderful experienced people, trauma informed. There was someone who was training to be a social worker this morning who just came out of her office and gave us a short speech without any preparation, speaking from the heart, talking about what she was doing, how much the children matter. If you've got people like that, then you are going to be doing the right stuff. So yeah, I was impressed. But also from the type of education, obviously Texas is massive. The school footprint, I've never been into such big schools, even the elementary and yesterday with Midway, that was the biggest school I've ever been in. It took us a long time to walk around. And all of the stuff, like this morning at GWAMA, we saw robotics, drones, they have the construction academy, welding, forklift truck driving. Yesterday we saw them building an airplane. When I was doing metalwork at school, it was for like a baked potato holder. They were building an airplane. And I would love that as a student. I would be inspired by that even if I was building a small part of the airplane. Rebuilding tractors yesterday. So that's practical. That's 21st century teaching, but visible, practical, hands-on. Jon Eckert: And then the engagement that you see that's possible there through starting a cafe restaurant through the airplanes. Just to be clear to the audience, the students are not doing this on their own. It's a two-seat airplane that would be like a Cessna, and they have engineers coming in to help build. I still am not going to be the first person that volunteers to fly in that, but it was impressive to see. And I do feel like in central Texas, there are a number of schools doing a lot to try to meet the needs of the community by educating kids in ways that engage them, use the skills that they've been given, help them become more of who they're created to be in a way that benefits the community. And even the principal yesterday, Allison Smith, was sharing about the new factory that's coming in that's got a gigantic footprint, and it's going to be a huge benefit to the tax base. Before they came, they met with the high school to see if there were ways that they could integrate some of the needs they have with what the high school's developing in their students. Because at Midway, about half the students go on to a post-secondary education. And so there have to be opportunities for kids to step into things that allow them to be gainfully employed and meaningfully use the skills that they have. And many of the kids were doing things that I couldn't even fathom doing. And they're just leaning into it and gaining expertise, which is for 16, 17, 18 year olds is truly remarkable. James: Isn't that also a bit like a UDL mindset? If the manufacturer comes in and has that intelligence to ask about what would you need? What would be helpful? And then you're designing the education from the ground up. Jon Eckert: That's it. And I'm glad you brought up Universal Design for Learning, because that's something that we haven't really gotten into. Why you're here and what you do in the United Kingdom, because we actually, Eric Ellison, met you a while ago. But you were the reason why we were at a UNESCO conference in Paris where we got to work with educators from six continents that were all interested in UDL and what it means to educate each kid around the world. And there's 250 million kids that don't have access to a school. And then we're in these amazing schools where the biggest schools you've been in that are offering all these different opportunities. And so we're getting to see it, but what does it really look like from your perspective, from your organization as it relates to UDL? James: Yeah. So interesting, I am a teacher, head teacher, classroom teacher from some 25 years. And for me, it's all about practical teaching and talking to parents, making things work. But at a very practical level. And one thing that drew me to my organization, which is the IFIP, International Forums of Inclusion Practitioners, was that when I met Daniel, who's a fabulous person to work for, it's much more practitioner based. It's all about pedagogies. I felt at home straight away. But also, how do we train teachers? How do we bring them on into inclusive practice? And the IFIP is all about the voice of teachers. Daniel would say inclusionistas, all manner and range of people, teachers, specialists, therapists, but parents as well, who are committed to a more equitable and enriching education. So the majority of what we do is training. We have things like our GITI program, which is a global inclusive teaching initiative. But we do events. And that's something that Daniel, one of his strengths, he speaks all over the world. He's written many books. We were so, so grateful to have the event at UNESCO in Paris. So we were co-hosting. Daniel had been talking about that for two years beforehand. And we didn't believe him. He made it a reality. He dreamt about it, and it happened. And the same more recently in Brazil. We went to the G-20 ministerial meeting. He was talking about that. So he sees things and it falls to me to follow behind him and try and make some of the practicalities work. But yeah, the inclusion piece covers so many flavors. And I think what you mentioned just now, we talk about inclusion. Well, if the 250 million aren't in school, well, that's a level of inclusion that puts lots of other schools into a completely different context. Where does the inclusion start? And even in some of the schools I visited, I've been very lucky to visit schools around the world who would say they're inclusive and they may have a sensory room, or they may have, but they aren't necessarily inclusive. But for me, one of my favorite schools I've visited was in Rome, [foreign language 00:08:28], Our Lady of Good Counsel. It was run by Silesia nuns. And they said in the words of their founder, Don Bosco, "Young people need not only to be loved, but they need to know that they're loved." And it's very reassuring as a practitioner, a teacher, former head teacher, to come here to Texas and you see that. You see that palpably going on. And I feel at home. The elementary school this morning, because I was a primary school teacher, it was just like, I know this. I understand this. I could probably take a lesson. But they had some great ideas. And teachers, I'm a teacher, you love stealing good ideas. Jon Eckert: Well, and I think this is the beautiful thing about the jobs that we get to do. We get to see all the amazing things that are happening in schools. So much of what's in the news and what gets publicized are the things that aren't working. And the tragedy that there are 250 million kids who don't have access to schools, that is tragic. But in schools, there are amazing things happening all over the world. And getting to see them is this encouraging, oh, it gives you hope. And I wish more people could see that. I do think there are challenges though, because when we think about inclusion, we've moved as a country toward inclusive education, the least restrictive environment for students, and bringing students into a place where they can flourish. But we really, as Erik Carter, who runs our Baylor Center for Developmental Disability, you met with him yesterday. He talks about moving from inclusion to belonging. And I think we even need to think about belonging to mattering. So you keep hearing more and more about what does it means to matter and seeing your gifts being used with others. And that's what we saw yesterday. It wasn't individual students. It was teams of students doing this and each member of the team had a different role, whether it was robotics or it was the plane or the cafe. And the educators needed to step in. So the principal was talking about, I need an educator who's willing to step up and do this so that this can happen. And that's the thing that I think people that haven't been in schools for a while don't see what it means to really help kids belong. They have a sense of what inclusion was, maybe when they were in school, where there was a class down the way that was a Sensory room, which is a nice room for just, here's where we're going to put a kid who's out of control that we can't manage in so many places. It's like, no, there's so many schools that are doing so much more than that. So what are some other hopeful things you've seen through IFIP? James: Well, I think, yeah, you see a lot and on social media, and you must have found this, there's so much many aphorisms about inclusion and metaphors about what inclusion is. It's a mosaic. It's a banquet with many tastes. It's symphony orchestra with many sounds. Inclusion is a garden. That's quite a good one actually, the metaphor. And that's something that Sir Ken Robinson from the UK has talked a lot about. And there's lots of analogies with growing and flourishing, which that's a word you've taught me in my visit here. But I do feel sometimes that it is all good to talk about that. I don't disagree. But there's some recently inclusion makes every day feel special. Yeah, it does. Inclusion is the antidote to the division in the world. It is. But will that help the early career teacher struggle with their class? Will that give them the practical steps that they need? So I think all of those things are true, and we must love the students. But I would say that's just comes a standard with being a decent human being. I would expect that from you, from anyone. You treat people with a respect. But for me, I feel more inclined to say, what are the practical professional steps? What's the pedagogy? What are the teaching principles that will help me to, as we were saying yesterday, maybe to hesitate before ask another question in class and listen. And listen. That's inclusion, isn't it? Wait for someone to answer and maybe then not say anything. It's actually stepping back. So for me, I'm very impressed by... I mean, I was brought up on quality first teaching, we would call it in the UK, which is about high quality, inclusive teaching for every child. So you mustn't differentiate in a way that you've got the low table. No one wants to be on the low table. You want to have high challenge on every table. And we used to say, you want your best teacher on the lowest table. It's not like you just put a teaching assistant or some volunteer on the lowest table. It's got to be focus lesson design, involvement, interaction, metacognition. So responsibility for your own teaching, for your own learning. Sorry. And I love the dialogic approach. Someone said yesterday, Socratic circle that I've picked up. But it's like you would encourage a child to talk about what they understand because very quickly then you assess what they actually know. Sometimes you'd be surprised by what they know. But for the same reason, UDL appeals to me, to my sensibility, because it offers very practical steps. And crucially at the design stage, it's not like I'm going to apply this assistive technology to a lesson I created a year ago and will do the best we can, and that child will now be able to do more than they could. But if I design the lesson, and one of our colleagues, Helena Wallberg from Sweden, who was a co-author on the Global Inclusive Teaching Initiative, she talks about lesson design. It's a far sexier way than lesson planning. So teachers are professionals, they're artists. They need to use their profession. Jon Eckert: So when you start thinking about design, I use Paideia seminars because Socratic seminars are great, but Socrates taught one-on-one. We don't usually get the luxury of doing that. So how do you bring in the gifts of each student, not so that you're doing something kind or helpful for that individual, but so that the whole group benefits from the collective wisdom in the classroom? And so the inclusive education is not to benefit one single individual, it's to benefit all of us because of what you draw out. And that's where design, I think, is more helpful than planning. And so when we think about this in this state that we're in right now, we've never been in a better time to educate. We have more tools than we've ever had. We know more about how people learn than we have in the history of the world. James: Yeah. Jon Eckert: And yet sometimes that can make things feel overwhelming. So that beginning teacher that you mentioned. The only thing that beginning teacher knows is no one in the room learns exactly the way she does. That's all you know. And so then how do you use tools... And we've talked a little bit about this artificial intelligence. Amazing tool for adapting reading levels, for adapting basic feedback, for giving an educator a helpful boost on lesson design because it can synthesize from large language models. It can do work that would've taken us hours in five seconds. But it can't replace the human being. And so how do you see tools like artificial intelligence feeding into UDL so that it becomes more human, not less? James: So where I am, there's a shortage of specialist teachers, for example, and therapists. And Daniel's been doing a lot of work in India and parts of Asia where there isn't the expertise. So I think maybe AI can help in those places. But even he would say that will not replace a specialist. You can never replace a specialist who has the intuitive and curiosity to see what an AI system can't. But it may empower parents who have no kind of training as a teacher might have for neurodiverse situations of how do I deal with my child when they're like this? And similar for teachers and who are looking for... They've tried everything. What do I try now? So we've been working on one on an AI system that's based on all of the research that Daniel's done. It's not released yet. We've got a working title of 360 Assessment, which doesn't really mean anything, but it was meant to be assessing the whole child. And he's, through his work in many schools over many years, many thousands of hours, he's put all of this stuff into the data for the AI system coupled with his books. So when you ask a question, it will do a quick spin round and come back with some suggestions. And it's quite fun to use, I think, as a tool to empower parents to signpost them. And for teachers, it's a useful tool. I don't think it's the panacea, but I think you have to use these technologies sensibly. But my daughter, who's a nursery nurse, and she tried to break it by saying, oh... We tried it, the computer. My child is two years old, but can't pronounce S. should I be worried? And it came back with the correct answer, said no, there's nothing to worry about. Up to four years old, some children won't be able to pronounce the sound S properly. And then it gave her the advice that she would give, because a manager of a nursery nurse, the advice you'd give to her staff. Now all of her team have just started that. None of them have any experience. So that, I could see, could be useful for training numbers, the ratio of good advice to people. That's the way I see it working in the short term. Jon Eckert: No, and I think that's great because it enhances the human's ability to meet the need of the human right in front of them. Because I will always believe that teaching is one of the most human things that we do. James: It is. Jon Eckert: And so any way that we can enhance that with any tool, whether it's a pencil or an artificial intelligence tool that allows you to give feedback and synthesize things and help with design. I also believe we just need to give credit where credit's due. I don't love it when we don't give credit for tools that we use. So if you're using UDL, they're a great people cast. We're about to have a call with them later today. They do great work. And so the same thing. If you have a digital tool, share that so that we know here's what we did and here's how we can spread that collective expertise to others. And so what role does IFIP play in bringing networks of people together to do that? Because in your convenings, that's one of the main things you do. So can you talk a little bit about that? James: Yeah. Well, in the title if you like, in our forums, one of the things that Daniel is very keen on is sustainable growth. So we want to introduce people to each other. And it's surprising with head teachers and principals who struggle. I've just come back from Brazil from a UNESCO GEM, which is a global education meeting, where the focus was on the quality of the leadership. And we need to give, empower our leaders. They're often working on their own. One of the roles of the IFIP is to join them together. So we're launching in January at the BET Show, which is the biggest technology show in the world, apparently, in London Excel Center, our Global School Principals Forum. So we have a forum for them. We have a forum for specialists, forum for pastoral leads. And we've also got regional forums of South America, North America, Asia, just to try to bring people together. Because when you share the experience, and I've been really grateful this morning for the opportunity to walk through and see some American schools that you share the ideas, you see the similarities. That's the power and that's so important. Jon Eckert: No, and that's been our experience. Whether we're just in the states or internationally, there's so much good work going on. We just need to have ways of connecting human beings who are doing it, so it doesn't feel like it's another thing to do, but it's a better way to do what we're already doing. And so I feel like that's what UDL does. I feel like that's what IFIP is about. And that the most meaningful part of our time in Paris at UNESCO was not in the panels, it was in the conversations that happened over lunch, in the hallways. The panel may have sparked a conversation, but it's hey, what are you doing here? And what are you doing there? And I walked away with multiple connections of people that we'll continue to talk to because, again, there's so much good work going on. Yeah, go ahead. James: My memory of the... Because it was a very stale affair, wasn't it? And the bureaucratic approach, UNESCO, because you feel like you're a United Nations and lots of people talking were sat down for hours and hours, was when you lifted your hand and actually ask a few questions. That's inclusion, isn't it? Eric was saying that people who were leaving the room walked back in to listen because that was interesting and someone was asking them how they feel and bringing it back into reality. That's so important. But I also think inclusion, there is an interesting power dynamic with inclusion. A guy called Michael Young who's a professor of education at UCL, talks about the right for all children and young people to be taught powerful knowledge. What knowledge are we giving them? How are we empowering them? So I think inclusion is all about discovering your power within, if you like. That's so important so that they begin to see. And some of the teachers are saying this morning, kids know what they see, what they've experienced. And if you introduce new ways of dealing with anger or with pain, they don't have to fight. They don't have to resort to what they've necessarily seen. Then give them new strategies. That's empowering those children. Jon Eckert: Well, and Adam and Caroline who were taking you around, they're behavioral interventionists. And they are always busy because there are kids that are struggling with how to manage the feelings that they have. And if they don't have people giving them those strategies, how do they grow? And again, that's very human teaching, and Adam and Caroline are great models of that. James: They were wonderful. So good, and it was the light touch that impressed me. Because I've worked with, as I say, school improvement offices. And the trick is not to push people down. It's to make them think twice about what they've done or how they could ask a question better. And their observations of the displays on the walls and just the language teachers and teaching assistants use has a profound effect. I do believe that inclusion is about the students look at the way their teachers behave. It's nothing to do with this pedagogy or the post. It's about how did they respond to me? How did they respond to the other person in the class? What's important to them? How do they talk? That's the inclusion that you teach. Empowering them to make the similar choices when they're older. Jon Eckert: That's well said. So our lightning round, I usually ask four or five questions that have relatively short answers. So first one, what's the worst advice you've ever received as an educator? James: Oh, as an educator? Worst advice. Jon Eckert: Oh, it could be as a human being if you want. James: Well, when I was young, my dad had many qualities and taught me many good things. But one of the worst things he said to me was, "Don't use your money, use theirs." So he would borrow money. And that got me off to a terrible start in life. And I learned through my own experience that it was better to use... Well, I was always using my own money. Jon Eckert: Yes. Yes, okay. James: But I could use it better. But bless him because he's no longer with us. But that was one piece. Jon Eckert: No, that's a tough start. James: Yeah. Jon Eckert: Thank you for that. What's the best advice you've received? James: The best advice, I think, was to go back to university. Jon Eckert: Okay. James: I dropped out of school to get engaged, because that's what you do when you're 19. And I was going to get married, but it didn't happen. And then I went to do a summer job, which lasted for 10 years. Jon Eckert: That's a long summer. James: But my blessed teacher, Michael Brampton, who gave me a love for painting, history of art, he kept on pestering me go back to university. I went back as a mature student and loved it. I think people should start degrees when they're near in the thirties because you appreciate it so much more. Jon Eckert: Yes. James: So that advice he gave me led to such a change in my life. Jon Eckert: Yes. Well, and then you went on to get a degree in art history, philosophy, then a master's in computer science. So you went all in. James: Yes. And that took me into education. And the time I went in, there weren't many teachers that were doing anything with computers. Jon Eckert: So as you get to see all this around the world, what's the biggest challenge that you see schools facing that you work with? James: I think it's manpower. Jon Eckert: Okay. James: I think there's a real manpower issue and belief that school can make a difference. I think one of the things that we believe in IFIP is that positive change is possible. And sometimes it's shocking going to schools. And if you do make people see that the positive change is possible, it transforms them. So advocacy, shared vision. And one of your colleagues was saying this morning, just changing the mantra can make a profound difference. Jon Eckert: Yeah. So what makes you the most optimistic as you get to see all the schools all around the world? James: Yeah. Well, I've just come back from Stockholm in Sweden, and I was really, really impressed by the school there. It was one of the best schools in Stockholm. It was a school that had in their entrance hall, you'd expect it to be very austere and you don't want to see any bad stuff in your entrance hall. But they had a table tennis table set up and they had a piece of found art or hanging above. And it was the whole sense of the school's about children started there, about young people. But in Sweden, it's all about sustainability. Everyone is expected to clear up after themselves, be mindful of other people, respectful. Even in the hotel where I stayed, I had to sort my rubbish in my room. It's that approach that starts from not just in school, across the board. Jon Eckert: Yeah. James: So that impressed me. Jon Eckert: Yeah, that's a beautiful example. One of my favorite schools outside of Nashville, Tennessee, they don't have custodians that clean up the building. They have 20 minutes at the end of the day where the students do all of the cleaning, including the bathrooms. Which you start to take care of stuff better when you're the one who has to clean it up. And the peer pressure to take care of it shifts a little bit. So it's a great word. All right, one other thing. Oh, best book that you've read last. James: Can I give you two books? Jon Eckert: Absolutely. James: I mean, I've got into fiction in a big way recently. So I use Audible, the app. Jon Eckert: Oh, yes. James: And I've been working through all kinds of classics that I never read properly. Just reread The Hobbit and Tom Sawyer. But I've gone through... The Name of the Rose stuck with me recently. I so enjoyed reading it. And I've just got into Robert Harris. He's written Conclave, which has just come out as a feature film. And a series of books called Imperium about Cicero and Oratory and how the Roman Empire was lost. But they aren't the books. Jon Eckert: I love that. Go ahead. James: But the two books, one is by an English specialist called Mary Myatt. And one of the really practical books that she wrote was The Curriculum: Gallimaufry to coherence. Gallimaufry is a word, I'm not sure if it's Gaelic, but it means a mess. So going from a mess to coherence. And that book is all about how it's important that children struggle. That learning only happens. We try to protect kids all the time that way. No, they should struggle. You imagine if everything's easy. And then she says this, if everything's easy, it's hard to learn. There's nothing to hold onto. There's no scratch marks. You need some of that. So Mary Myatt, that's a brilliant book. The other book is by Duncan Green called How Change Happens. And that's all about this idea of power. And he talks about power within, that's your self-confidence power with when you've got solidarity with people. Power to change things and then power over people. But it strikes me that as he shows in his book, where you've got instances where you've got the 'I Can' campaign in South Asia, all about women who were being violently treated by men, reclaiming their self-worth. It's like invisible power. Where does it come from? The change. You can't see any difference, but inside they've changed dramatically to stand up collectively against something. And that's what we need to do with students. Build that self-power inside. Jon Eckert: Great recommendations. And we talk a lot about struggling well and where that fuel comes from. And so, love that book by Mary Myatt. I'll have to get the spelling of that from you when we get off. My also favorite thing about that is I asked for one book recommendation and I wrote down at least seven. So, well done James. All right, well hey. We really appreciate you coming over. We look forward to potentially doing a convening where we get to bring great people together who want to work on serving each kid well in this way that benefits all of us. So hopefully that will happen sometime in the coming year. But really grateful for your partnership and a chance to go visit schools and have you on the podcast. James: Thank you so much. I really appreciate it. Thank you.  

To celebrate Education Talk Radio's addition to the Be Podcast Network, we're sharing some episodes focused on access and opportunity from our other shows. Today's episode, from The Authority, is one of our popular conversations from the past year, between Katie Novak and host Ross Romano.  Dr. Katie Novak is an internationally-renowned education consultant, a graduate instructor at the University of Pennsylvania, Graduate School of Education, and the best-selling author of 14 books on inclusive practices, with over 250K books sold worldwide. This episode features a discussion about her book, UDL Now! (Third Edition): A Teacher's Guide to Applying Universal Design for Learning in Today's Classrooms.You'll hear about:“If UDL is the answer, what is the question?”Who should be doing UDL?UDL is best practice: “Teachers are working too hard to not have a greater impact on learners.”Understanding the similarities and differences between UDL and differentiated instruction (DI) — and why teachers should be doing bothCollective efficacy. “We can't prevent all the challenges students will face, but we can help to alleviate them by designing a learning environment that leaves no room for failure.”The three core beliefs of UDL: variability, firm goals, and expert learningWhat is the right amount of student voice and choice?Find UDL Now! from CAST Publishing, Amazon, Barnes & Noble, and on Katie's website: https://www.novakeducation.com/udl-now About the guestKatie Novak, Ed.D. is an internationally renowned education consultant, a graduate instructor at the University of Pennsylvania, Graduate School of Education, and the best-selling author of 14 books on inclusive practices, with over 250K books sold worldwide. Katie designs and presents workshops both nationally and internationally focusing on the implementation of Universal Design for Learning (UDL), multi-tiered systems of support (MTSS), inclusive practices, and universally designed leadership. Connect on Twitter @KatieNovakUDL and LinkedIn. About the hostRoss Romano is a co-founder of the Be Podcast Network and CEO of September Strategies, a coaching and consulting firm that helps organizations and high-performing leaders in the K-12 education industry communicate their vision and make strategic decisions that lead to long-term success. Connect on LinkedIn or Bluesky. I also host Sideline Sessions, a podcast for coaches and parents of student-athletes. The show features conversations with coaches and performance experts in the NFL, NBA, NCAA, Olympics, and more. Listen here: https://bit.ly/3Rp0QGt  We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

Discover how Kisa Laursen transforms co-teaching through Universal Design for Learning (UDL) during this episode of UDL in 15 Minutes. You'll hear about the 5 statements Kisa and her colleagues created to help every teacher in their building think about and plan for variability. She also talks about inclusive teaching, data-informed strategies, and building collaborative environments that empower students and educators alike.

Kikau and Matty speak with the amazing Adam Moxness on today's episode. Kikau was inspired to bring Adam on after his incredible presentation at the Musical Theater Educators' Alliance annual conference in New York City. They discuss Universal Design for Voice and Theatre Teaching (UDVTT). Adam's recommendations include CAST.org, which is the Universal Design for Learning (UDL) website, Think Protein Bars (specifically the peanut butter chocolate ones), John & Jen by Andrew Lippa, and the Sunset Boulevard revival by Andrew Lloyd Weber. Kikau shares that he is currently listening to Chita: A Memoir by Chita Rivera with Patrick Pacheco. Adam Moxness is a dedicated educator, accomplished performer, and innovative researcher serving as an instructor of musical theatre voice at Viterbo University in La Crosse, Wis. With an MFA in musical theatre vocal pedagogy from Boston Conservatory at Berklee, Adam has emerged as a leader in the field of inclusive voice education. His groundbreaking work in Universal Design for Voice and Theatre Teaching (UDVTT) focuses on accessibility-based and neurodiversity-affirming pedagogical approaches, aiming to create inclusive learning environments where every student, regardless of ability or background, can thrive. Adam's expertise extends beyond the classroom. He has presented his research at national and international conferences, including the Musical Theatre Educators' Alliance, Pan American Vocology Association, and the International Congress of Voice Teachers, as well as through workshops and online courses designed to empower educators to adopt more inclusive teaching practices. His research and pedagogy have been recognized with grants from Berklee College of Music and collaborations with institutions such as the Voice Study Centre and Bowling Green State University.

Most international schools make it part of their mission to nurture global citizens who are in service to their community. Like all big, worthy goals, this needs lots of planning, implementation support, and accountability to determine if the school is on track.The usual questions come into play: who, what, why, etc. -- with the "how" being most prominent in our interview with LeeAnne Lavender, who helps schools with their service learning and global citizenship development efforts.LeeAnne is a consultant, coach and facilitator for international educators. She partners with schools and teachers to create learning experiences that have impact and lead to deep learning and service as action. LeeAnne is also the Service Learning Program Coordinator for the Association of International Schools in Africa. You can learn more on her website. Our Guiding Questions were, “What is service learning? What is global citizenship? What are some ways to integrate both into the culture of a school?”Here are a few of the topics covered in this episode:Digital storytelling: a powerful tool for student agency and creativityUsing the design cycle for integration Leveraging Universal Design for Learning (UDL) and differentiationService learning as experiential learning to support life skill developmentDeep listening: connect with community membersThe intersectionality of service learning, global citizenship, and  other initiativesResources mentioned in the episode:LeeAnne's WebsiteLeeAnne on LinkedInLeeAnnes' Blog Post on students advocating for wildlife conservationThoughtbox EducationThe Disengaged TeenFuture Learning Design Podcast - episode about The Disengaged TeenZoe Weil Book & Webinar entitled “The World Becomes What We Teach”The show was recorded on January 13, 2025.Categories: School Life | Curriculum | School MissionsRemember to access our Educators Going Global website for more information or to subscribe to our newsletter!Email us with comments or suggestions at educatorsgoingglobal@gmail.com Follow us on LinkedIn, Facebook, Instagram or YouTube.Listen on your favorite podcast app: connect from our share page.Music: YouTube. (2022). Acoustic Guitar | Folk | No copyright | 2022❤️. YouTube. Retrieved October 11, 2022, from https://www.youtube.com/watch?v=YOEmg_6i7jA.

*This episode is sponsored by Class Companion. To learn more and get started, Click Here! What's driving you (and your students) crazy in the world of edtech? In this fun and honest episode, I sit down with Katie Fielding and Stevie Frank to unpack our biggest edtech pet peeves. We discuss the amazing innovations happening in classrooms, but also the frustrating trends and missteps that make us cringe. From tech overload to pointless tools, we're sharing it all—plus tips on how to make edtech work for you, not against you! Buen provecho! Connect With Gabriel Carrillo EdTech Bites Website: https://edtechbites.com EdTech Bites On Bluesky: https://bsky.app/profile/edtechbites.bsky.social EdTech Bites Instagram: https://instagram.com/edtechbites EdTech Bites X: https://twitter.com/edtechbites EdTech Bites Facebook Page: https://facebook.com/edtechbites EdTech Bites On TikTok: https://www.tiktok.com/@edtechbites EdTech Bites YouTube Channel: https://www.youtube.com/@edtechbites About Katie Fielding Katie Fielding is an Accessibility Advocate, ISTE Certified Trainer, and the Educational Content Manager at Book Creator. She has 20 years of public school experience. She champions digital accessibility, creativity, and Universal Design for Learning (UDL) in classrooms. Specializing in technology and STEM integration, Katie creates interdisciplinary instructional experiences and shares her expertise through presentations and workshops. Recognized as VSTE Coach of the Year in 2018 and a featured voice at ISTELive 2024, she holds multiple certifications, including ISTE, Google Innovator, and Microsoft Innovative Educator Expert. Outside work, she enjoys cheese and exploring Scandinavia. Connect With Katie Fielding Katie's Website: https://www.katiefielding.com Katie On Instagram: https://www.instagram.com/katief/ Katie On Bluesky: https://bsky.app/profile/katiefielding.com Katie On TikTok: https://www.tiktok.com/@fieldingnotes About Stevie Frank Stevie Frank (she/her) is a Digital Learning Coach at her school in Zionsville, Indiana. Stevie has 15 years of education background and earned her master's degree in Literacy Education. She's a part of Ed Tech Magazine's top 30 K-12 Influencers to follow for 2023. When she's not learning to become an educator for ALL students, she's marking off travels with her family. Connect With Stevie Frank Stevie's Website: steviefrank.com Stevie On X: https://x.com/steviefrank23 Stevie On Bluesky: https://bsky.app/profile/steviefrank.bsky.social

Today we're diving into a topic that's not just timely but that can transform education for all students: creating neurodiversity-affirming schools. Joining me to share their vision for what's possible in education are two extraordinary advocates and experts, Amanda Morin and Emily Kircher-Morris who have collaborated on a wonderful new book on the topic, just out today in fact, Neurodiversity Affirming Schools: Transforming Practices So All Students Feel Accepted & Supported. In today's episode, we explored why embracing neurodiversity in schools benefits every student, not just those with IEPs. Amanda and Emily unpacked the barriers to change in education, including stigma and fear, and introduce how strategies like Universal Design for Learning (UDL) can be used to create inclusive classrooms. We also discussed the Neurodiversity Affirming Teacher's Compact, a framework for educators to embrace diverse learning needs, and finally, the importance of fostering self-advocacy skills in neurodivergent students. About Amanda Morin Amanda Morin is a neurodivergent neurodiversity activist, an award-winning author of six books, early childhood specialist, and nationally known speaker, deeply committed to fostering accessible and inclusive environments for neurodivergent individuals. She leverages her expertise in learning and child development, Universal Design for Learning (UDL), special education, advocacy, and mental health to distill complex data into easily digestible information for parents, educators, and employers who want to advance the mission of creating inclusive content, programs, and strategies to make the world accessible to all. Amanda proudly serves as a subject matter expert for the DUCC (Developing & Using Critical Comprehension) project for the Polarization & Extremism Research & Innovation Lab (PERIL) at American University, sits on the advisory board of Digital Promise's Learner Variability Project, the professional advisory board of Matan, and the Technical Expert Panel of the American Academy of Pediatrics Center of Excellence on Social Media & Youth Mental Health. About Emily Kircher-Morris Emily Kircher-Morris, LPC, is a mental health professional and advocate for neurodiversity, with a deep commitment to creating inclusive and supportive environments for all students. As a Licensed Professional Counselor, she has spent over a decade working with neurodivergent individuals, specializing in providing therapy and resources that empower her clients to thrive. Her passion for this field is deeply personal, as she herself navigated the educational system as a twice-exceptional (2e) student, experiencing firsthand the challenges and misunderstandings that often accompany neurodivergent experiences. This early insight fueled her dedication to transforming educational practices to be more affirming and supportive. In addition to her clinical work, Emily is the host of the popular Neurodiversity Podcast, where she explores a wide range of topics related to neurodivergence, often interviewing leading experts, educators, and individuals with lived experience. Things you'll learn Why neurodiversity-affirming practices in schools benefit all students, not just those with IEPs Why recognizing and supporting diverse learning styles is essential for effective teaching and how it's possible to do so in traditional classrooms Why fear of stigma and change remains a major barrier in education, and what we can do about it What schools and educators can do to create inclusive, neurodiversity-affirming classrooms What Universal Design for Learning (UDL) is and why it's a critical framework neurodivergent learners Resources mentioned Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted & Supported by Emily Kircher-Morris and Amanda Morin The Neurodiversity-Affirming Teachers' Compact of Shared Beliefs (PDF) Neurodiversity University Education Hub Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of UDL in 15 Minutes, Loui Lord Nelson interviews Tom Tobin, an expert in Universal Design for Learning (UDL) and higher education, as they explore four critical gaps in the UDL 3.0 guidelines. Together, they discuss how to adapt UDL principles for higher education by addressing grassroots assumptions, power dynamics, and the distinct needs of adult learners.

On our first episode of 2025, Emily Kircher-Morris welcomes Mind, Brain and Education expert Allison Posey, to discuss the importance of inclusive practices in education, focusing on Universal Design for Learning (UDL) and its application in classrooms. Allison shares her personal journey that led her to advocate for inclusive education, she and Emily discuss the need for understanding individual learning differences, and they talk about the role of emotions in learning. They also explore how neuroscience informs educational practices and necessitates shifting mindsets within educational systems to better support all learners. And, what is the impact of educational trauma on students? Takeaways Personal experiences shape advocacy for inclusive education. UDL aims to meet diverse learning needs from the start. Parents can play a crucial role in advocating for UDL. Neuroscience reveals the importance of emotions in learning. Educational trauma affects students' self-perception and learning. Technology can enhance access and engagement in learning. Learning should be viewed as a lifelong journey. Check out Strategies for Supporting Twice-Exceptional Students, a course for educators by Emily Kircher-Morris, in the Neurodiversity University. You'll find a variety of courses available there as well, with more being added soon. Guest Allison Posey is an international leader for implementation of Universal Design for Learning. She works at CAST, where she collaborates to apply current understanding from brain research into innovative, equitable instructional practices. She taught a range of science courses in high school and community colleges, such as biology, genetics, anatomy, and psychology. She still teaches at Lasell University. Allison earned a degree in Mind, Brain, and Education from Harvard Graduate School of Education, and is the author of two books, Engage the Brain: How to Design for Learning that Taps into the Power of Emotion, and Unlearning: Changing Your Beliefs and Your Classroom with UDL. BACKGROUND READING Allison's website Allison's books and other helpful resources

Tricia and April explore the connections between cooking and education, emphasizing the importance of personalization, cultural context, and intentionality in both fields. They discuss the significance of feedback, the need for demystifying teaching practices, and the impact of labels on students. Additionally, they address parental fears regarding their children's education and the importance of using positive language to foster problem-solving. In this conversation, April Remfrey and Tricia discuss the complexities of parenting, the impact of labels on children, and the rising anxiety among parents. They explore the overwhelming amount of parenting advice available today and emphasize the importance of creating a parenting manifesto to guide decisions. The discussion also highlights the significance of modeling Universal Design for Learning (UDL) in educational settings and the need for trust and agency in adult learning environments. They conclude by sharing insights on accessibility in professional development and upcoming community events. Ready to connect with April Remfrey? https://www.remfrey.com/ Also explore the Playful Strategies resource mentioned at the top of the episode: https://playfulworkdesign.com/store/p/playful-strategies-card-deck

In this episode of Practical Access, hosts Lisa Dieker and Rebecca Hines welcome Dr. Sarah Bush, Lockheed Martin Eminent Scholar at the University of Central Florida and co-author of The Math Pact series. The conversation dives into strategies for making math education accessible, equitable, and engaging for all students, including those with disabilities. Dr. Bush discusses the synergy between high-leverage practices (HLPs), mathematics, and effective teaching practices (ETPs), emphasizing the importance of Universal Design for Learning (UDL) in both general and special education. She advocates for asset-based approaches to teaching, highlighting the need to leverage students' strengths and avoid harmful deficit labels. Key insights include: Avoiding Deficit Labels: Shift focuses to students' strengths and build on them to support areas of growth. Equity in Math Education: Replace rigid teaching rules with flexible, meaningful practices, like emphasizing the true meaning of the equal sign and avoiding ineffective keyword strategies in problem-solving. Creating Positive Math Experiences: Teachers should cultivate an open, contextual approach to math, encouraging engagement and reducing negative associations. Dr. Bush stresses the importance of never framing oneself as “not a math person” in front of students. Dr. Bush also reflects on what makes an inclusive math classroom truly exceptional—empowered, confident teachers who foster a caring and nurturing environment, set high expectations, and provide tools for students to succeed. This episode is packed with practical strategies for educators looking to create inclusive, effective math classrooms that inspire confidence and success in all learners. We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access). Resources:  Sarah Bush's Bio: https://ccie.ucf.edu/person/sarah-bush/ National Council of Teachers of Mathematics: https://www.nctm.org/  Math Pact Series: https://www.corwin.com/landing-pages/the-math-pact?srsltid=AfmBOorx3GL6RwftuSyi3uY6dwF96tn9h_QvrDpPNwoNrO9Da0RpG366 NCTM and CEC Position Statement on Teaching Mathematics to Students with Disabilities: https://www.nctm.org/uploadedFiles/Standards_and_Positions/Position_Statements/NCTM-CEC-Disabilities-Position-Statement-December2024.pdf  

Hey, educators! Episode 199 has a few fun tools that will help supercharge your classroom toolkit! This week, we are highlighting Corgi! It does have cute pup for a logo, but really it is here to help you co-organize your learning. Developed by CAST, the Universal Design for Learning experts, Corgi is about to become your new best friend in educational technology. Corgi is an innovative tool from CAST designed to support Universal Design for Learning (UDL) in the classroom.Takeaways: The Corgi tool from CAST is designed to support Universal Design for Learning (UDL) principles. Corgi helps educators create personalized graphic organizers to facilitate student learning effectively. Hour of Code is celebrated annually to promote computer science education and engagement in schools. Teachers can utilize Corgi's features to provide accessibility options for diverse student needs. Interactive guides within Corgi allow students to engage with content through various formats. The podcast emphasizes the importance of integrating technology tools like Corgi into lesson plans. Links referenced in this episode:corgi2.cast.orghour of codeMentioned in this episode:Education Podcast NetworkTech Tools for Teachers is part of the Education Podcast Network. https://www.edupodcastnetwork.com/This podcast uses the following third-party services for analysis: Podcorn - https://podcorn.com/privacyPodtrac - https://analytics.podtrac.com/privacy-policy-gdrp

Chisomo Katunga, a primary school teacher from Malawi, discusses her experiences implementing Universal Design for Learning (UDL) techniques. She shares how UDL strategies, introduced during the COVID-19 pandemic, transformed her teaching approach and positively impacted her students' engagement and learning outcomes. Chisomo emphasizes the importance of recognizing individual learning needs and fostering a supportive classroom environment.

In this episode of Practical Access, hosts Lisa Dieker and Rebecca Hines are joined by Dr. Bree Jimenez, a professor of special education and chair of the Department of Educational Psychology at Baylor School of Education. Dr. Jimenez dives into her innovative work in making STEM education more accessible for students with disabilities.Key topics include:Inclusive Inquiry-Based Learning: Dr. Jimenez discusses how inquiry-based and explicit instruction methods can complement each other to engage students with extensive support needs.Communication and Access: Strategies to ensure that students with communication challenges can actively participate in STEM lessons, including the use of assistive technology and alternate forms of expression.Building Classroom Routines: The importance of establishing consistent routines to help students focus on content rather than adjusting to new processes.Supporting Educators: Practical advice for general education teachers, including the use of Universal Design for Learning (UDL), peer support, and explicit instruction to foster inclusive classroom cultures.Dr. Jimenez challenges the perceived divide between inquiry-based and explicit instruction, advocating for a blended approach to meet diverse student needs. She emphasizes the value of identifying essential skills and content in lessons while using UDL principles and systematic instruction to guide teaching.Through examples such as integrating engineering and STEM concepts, Dr. Jimenez underscores the potential for accessible STEM education to improve post-school outcomes. Her insights offer practical, research-backed strategies for building inclusive classroom cultures where every student can thrive.We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access).Bree Jimenez Bio and Publications: https://edp.soe.baylor.edu/bree-jimenez 

Dalitso Ntambalika, a primary school teacher in Malawi, shares her transformative experiences with Universal Design for Learning (UDL). She shares stories of two students: one who was very quiet and became more engaged through pair-sharing and another who was very, very active and learned new behaviors for learning through positive reinforcement. Dalitso's expereince highlights UDL's effectiveness in diverse classrooms.

In this episode of the Just Schools Podcast, Jon Eckert interviews Lindsay Jones from CAST to discuss her work in inclusive education and Universal Design for Learning (UDL). Jones shares insights into how UDL transforms learning environments by focusing on student agency and creating flexible, supportive spaces for all learners. The conversation covers practical examples of UDL in action. Jones also reflects on the opportunities and challenges for UDL globally and her optimism about its impact on education. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work. Be encouraged. Books Mentioned: Radical Inclusion by Ori Brafman Connect with us: Baylor MA in School Leadership EdD in K-12 Educational Leadership Jon Eckert LinkedIn Twitter: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Transcript: Jon Eckert: All right, today we're here with Lindsay Jones from CAST. She is one of the more interesting people I've met in the last couple of years, and so I wanted to just jump in. First of all, welcome, Lindsay. Lindsay Jones: Thank you. Thank you for having me. Jon Eckert: I want to start with a new question that I've never asked anybody, and I'm going to kick it off here, but I always think it's interesting since most of our listeners are educators to ground who you are in your first, last, best, worst experience in schools. So you spend a lot of time in schools and supporting schools. So what's your first memory, your last memory, your best memory, and your worst memory. So we'll do that by way of introduction. Take it away, Lindsay. Lindsay Jones: Wow. Okay, so you may have to help remind me of that order. Jon Eckert: Sure. Lindsay Jones: My first memory and a lot of my memories are going to center around my mom, who was an educator, a special educator for many, many years, special ed director. My first memory was when she came in and started... I was in a public school in Avon Lake, Ohio. I was in second grade, and she came in and started helping and teaching some extra content. And so it was a huge memory for me because she was there and it felt so special and I felt very special that my mom was there and I felt like I got a little viewpoint in the behind the scenes and that was exciting. So that was first. Best was eighth grade. I had a phenomenal history teacher, and I can still remember the project that I wrote, and it makes me now think of Universal Design for Learning. I had a lot of choice in the project. I wrote it on the history of vigilantism in the United States. It was part of American history and going west, and it's amazing to me. I remember so vividly. So many parts of that I don't remember, but I remember the paper. I remember some of the materials that we did and seeing a play about it and all of the ways that that teacher really brought it to life. So let's see, first, best, worst, and that, and last? Jon Eckert: Yes. Yeah, that's what you have left, worst and last. Lindsay Jones: Okay. Worst, I'll say two things. Being bored a lot. Not engaging, that's worst. Just feeling like I'm just going through the paces. But a really formative worst one for me is my mother, when I was in third through fifth grade, also living in Ohio, she was teaching in Lakewood, Ohio, and I was going to school near there and she was teaching in a self-contained preschool special ed program in a public school. And I can remember I would go there before school every day after school every day. I met all the students in that room. I was probably in third grade when I started going there. There were different multi-ages. And I then went, I had a day off at my school and like many other kids, my mom let me hang around her school that day. And with a teacher in regular ed at that time, general ed. This would've been a long time ago, the early '80s. And I can remember hanging around in a regular ed third grade classroom for the whole day and never seeing my mom's students, never seeing my mom, never seeing anyone with a disability. And that really struck me. Where are they? They are not here. They were not a part of that community. And I think that was a really formative experience that drives why I do the work I do today focused on inclusion. So that's probably also my worst because it wasn't ideal. It wasn't the way it should be, but it really, really formed me. So in some ways it's my best in many ways too, I guess. And then my last is law school. I went to law school. That was my last. Jon Eckert: That puts an imprint on you. Lindsay Jones: I practiced as an attorney for many years in Arizona. And my last schooling experience personally was law school. And it was a shock. It was like being dropped into an ice bath. But I loved it. Actually, I really learned a lot. It was such an interesting... The Socratic method itself has interesting parts to it. It can be really very engaging, but it's a challenging setting. Jon Eckert: Yes. Well, and I think one of the things that law school does that I've always admired is it teaches you how to think. And so I think there's some value in that. Now, the process of learning that can be pretty painful and you can get some tough professors who are maybe not that skilled at how to teach or how to make it accessible, but if you navigate through it, you come out with a set of skills that are pretty valuable. So it's pretty great. Well, hey, I actually enjoyed that because there's a lot of jumping off points there for what you do now. So you've already hit on what is normally my next question is what brought you to this work? So talk a little bit about what you do now, why you got out of the legal profession and into the work you're doing now based on some of the things that you experienced with your mother in schools and some of the other pieces that you've already discussed. Lindsay Jones: Yeah, so my mom, who, as I said, special ed teacher, local special ed director, all the things, special ed member of the Council for Exceptional Children, spoke, ended up working as a independent consultant, expert on ADHD, writing books and said to me always, "Don't become a teacher. Don't do it. Be a lawyer." And thinking now back on that, I think that was largely because she was a real activist as a person for inclusion, a real activist for social justice around disability and felt powerless sometimes with the limitations put on her position. So loved educators, was a model in my mind, a wonderful educator, a teacher's teacher, but just really felt like there were limits and she wanted to make a bigger difference. So I actually ultimately, did go to law school and thought, "I'm never getting into education. I'm staying out of the family business. What in the world?" But when I got my first job at a law firm, I happened to join a firm in Phoenix, Arizona that represented most of the school districts in the state. And I had sat my uncle and my aunt, also special educators, lifelong. I'd sat at so many tables listening to like IEP, behavior implementation plan, all of it, that I knew it. I knew those things. I don't even know how I knew those things. I never took an education law class. So I started though, being drawn into that work. I represented public school districts and I focused a lot on special education matters. I took lots of cases all the way, and I've been in three day IEP meetings and that was a challenging... I did the first 504 due process hearing in the state of Arizona because they just didn't really have those before the 2000s. And then I saw lots of the same problems over and over, and I thought, "Boy, I'd really like to work on these from a national level." And that drew me to go to work for the Council for Exceptional Children in DC where I live now. That is the organization of the professional learning association of special educators across the US. And that was a phenomenal experience. I worked there for four years. And then I decided to move to the National Center for Learning Disabilities, also working with parents and families, again, from a national role on legislation. And then I was so excited to be able to join CAST where I work today, a nonprofit organization that invented something called Universal Design for Learning, UDL. And it's a way for me to influence policy and try to make a difference in the way our laws are created, but also to, in a more real, tangible way, we work with educators in classrooms around the world. And we work with authors to push the field forward, and we have research that we're conducting. So it's just a deeper way to be able to work on inclusion and those issues. Jon Eckert: Such a great introduction. And I do have to say the three-day IEP meeting, I don't think I've been in a three-hour one. And those are painful. So the individualized education plan, great idea, but when they get down on paper or try to get them to paper, it's tough. I also have to say that what you do with UDL is so transformative all around the world. And so I know we were at an international convening where they were discussing the 250 million kids worldwide that don't have access to schools and how many people knew UDL and knew you in so many different countries. It was pretty powerful to see the people coming up and talking to you about how that we do this well because at the Center, we're all about supporting education leaders so that they can serve each student well. And that feels like the whole mission of UDL. How do we reach each kid? Not all kids, but each kid, because each kid comes to the learning differently. And that's the beauty of education I've been in for 29 years. I did not avoid education, but I didn't have a parent who was an educator. So who knows what would've happened if that would've been the... And I would say our work is infinitely interesting and always challenging because the only thing we know when we're standing in a classroom with a bunch of students is we're the only one that learns the way we do. And so that's where UDL is so powerful because it gives you principles for how to think through it. And you're vigilante project that you did in eighth grade had so many of the hallmarks of UDL. So I'd love for you to just dig a little bit deeper into some of the opportunities and challenges you see right now for UDL around the world and maybe particularly the United States as well, if you want to dive down there. Lindsay Jones: Sure. I would say around the world, the number one challenge really is some basic access, as you would know better than I do, Jon, but in terms of at the core of UDL is assistive technology that's started by nine Harvard neuroscientists, working with nine students with really significant cognitive disabilities and saying, "Maybe tech and being flexible... Maybe the person isn't broken, maybe it's the system." And in fact, they proved that's right. And now that system and some of the drawbacks of the system for people in different places around the world is probably the biggest challenge. The biggest opportunity though, I think especially in the United States right now is EdTech is throughout schools. It's overwhelming. It's almost too much in schools, but it does that same principle of it gives us more of an inherent understanding that we all use it differently. The way I use my iPhone or whatever my device is, is probably different than yours, and you don't judge me for that. I don't judge you. I don't even know how... And so that is a freeing thing that I think is a big opportunity. And UDL, it's a design thinking framework. It just helps you think, "How can I find barriers to leaning that I don't see?" And I think that tech is a way to help us make environments more flexible. It's not the only way, we don't need it, but it can make that environment more flexible and it can also reduce the stigma of difference. The stigma that I saw when I felt my mother's class was down a dark hall. They weren't included. They were very separate. Tech, we're all using it. And that's, I think, a great opportunity for us to think about universal design for learning and how we can create those environments that are flexible and dynamic and individualized. Jon Eckert: And I love the connection to design thinking because at the end of the day, that's using technology to humanize interaction. It's not replacing the human, it's accentuating the human connection we can make through it as we design solutions that move us all further forward. And that has to be individualized. So I still think, and I think this is potentially something that's really prevalent in US schools, people believe that struggle is a sign of weakness where in fact, struggle is part of learning. And learning is productive struggle. So everybody needs different tools to help them struggle well. And so I think particularly coming out of Covid, we've had this shift in that well-being is freedom from struggle, and that can't be the case. And what I love about UDL is it gets kids into that zone of proximal development where, here's what I can do on my own, here's what I can do with some assistive technology, here's what I can do with some choice, here's what I can do with a more advanced peer. There's all these places where there are these supports that come in that humanize the interaction. So that's where I'm most hopeful about UDL and where I see things going because we have more tools than we ever have. Now, if we just use those tools in this cast a wide net, throw at every kid, hopefully we catch every kid and you know kids are going to fall through the net, that's a problem. But where we have educators who are deployed with these tools to meet kids' needs, who are then allowing kids' choice, allowing kids opportunities to collaborate and making sure each kid is able to contribute, that's where I see things being hopeful. Do you have any of those kinds of stories where you're like, "Yeah, here I've seen UDL really make a difference in the lives of kids." Is there anything that jumps to mind? Lindsay Jones: Absolutely, and that's exactly what it is. So we just updated our guideline. Guidelines are a tool we use to help people implement it. There's just things to prompt your thinking about as design your environment. We updated them and the focus now is agency, learner agency. It's always been about what you just described. We know the kids are leaving school. And right now today, you and I probably are having to learn more about artificial intelligence than we ever... Maybe you knew a lot. I know nothing. So now I'm completely learning about it and I'm relying on all the ways I learned how to learn. And that is what we're trying to make sure those kids are learning so that when they leave, they know, "Oh, I feel confident. I may not know it. I'm going to struggle, but here's what I can do to learn it." That's the goal. That's learner agency. And so what I would say, there's a lot of great examples of that around, but one of the ones that I think really just resonates for me, there's a school here in the District of Columbia that we've been working with. They have a model UDL demonstration classroom, which they're showing to others, and they're bringing UDL throughout that school and hopefully through the other schools in the District of Columbia schools. And when you go in, there's a part of you, I think... I'm a parent. I'm not a teacher, as you know, I'm a parent though. And there's a part of me that I will say, I was like, "We're just going to let fifth graders make choices about what they want? I've had a fifth grader. That seems scary to me. I'm not sure. What is this going to look like?" And I went into this fifth grade classroom, and it is so interesting to see what and how that's really intentionally designed by those educators. Several different areas are happening in the room. And one of the things that stood out to me, Jon, is those kids in that room know if they're asked a question... I watched an interaction between a teacher and a student where the teacher asked the student a question about the material, and the student kept trying to answer it and was struggling. The teacher was not giving the answer. And then finally the student said, "Oh, I'm going to go to my resources. I'm going to go get... And they walked over to several different resources they had available, got the answer, came back so proud, so confident. And it was so painful for those moments of watching that child struggle, that teachers maybe call it "wait time." It is painful to sit there and watch that. You want to just say, "Lincoln, it's Abe Lincoln." But my God, when I saw that student be really actualized, find something, come back. And that is a very micro way of talking about what was a really complex interaction with some really skilled educators and just incredible kids, but it wasn't out of the norm, and it did more than one thing at once. It taught the student the answer, and it made that student engaged in a way of like, "I am proud. I did this." And that's good. We need that because it won't always be easy, so you got to draw on something. So yeah, I think there's a lot of examples like that that are exciting and empowering. Jon Eckert: Yeah, that's great. I love that example. And I love the idea that it's in a model classroom because I think for educators, they need to be able to see it happening. And we need educators who are doing this well to be able to spread their expertise. And so in our research, we find one of the most powerful predictors of how a school will improve is whether or not a lot of peer observation's happening. It's not evaluation or judgment, but it's learning from other educators who are doing this hard work and letting kids, requiring kids, giving them the opportunity to struggle because there's so much more joy in finding out it's Abraham Lincoln when you go with your own agency and find those in the sources than having someone else just tell you the answer. And that just breeds learned helplessness. Just like, "Hey, somebody's going to tell me anyway, so why would I have any agency in the first place?" The other thing I wanted to say, I teach a class in a half an hour. And so anytime I go in, even to my undergrad or grad classes that I'm teaching, when I am the least well prepared, I lecture. When I am the best prepared, it's this interactive engagement where student agency is part of it, and there's meaning. And I always pull in student responses from the night before. I always read the responses that come in by 10:00 PM and I put those in and I let that direct the class. But that takes a lot of time. And so it's just, if somehow that time hasn't been set aside, the class just isn't as good. I can manage it. I can control it. I did this as a fifth grade teacher, as a seventh grade science teacher. You can control it, but that's sometimes by boring kids into submission, which is what you mentioned. I mean, just because a class is quiet doesn't mean any learning's happening. And so that's not the goal. Now, obviously a class that's in chaos where kids aren't safe and all that, but those baselines have to be set up. But in that model classroom, I'm sure so much work has gone into how to help students make good choices, that I would 100% trust those kids to make good choices. And when they're not, you just say, "Hey, we're outside the parameters we set. Now, move back in". Is that an accurate read of that classroom or other model classrooms you see? Lindsay Jones: Yes. And I think your critical point is it's not about vertigo of possibility to students. It's about scaffolding. You start to make choices. You have a smaller number. What are they? You're learning about them, you're reflecting on them. I think that's really critical. You said that and you talked about it, and I just wanted to pull it out because yeah, that's right. That's right. Jon Eckert: I love that. Lindsay Jones: That classroom was fun. It was amazing. Yeah. Jon Eckert: Yeah. I love that. I never heard that. I've never heard that phrase vertigo of possibility. But yes, that sounds like anarchy, what we want. And I think kids feel safer where they know where the boundaries are, and then they know how to move, and then they scaffold and they build, and then they can do amazing stuff. And that's when teaching gets really fun because it's not about the teacher anymore, it's about the learner. And we're all learning together. So I always like to end with a lightning round. So I know you're super busy, so if you've taken time to read a book that you would recommend, it's got to be pretty good because busy people don't just read beach reads all the time. So is there a great book that you would recommend? It could be education related or not, but is there anything you've read in the last year that you would recommend to those listening? Lindsay Jones: It is. And it's called Radical Inclusion. And yeah, have you read it? Jon Eckert: I've heard of it. I have not read it yet, but it's been recommended to me already, but go ahead. Lindsay Jones: It's so interesting, and I'm so sorry, I have to follow up with the name of the author. He's an education minister in Sierra Leone. Jon Eckert: Wow. Lindsay Jones: And it is phenomenal. It is super interesting. It is well written. It's thought provoking. Yeah, he spoke actually, we saw- Jon Eckert: I was going to say he was at the convening. Yeah, he was on a panel. Yeah, so his name is Ori Brafman. Lindsay Jones: Thank you, yes. Jon Eckert: And it's What the Post-9/11 World Should Have Taught Us About Leadership. It came out in 2018. Is that it? Lindsay Jones: Yeah. Jon Eckert: Yeah? Lindsay Jones: Radical Inclusion. And it's about the way they're reframing in Sierra Leone, including individual... They're starting with everything in terms of radical inclusion, voting, everything. Jon Eckert: I love that. Lindsay Jones: People with disabilities and a barrier-free environments. Jon Eckert: Wow. That's beautiful. All right, so then what is the worst piece of advice you've ever given or received in your work? Lindsay Jones: Oh, my God, so many. Jon Eckert: I'm sorry. Lindsay Jones: I know, it's terrible. But I actually think one of the worst pieces of advice that I was ever given was that you could not be a parent and a full-time attorney. Jon Eckert: Oh, wow. Lindsay Jones: Or a full-time anything. Jon Eckert: Wow. Lindsay Jones: And that has not proven to be true. And it was a really bad piece of advice because it made me worry for years. And it was silly that I did that, so. Jon Eckert: Wow. All right, that's helpful. That's a helpful reframe of bad advice. What's the best piece of advice you've either given or received? Lindsay Jones: A wonderful attorney I worked with, the best piece of advice was, "Be bold." This amazing guy, Dick Siegel. And then my other favorite one is a Matisse quote, Henry Matisse the painter. I have it on my board over here. "Don't wait for inspiration. It comes while working." Jon Eckert: Well said. I love that. I did not know that Matisse quote, but that's a great add and obviously, you got to be bold to do the work, so those two reminders go well together. All right, so as we wrap up, what's your most hopeful perspective on where we're heading in education makes you most optimistic? Lindsay Jones: I am incredibly optimistic about inclusive education. I meet people every single day who want to make that happen. And they see, when they use Universal Design for Learning or whatever method they're using to make learning more inclusive, they get to something you just referred to, which I call the magic moments. They come up to me and tell me, "Oh, my God, this happened. I saw learning. I remembered why I went into teaching." That experience of watching someone really learn, learning with them, that I am so lucky because so many people share those types of things with me. And it just means I feel like I'm so hopeful I want to tell everyone about this and help them to be using it. Jon Eckert: Yeah, what a beautiful example. I think it's what gets educators up every morning. It's not the paycheck. It's going to be those magic moments. And once you've had a couple, they're addictive. You keep coming back for more. And that's a beautiful way to wrap up. Well, Lindsay, thank you for the great work you do at CAST, for UDL, for your leadership and just taking the time to be with us. Lindsay Jones: Yeah, thank you so much.

Ready to transform your teaching? In this episode of EduMagic, host Dr. Sam Fecich dives into Universal Design for Learning (UDL) with UDL expert Sarah Grossi! This episode is packed with practical tips and real-world examples to help you make your classroom more inclusive, engaging, and supportive of all learners.From boosting student choice and voice to designing lessons that allow every student to thrive, Sarah shares her go-to UDL strategies to create a learning environment where students feel empowered to succeed.Join us as we break down the three core UDL principles—engagement, representation, and expression—and discover how to apply them effectively in your daily teaching. Plus, find out how you can earn your Associate UDL Credential to level up your skills and stand out as an inclusive educator!Tune in for:Engagement Tips: Strategies to keep every student engaged and motivated.Representation Insights: How to present information in diverse, accessible ways.Expression Tools: Creative ways for students to demonstrate their knowledge.Whether you're new to UDL or looking to deepen your understanding, this episode will inspire you to take action and make every lesson more meaningful. Perfect for educators seeking to create a classroom where all students can shine!

In this episode of Practical Access, Dr. Jonte' Taylor, associate professor at Penn State, discusses the integration of arts into STEM education, creating an inclusive STEAM framework. Dr. Taylor emphasizes the importance of incorporating arts (the "A" in STEAM) as a tool for multimodal representation, aligning with Universal Design for Learning (UDL) to make science more accessible and engaging for all students, especially those with diverse needs.The conversation covers strategies for teachers to foster inclusive science classrooms. Dr. Taylor highlights the significance of rethinking engagement, making science relevant to everyday life, and using a flexible approach to instruction that adapts to individual student needs. He discusses supporting students with Emotional and Behavioral Disorders (EBD) in science classes, encouraging teachers to embrace active, hands-on learning, while also being sensitive to classroom dynamics.The episode concludes with advice for special education teachers collaborating with experienced science teachers, emphasizing the power of adaptability and co-ownership of all students' success. Dr. Taylor's insights remind educators that inclusive, inquiry-based science education is attainable through collaboration, intentionality, and courage.We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access).Jonte' Taylor's Bio: https://ed.psu.edu/directory/dr-jonte-taylorPublications: https://www.researchgate.net/profile/Jonte-Taylorhttps://scholar.google.com/citations?user=qOuDFX4AAAAJ&hl=en

This week, we dive into Clusive, an innovative reading tool designed with Universal Design for Learning (UDL) principles in mind. Clusive is an inclusive platform that provides personalized reading resources tailored to the needs of all students, making it easier for educators to support diverse learners in their classrooms. The tool offers a variety of settings for text size, font styles, and background colors, ensuring accessibility for students with different learning needs. Additionally, Clusive allows teachers to track student progress and engagement while providing a wealth of reading materials that can be leveled according to individual abilities. Join us as we explore how Clusive can transform reading experiences for students and streamline lesson planning for teachers.Elevate Reading Accessibility with Clusive: Your All-in-One UDL Reading PlatformTakeaways: The Clusive platform provides a wealth of resources designed to meet diverse student needs. Teachers can easily track student progress and engagement through the Clusive dashboard features. Clusive allows for customizable reading experiences by adjusting text size, font, and background color. The tool supports inclusivity by offering various reading levels and text adaptations. Students can reflect on their reading experiences through emotional responses after each article. Clusive is free to use, making it accessible for teachers and students alike. Links referenced in this episode:clusive.cast.orgMentioned in this episode:Education Podcast NetworkTech Tools for Teachers is part of the Education Podcast Network. https://www.edupodcastnetwork.com/This podcast uses the following third-party services for analysis: Podcorn - https://podcorn.com/privacyChartable - https://chartable.com/privacyPodtrac - https://analytics.podtrac.com/privacy-policy-gdrp

About the Guest(s):Jenna Rufo is an inclusive education consultant and the founder and CEO of EmpowerED School Solutions. She has worked with state departments of education, disability rights organizations, and school systems across the United States and Australia to create more equitable and inclusive special education programs. She spent nearly 20 years in public education as an assistant superintendent, special education director, and teacher, where she advocated for students with disabilities to receive services in inclusive settings.Ron Martiello is a learning coach in Montgomery County, PA. He has served as a 1st grade teacher, an elementary assistant principal, and an elementary principal. In 2018, Ron became a learning coach to support teachers in the areas of technology and math.Episode Summary:In this engaging episode, host Tim Villegas converses with Jenna Rufo and Ron Martiello about their book "Conquering Math Myths with Universal Design." The discussion opens with shared personal stories about early math experiences, growing into a broader dialogue about the persistent myths surrounding math education. Listeners are encouraged to reflect on how universal design for learning (UDL) principles can reshape the learning experience and dismantle long-held barriers in mathematics education.As the conversation unfolds, Jenna and Ron delve into the specifics of their book. They emphasize the necessity of integrating UDL to foster an inclusive and engaging math classroom environment. Key topics include the myth of answer-getting, the fallacy of prerequisite skills, and how these misconceptions hinder the learning process. By addressing these issues, the guests assert that educators can uplift students who are often left behind in traditional math settings, hence promoting equity and excellence simultaneously.Transcript: https://otter.ai/u/ZviVGZjEdxglJVPj5GSvF55FnWIKey Takeaways:Universal Design for Learning (UDL) can help debunk myths about mathematics by creating multiple entry points for diverse learners.The idea that quick answer-getting equates to math proficiency is a myth; success in math involves understanding processes and reasoning.Focusing solely on prerequisite skills can hinder students' exposure to more advanced mathematical concepts.Collaborating across disciplines and educational roles can enhance instructional design and ensure more inclusive educational practices.By utilizing UDL, educators can develop teaching strategies that accommodate the needs of all students, thereby ensuring equitable access to mathematics education.Resources:Conquering Math Myths with Universal Design: An Inclusive Instructional Approach for Grades K–8: https://ascd.org/books/conquering-math-myths-with-universal-designEmpowerEd School Solutions: https://www.empoweredschool.org/Ron Martiello on LinkedIn: https://www.linkedin.com/in/ronmartiello/Thanks to our sponsor, IXL! https://ixl.com/inclusiveMCIE: https://mcie.org Hosted on Acast. See acast.com/privacy for more information.

Lillian Nave shares her experiences applying Universal Design for Learning (UDL) at Appalachian State University's new Hickory campus. She emphasizes the importance of flexibility in teaching practices, communication strategies, and support for diverse student needs, particularly for first-generation students, as the university aims to create an inclusive and accessible educational environment.

In this episode of the EduMagic Podcast, Dr. Sam Fecich looks into the intersection of Artificial Intelligence (AI) and Universal Design for Learning (UDL). Discover how AI tools like DiffIt, Padlet, and Magic School can help create an inclusive and engaging learning environment for all students.Key Takeaways:Understand UDL principles and how they support student-centered learning.Learn how to integrate AI tools to create more engaging and personalized learning experiences.Find out best practices and considerations for using AI responsibly in the classroom.Dr. Fecich provides a detailed overview of the three UDL principles—engagement, representation, and action and expression—and emphasizes the role of AI in supporting diverse learners, and differentiating instruction.

In today's episode, we'll explore the newly released version 3.0 of the Universal Design for Learning Guidelines from CAST. Visit AVID Open Access to learn more.

Michelle Ockers is joined by Dr Thomas J. Tobin to explore the application of Universal Design for Learning (UDL) in an organisational context. They discuss how Learning and Development can act as a catalyst for fostering a culture that prioritises inclusivity in both design and content delivery. Tom shares his journey into UDL and explains why these principles are vital not just for the minority, but for the majority of learners. The conversation covers who is responsible for applying UDL principles and how organisations can empower their learners by adopting these practices without becoming overwhelmed. Tom also presents real-world examples from projects where organisations have successfully enhanced their use of UDL. He sheds light on the common barriers that large organisations face when implementing UDL principles and offers strategies for overcoming the content overwhelm that many are currently experiencing. Host: Michelle Ockers Transcript and related resources: https://learninguncut.global/podcast/154/ Podcast information and more episodes: https://learninguncut.global/podcast/

In this mini-episode, I explore the questions: Why don't we trust our students? What is it that we really fear? As someone who regularly works with teachers on topics like blended learning, Universal Design for Learning (UDL), and student-led learning, one recurring theme I encounter is control. Educators have a lot of fears about releasing control and allowing students to take more ownership and responsibility for their learning. To read my blog on this topic, click here.

Edtech ThrowdownEpisode 172: Student Centered Learning is NOT the Same as Universal Design for Learning Welcome to the EdTech Throwdown This is episode 172 called “Student Centered Learning is NOT the Same as Universal Design for Learning” In this episode, we'll talk about the similarities and differences between Student-Centered Learning and Universal Design for Learning as well as some best practices that support both teaching strategies! This is another episode you don't want to miss. Check it out.Segment 1: PD ReflectionNarrative: Kyle Wagner PD Session through the Teach Better Ambassador Program called “Simple Shifts for Student Centered Environments.12 Shifts to Move from Teacher-Led to Student-Centered Environmentshttps://www.kylewagner.net/Book: The Power of Simple: Transform your school by conquering the standards, individualizing learning, and creating a community of innovatorsSegment 2: Student Centered Learning vs Universal Design for Learning Student-Centered Learning (SCL) and Universal Design for Learning (UDL) are both educational approaches that aim to enhance student engagement and success, but they have different focuses and methods. Below is a comparison of their similarities and differences:Differences:Primary Focus:Student-Centered Learning: Focuses on student choice and autonomy. The goal is to empower students to take charge of their learning by making decisions about content, goals, and methods.Goal SettingUniversal Design for Learning: Focuses on accessibility and inclusivity. The goal is to design lessons and materials that are accessible to all students, regardless of their abilities, from the outset.Strengths and WeaknessesApproach to Curriculum:SCL: In SCL, students have significant input into the curriculum. They may choose topics of interest and set personal learning goals, leading to a more personalized learning experience.UDL: In UDL, the curriculum is designed with all learners in mind from the beginning. It anticipates diverse needs and provides multiple ways for students to access information, demonstrate knowledge, and stay engagedChoice Board

Hello EdTech friends. We're back. Season 7. Episode 189. We're kicking off the new season with a tool that my team thought was a game changer during summer PD - Ludia. It's a chatbot that makes Universal Design for Learning (UDL) a breeze. Mentioned in this episode:Education Podcast NetworkTech Tools for Teachers is part of the Education Podcast Network. https://www.edupodcastnetwork.com/This podcast uses the following third-party services for analysis: Podcorn - https://podcorn.com/privacyChartable - https://chartable.com/privacyPodtrac - https://analytics.podtrac.com/privacy-policy-gdrp

Liliana Vidal shares the importance of inclusive education for students with disabilities in English as a second language (ESL) classrooms. Liliana, an experienced English teacher from Argentina, shares her journey of implementing Universal Design for Learning (UDL) principles to create a more accessible learning environment. She emphasizes the need for diverse teaching methods that cater to the various learning styles of students, particularly those with disabilities. Through the use of visual aids, technology, and hands-on activities, she illustrates how UDL can enhance engagement and representation in language learning. Liliana also highlights the significance of fostering self-regulation and emotional support to help students overcome challenges, ultimately aiming to empower all learners to achieve their potential in a supportive classroom setting.

This episode is a special episode from UDL-Con, powered by CAST. CAST just released the Guidelines for (Universal Design for Learning) UDL 3.0, which you can find here. If you don't know what UDL is, it's a way to make learning accessible for everyone! You can check out more about the webinars here.Enjoy this special episode.Jethro Jones interviews Missy Emler and Mia Chmiel, who host the UDLForward Community. Missy shares her experiences and insights as a statewide systems coach for UDL in Wisconsin, diving deep into the implementation science framework and the trials process. Mia Chmiel also joins the conversation to discuss practical examples of UDL trials and their impact on student engagement and learning outcomes.00:00 Introduction00:50 Meet Missy Emler01:18 Reasons for Attending UDL Con01:52 Implementation Science and UDL in Wisconsin04:15 Plan, Study, Do, Act Cycles05:57 Practical Outcomes of UDL Trials14:50 Mia Chmiel's Role and Insights26:46 Joining the Wisconsin UDL Community For more information about UDL, visit cast.org

This episode is a special episode from UDL-Con, powered by CAST. CAST just released the Guidelines for (Universal Design for Learning) UDL 3.0, which you can find here. If you don't know what UDL is, it's a way to make learning accessible for everyone! You can check out more about the webinars here.Enjoy this special episode.Jethro Jones is joined by Alex Dang-Lozano from WestEd. They discuss the concept of Universal Design for Learning (UDL), the UDL Jam session and Joy Room, and the importance of unstructured interaction spaces at conferences. Alex shares insights into creating adaptable conference spaces and highlights the broad applications of UDL beyond the classroom. The episode concludes with information about WestEd and ways to connect with Alex and his team.Get in touch with Alex: Alozano@wested.org00:00 Introduction03:08 The Importance of Unstructured Spaces05:48 Designing an Adaptable Conference Room10:00 About WestEd11:45 Closing Remarks and Contact Information For more information about UDL, visit cast.org

This episode is a special episode from UDL-Con, powered by CAST. CAST just released the Guidelines for (Universal Design for Learning) UDL 3.0, which you can find here. If you don't know what UDL is, it's a way to make learning accessible for everyone! You can check out more about the webinars here.Enjoy this special episode.Jethro Jones speaks with Adam Lalor, Vice President at Landmark College. They discuss Universal Design for Learning (UDL), Landmark College's unique approach to educating neurodivergent students, and broader inclusivity in higher education. Get in touch with Adam: adamlalor@landmark.edu00:58 Welcome and Guest Introduction01:12 Landmark College's Unique Approach02:02 Exploring Neurodiversity03:27 Challenges of Focusing on Identity04:24 Integrating Identities and Advocacy06:50 Advice for Other Institutions09:35 Value of Universal Design for Learning For more information about UDL, visit cast.org

This episode is a special episode from UDL-Con, powered by CAST. CAST just released the Guidelines for (Universal Design for Learning) UDL 3.0, which you can find here. If you don't know what UDL is, it's a way to make learning accessible for everyone! You can check out more about the webinars here.Enjoy this special episode.Jethro Jones interviews Mirko Chardin, the keynote speaker at the UDL Conference. Together, they discuss Universal Design for Learning (UDL), transformative educational moments, and the importance of ensuring that education is accessible and relevant for all students. They discuss Chardin's personal experiences, innovative teaching methods, and the necessity of preparing the next generation for leadership and decision-making.Get in touch with Mirko: Mirko@novakeducation.com00:00 Introduction to the Special Episode and UDL Conference00:49 Welcoming Guest Speaker Mirko Chardin01:31 Mirko Chardin Shares His Transformative Educational Moment02:41 The Concept of Being a Ruckus Maker in Education04:11 Encouraging Student Expression Through Writing09:11 Empowering the Next Generation to Make Decisions16:05 Conclusion and How to Connect with Mirko Chardin For more information about UDL, visit cast.org

This episode is a special episode from UDL-Con, powered by CAST. CAST just released the Guidelines for (Universal Design for Learning) UDL 3.0, which you can find here. If you don't know what UDL is, it's a way to make learning accessible for everyone! You can check out more about the webinars here.Enjoy this special episode.Jethro Jones interviews Kelli Suding and Michelle Soriano, technical assistant specialists at CAST. They discuss their roles in supporting educators with accessibility and universal design for learning (UDL), the significance of storytelling in education, the importance of UDL-Con, and the value of both engagement and entertainment in learning environments.Get in touch with Michelle: Msoriano@cast.orgGet in touch with Kelli: Ksuding@cast.org00:00 Introduction to UDL Con and Guests01:06 Michelle Soriano on Technical Assistance01:32 Kelli Suding on Her Role and Background02:02 Explaining Technical Assistance04:01 Importance of Storytelling in Education07:51 The Joy Lab and Its Impact05:43 Why Attend UDL Con?10:29 Closing Remarks and Contact Information For more information about UDL, visit cast.org

This episode is a special episode from UDL-Con, powered by CAST. CAST just released the Guidelines for (Universal Design for Learning) UDL 3.0, which you can find here. If you don't know what UDL is, it's a way to make learning accessible for everyone! You can check out more about the webinars here.Enjoy this special episode.Jethro Jones interviews David Gordon, Chief Content Officer of cast. They discuss the 20th and 40th anniversaries of CAST, the evolution of Universal Design for Learning (UDL), the impacts of technology, the development of UDL guidelines, and the importance of engagement and collaboration in education.00:00 Introduction and Recent Updates00:48 Aspirations and Achievements Over 20 Years02:36 Technological Advancements and Their Impact11:02 Publishing and Sharing Knowledge13:30 Collaborative Efforts and Future Vision For more information about UDL, visit cast.org

This episode is a special episode from UDL-Con, powered by CAST. CAST just released the Guidelines for (Universal Design for Learning) UDL 3.0, which you can find here. If you don't know what UDL is, it's a way to make learning accessible for everyone! You can check out more about the webinars here.Enjoy this special episode.In this episode of Transformative Principal, host Jethro D. Jones interviews Corinne Quintana and Mrs. G. from Bishop, California. They discuss their roles in the high school, their experiences with UDL (Universal Design for Learning), and the insights they've gained from attending the UDL conference. They touch on the challenges and strategies for implementing UDL in their school, particularly within the math department, and the benefits of understanding diverse student learning styles.00:00 Introduction00:36 Roles and Background01:24 Reasons for Attending UDL Conference02:44 Takeaways from the UDL Conference04:01 Applying UDL in the Classroom05:49 Personal Insights and Reflections For more information about UDL, visit cast.org

This episode is a special episode from UDL-Con, powered by CAST. CAST just released the Guidelines for (Universal Design for Learning) UDL 3.0, which you can find here. If you don't know what UDL is, it's a way to make learning accessible for everyone! You can check out more about the webinars here.Enjoy this special episode.Jethro Jones speaks with Donald Walker, National Career Technical Education Trainer at CAST. They discuss the importance of Universal Design for Learning (UDL) in Career Technical Education (CTE), the use of drones to introduce young girls to STEM, addressing barriers in education, and the empowering aspects of UDL. The conversation also addresses the importance of safety in CTE programs and how UDL helps in engaging diverse student populations.Get in touch with Donald: dwalker@cast.org00:00 Introduction to Donald Walker and the Role at CAST01:29 Importance of UDL in CTE03:08 Using Drones to Introduce Girls to STEM04:07 Developing UDL-based Curriculum06:32 Engagement, Representation, and Expression in UDL11:19 Importance of Safety in CTE13:54 Liberation Through UDL17:20 Contact and Further Involvement We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

This episode is a special episode from UDL-Con, powered by CAST. CAST just released the Guidelines for (Universal Design for Learning) UDL 3.0, which you can find here. If you don't know what UDL is, it's a way to make learning accessible for everyone! You can check out more about the webinars here.Enjoy this special episode.In this special episode recorded live at the  UDL-Con: International Conference, host Jethro Jones interviews Shelley Berman, Chair of the Board at CAST, about the transformative nature of Universal Design for Learning (UDL). They explore how UDL shifts the educational focus from fixing students to fixing the educational system itself, emphasizing the importance of creating responsive and empowering learning environments.00:00 Introduction to UDL Con and Shelley Berman01:36 The Life-Changing Impact of UDL13:30 Shifting Perspectives from Students to Systems08:15 The Importance of Knowing the Students12:47 Creating Empowering Learning Environments16:48 Making Meaning in Education We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

This episode is a special episode from UDL-Con, powered by CAST. CAST just released the Guidelines for (Universal Design for Learning) UDL 3.0, which you can find here. If you don't know what UDL is, it's a way to make learning accessible for everyone! You can check out more about the webinars here.Enjoy this special episode.In this episode Jethro Jones interviews Lindsay Jones, CEO of CAST, during the UDL-Con: International Conference. They discuss the importance of Universal Design for Learning (UDL), the significance of in-person collaboration, and CAST's mission for the future.00:00 Introduction to the UDL Conference01:11 The Impact of UDL and the Conference Experience02:16 Future Directions for CAST and UDL Guidelines 3.003:49 The Three Main Focuses: Lead, Inspire, Convene07:23 Real-World Applications and Stories of UDL09:51 The Importance of In-Person Attendance at the Conference

This episode is a special episode from UDL-Con, powered by CAST. CAST just released the Guidelines for (Universal Design for Learning) UDL 3.0, which you can find here. If you don't know what UDL is, it's a way to make learning accessible for everyone! You can check out more about the webinars here.Enjoy this special episode.In this episode of Transformative Principal, host Jethro Jones interviews Andratesha Fritzgerald live at the UDL-Con: International Conference. They discuss the concept of Universal Design for Learning (UDL) and its significance in making learning accessible to all students. Fritzgerald discusses the Instructional Practice Interrogation protocol, explaining how it helps educators identify and address barriers in teaching strategies. The conversation also touches on the importance of community in UDL and how traditional practices can be interrogated and adapted for better learning outcomes.00:00 Introduction to UDL and CAST UDL Con01:08 Interview with Andratesha Fritzgerald01:45 Instructional Practice Interrogation Protocol02:44 Identifying and Addressing Harm in Education04:42 Setting Up Community for UDL08:16 Learning Objectives in Inquiry-Based Learning07:18 Power of Community in Learning14:58 Closing and Connecting with Andratesha

In this episode of the Just Schools Podcast, Jon Eckert interviews Allison Posey. The discussion covers the importance of Universal Design for Learning (UDL) and the role of neuroscience in education. Allison emphasizes the need for a shift from a deficit mindset to one that recognizes the variability and potential in all learners. Additionally, the conversation explores the challenges educators face, such as time constraints and the need for professional development that supports flexible and inclusive teaching practices. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Each week, we'll talk to catalytic educators who are doing amazing work. Be encouraged. Books Mentioned: Unlearning by Allison Posey & Katie Novak Connect with us: Baylor MA in School Leadership Jon Eckert LinkedIn Twitter: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Transcription: Jon Eckert: We're excited to have Allison Posey in today. She is an amazing educator that, I just have to say this, I met in Paris just a week or so ago, and it was a great privilege to meet her at a UNESCO conference on inclusive education, how do we educate more kids around the world, which was a fascinating conference to be at. And so really excited to meet her and for you to meet her as well. So Allison, great to have you on today. Allison Posey: Thanks for having me. It's great to be here. Jon Eckert: Can you just give us a little bit of your journey that brought you to CAST and Universal Design for Learning, which we'll get into what that is in a little bit, but what got you to the position that you're in now? Allison Posey: Well, I started to jump back one step and then I went two steps back. So I was teaching at a really cool program called, actually I don't like the title of it, the Center for Talented Youth because what youth is not talented, but there is a certain measure that was used to assess students on a kind of talent, one kind of talent. And they would come to Johns Hopkins for the summer and study one thing really intensely. So I got to teach neuroscience for six weeks in the summer to really interested students. And when I say interested, we had to take the books away from them after seven hours of being in the classroom, so they would have to go socialize and do kind of the camp thing. So a lot of neuroscience, a lot of learning, gifted and talented. Right. Allison Posey: And I had a student one year who we were having these incredible conversations about learning in the brain. He basically had read the college level textbook in a week, and this was a high school student. And yeah, at first I was like, I don't know about that. But the more we started talking, I thought, wow, he really is making sense of all. It took me six years to get through this textbook. He's really making sense of it all. And when I went to score his first assessment, it was completely blank and he didn't complete any of his assignments. Allison Posey: And I found out from his parent at the meetings at the end with the families that he was failing four out of his five high school courses and was severely depressed and at risk of dropping out. And I was so upset by this one, because I didn't know it as his teacher. I'd been working with him for these six weeks and I didn't realize it was at that level. And two, I realized I didn't know how to teach. So ironically, here I am teaching about the brain and I didn't feel like I knew how to reach the humans who had the brains with all the stuff that I was teaching. So I went to graduate school. I will get to the answer to your question. Jon Eckert: No, I love this path. I did not know where you were going with this. But again, you first, you start off with every teacher's dream, kids you have to take the books away from after seven hours. And then that realization that I don't really know what I'm doing when it's not actually working or the way that curriculum's being implemented, at least in those four of those five classes, it's not working. What do I do? So love that start. Allison Posey: Yeah. Jon Eckert: Keep going. Allison Posey: And I was 10 years into my teaching about. So I'd been doing this for a while, just this feeling of I actually don't know what I'm doing. So Harvard had this amazing program called Mind, Brain & Education, and I thought, well, I know about the brain and I've been an educator. Let me check it out. And I was so fortunate to have as an advisor, David Rose, who is the founder of CAST and Universal Design for Learning. He was my advisor. It was just such a gift. So I learned about this framework. Well, actually let me take a little tiptoe back. The first article we read in this program was that the connection between neuroscience research and classroom practice is a bridge too far, that what we're learning in neuroscience labs that are isolated, maybe one individual at a time doing one task in very controlled environments are completely different from what we would do in a classroom with dozens of students and fire alarms and all this stuff. Allison Posey: And I don't know how you felt when you heard me say that, but I was angry. I absolutely was like these two fields need to be talking to each other. And I have really literally made it my profession to try to bridge the gap. And there are a lot of times when I'm having conversations with educators that I've noticed, I'm like, well, the gap may be a little too far between neuroscience and the bridge between neuroscience and education, but we need to keep having the conversations. So Universal Design for Learning is a framework that really is trying to make connections between the neuroscience of learning and the best high leverage practices that there are in order to reach each and every individual. So I think I finally got to the answer to your question. Jon Eckert: But what a great journey to it. You got there because of a need you observed as a teacher. And to me, that's the whole benefit of why we go back to grad school. So I always tell people that are looking at a Master's or an EDD or a PhD, wait until you've taught a few years because you'll have plenty of questions that you're trying to figure out. I thought this, but when I worked with kids, I realized this or I worked with other adults, I realized this. And so what a brilliant reason to go to UDL and CAST. So I guess let's do this. Allison Posey: Yeah. Jon Eckert: Tell us a little bit about Universal Design for Learning in case people don't know what that is. I will say at the UNESCO conference, everybody there from around the world seemed to know what UDL was. So it may be very few of you don't know what it is, but talk about that as a way to connect neuroscience in the classroom because we get this all the time. If you want to sell a book, it feels like in education, throw neuroscience in there and it's like, oh, there's neuroscience in there. It must mean something. But talk about how UDL is that practical bridge to make sure each kid's needs are met and the talents that they have can flourish in a classroom. Allison Posey: It was actually very exciting to see. UDL talked about a lot at UNESCO without CAST, the originators of UDL needing to say anything about it. I mean, I wasn't the one presenting on it. So it was amazing to get to learn from folks how this framework is helping. It is a teaching and learning framework. So if your school or district doesn't have a common framework for teaching, this is a great framework because it gives a common language for learning that is grounded in the brain. So I don't have to label students as having disabilities. I don't have to take a deficit mindset. I can use UDL to proactively plan an environment that anticipates the variability of learning that we know will have in our classroom. And there are nine different dimensions that UDL explores through our UDL guidelines. And then under each of those dimensions of learning, there are a bunch of our tried and true strategies. Allison Posey: So I don't have, UDL is not, I always, I'll say to educators, I wish I had a magic wand and it was like the tool that engaged each learner in the learning. I don't have that tool, but I have a framework that can help you think about the design and how it's meeting or not meeting the needs of all the students. And it is liberating to not have to feel like I need to label each and every student with a deficit of what they can't do. Instead, I just look to make a creative, flexible learning space. And that space might include the methods that you're using, the materials that are there, the goals and the assessments. Even the assessments. As much as we love our standardized tests here in the US, really thinking deeply about how the assessments are universally designed and flexible to make sure you're able to get at the constructs that you're wanting to measure in the assessments as well. So we look at UDL across those four dimensions of curricula. Jon Eckert: Well, what I love about that as a 12-year teaching veteran of what I call real teaching, I've been in higher ed now 15 years, and I feel like that's fake teaching. You get some of those kids that you have to take the books away from, which as a middle school science teacher, it's like, yeah, that wasn't really a problem for most of the kids I was teaching, but I had a few. What I love about it is when you think about the RTI or MTSS, Multi-Tiered System of Support, UDL is a tier one support for each kid. So you do that so that you don't have to start labeling and elevating kids and you're trying to meet each kid's needs through materials that make them really interesting to teach. Teaching's infinitely interesting, but it becomes overwhelming when we don't have the tools in place to help us do it. Jon Eckert: The same thing I wanted to say about UDL. I first became aware of it when I was writing test items. I wrote test items for seven different states for Houghton Mifflin's testing company Riverside. And one of the things we always had to do is we had to use UDL principles in all the items that we wrote or they wouldn't be accepted. So you got paid per item that made it through the screeners, so you paid really close attention to those pieces. And if it didn't hit the UDL standards. Now I don't know that I always achieved exactly what CAST would say would be a UDL standard because you're still doing multiple choice tests with an open response. It's challenging sometimes to do this. They also wanted us writing the top levels of Bloom's taxonomy with multiple choice items, which I still argue is impossible, but I would do my best. Jon Eckert: But I love that about UDL because it couples the instruction with the assessment and I, however, we're assessing, I get frustrated in the US and people say, Hey, we don't want to teach to the test. Then what are you teaching to? The key is, is the test a good test? We're always teaching to an assessment. If we're not teaching to an assessment, then we're just performing. And so UDL says, here's the way we're going to deliver instruction, and here's also how we're going to assess. Because any good teacher wants to teach to an assessment. It's just we don't want to teach the bad assessments. And that's where I appreciate the critique that, hey, if it's not a good assessment, then what am I doing? But if I'm not assessing what the student's doing, then how do I know I taught anything? Jon Eckert: And so it goes back to that great quote. I don't know if you got exposed to the seven step lesson plan from Madeline Hunter. It was how I got taught to teach and it was not UDL, but there were elements of UDL in it before UDL existed. But she said this, "To say you've taught when no one has learned is to say you have sold when no one bought." And so to me, UDL can be that nice through line between instruction and assessment. Am I overstating anything? Is there anything you'd push back on there or anything you'd want to add? Allison Posey: The thing I would push back on is the goal of UDL isn't to be able to achieve an assessment, but the goal is to be able to develop expertise around learning about whatever it is you want to learn about. So we call it expert learning. Now, I think I would say a lot of the language at UNESCO was around even student agency, being able to know what you need to know to do your best learning, and whether that's to take a test so that you can now learn how to drive and that's your goal, or whether it's to become a scientist, or a musician, or whatever it is that you're wanting to do, and be, and the joy you find in life that you're pursuing, that you know how to be strategic to get what you need. You know how to build your background and importantly, you know how to sustain effort and persistence so that you can engage in a way that's meaningful. Allison Posey: And in that sentence, I just used the three UDL principles. So those three principles really do align with what we know about learning and the brain and you have be engaged in order to even pay attention and build the background you need to be able to do what you need to do. So those three principles really are broadly aligned to this model and this way of thinking. So yes to the assessments, but yes to pushing on assessments to really be meaningful and what we need to do in the communities and in the society so that they're connected a little bit tighter. And the other thing you said that I really appreciate is that you're never done. It's never like, there is one thing where I'm like, wow, we did it. Check UDL off the list. There are always more ways of thinking about those assessment questions, your resources, your materials to make sure that they're accessible and that folks can engage and take action strategically with them. Jon Eckert: Well, and I really appreciate that corrective because I came to UDL through the assessment and that was the filter. And I thought it was sometimes a little artificial, but the idea that you're building student agency, you're building cognitive endurance so that they can do meaningful things, that's what we want. And so I like to think of assessment much more broadly as saying, hey, how do we know that you have that agency? What are the markers that show that? And I think that's a much broader perspective than what I came to it with. And so I appreciate that and it gives that, feeds that you're never done. And that's why we're always learning, as educators we're always learning, and our students are always learning and they're growing, but they have to have a passion for what they're doing. So you have to be able to know them, see them, do that, to tap into that cognitive endurance so it doesn't become a compliance culture. Jon Eckert: And I think we've done that in a lot of schools, and I think UDL pushes back on that. I'll give you one example that is a compliance culture for teachers. I still walk in classrooms. I'm like, oh, there's the learning target dutifully written on the board. Well, that's fine, but that doesn't mean anything meaningful is happening for kids. And it becomes a checklist thing to the point you made. And if UDL becomes, oh, we're using UDL check, it's like, no, that's not the point. And so I feel like there's that culture sometimes in US schools where we want to make sure it's being done. So that becomes a checklist. And it's like, well, if you have a really bad teacher, it's better to have a learning target on the board. It's better to use UDL than not, but that doesn't actually mean meaningful learnings happening. And so I think there needs to be a better onboarding of educators, a real time, here's what this looks like, feedback for them as they use UDL. How does CAST, if at all, how do you engage in that kind of training and support for educators? Allison Posey: Oh, you are talking to the right person. I have been thinking about this for years. Jon Eckert: Good, good. Allison Posey: There is no easy answer, but I was actually on the team that worked to really try to develop credentials around UDL. How do you look for and measure what's largely a mindset? Because I do use all the same tools. As I was saying, it's not like all of a sudden you have UDL and there's a magic tool that's different and the classroom looks differently. What's different is my mindset in my mindset of the high expectations for all learners. And if there's a barrier, the barrier is framed in the design of the environment and reduced because I've co-constructed that with my students, with my learners. That is really hard to get a video of, to take a picture of, to gather data around. And so our credential process has tried to identify a minimum. So we have a mindset credential, we have an analysis credential, and then we have an application credential because we realize you don't just all of a sudden shift your mindset and start doing everything differently. Allison Posey: You actually, and I've written again, told you, I think about this a lot. I wrote a whole book on unlearning, how you actually have to unlearn a lot of your tried and true practices that you went through school doing, you went through teacher prep maybe even doing in order to trade up for this really different mindset. I would argue, at least in my experience in the US schools and the little bit that I've been internationally, we still are largely a deficit-based approach where we have kind of a pre-made lasagna lesson that I like to call it. And if a student doesn't do it in more or less the same way, at more or less the same time, we think there's something wrong and we have to fix the student as opposed to saying, wait a minute, it's probably this pre-made lasagna lesson that assumes incorrectly that there is going to be an average student. Allison Posey: And one thing we know from brain science, mathematicians don't like me to say this, one thing we know from brain science is there is no average learner. When you look at brain scans across hundreds of individuals and you look at their average, it matches no one. It's an amazing thing. So in education, we might say, oh, well we have the high group, as I was telling you that that's who they thought they had. They were so much variability in those learners across. And I ended up using UDL to think about nine different dimensions of that variability to really kind of get at the complexity of what educators are tasked to do. And that's to educate each and every student. I mean, it's such an underappreciated profession because it is so hard to do. Jon Eckert: Right. Well, and I just pulled up your book, Unlearning, which is a great title for the book. And what we have to do that. The thing that I worry about, two things. We will take this and turn it into a scripted curriculum, which is taking at least elementary schools by storm in the United States because we have de-professionalized education to where we don't have highly trained people in the classroom where it's like, well, let's give them a script and if a student responds this way, you respond this way. Or we're putting in front of a screen which can be adaptive and can do some of those things. I have that concern. And the second concern I have is that we make teaching seem so complex that very conscientious, hardworking, intelligent educators will say, I just can't do this. This is too much. How does UDL get you focused on the right things without making it so it's a script, but it simplifies it in a way that it feels doable because that's what I hear about UDL. How do you see that playing out, if at all, or are my concerns valid? Allison Posey: No, you say it so well. I think one, we need UDL for educators as well. They are learners and they have brains and they are interacting in these school systems and often do not have the tools and resources and flexibility they need to be able to do their jobs well and they are not paid enough. I would love, love for teachers to actually make what they deserve in wages and to find the difference that that might make. Okay. So UDL for educators as well. Jon Eckert: Get on your soapbox. Okay. Allison Posey: See, I got so into that. I forgot my second point that I was going to make. Oh, descriptiveness of UDL. Here's the secret to UDL. We can provide options. Right. A grocery store has options. It has lots of options. And if I just walk into the grocery store and I'm like, I have options. I don't know what I'm buying, I get frustrated, I'm confused, there all these things you can do. That's like education. We have all these tools, all these things. Often what we're lacking is a very clear goal. You mentioned goals earlier and goals are different from standards, but it's really breaking down, like for this moment in time, here's what I really want my learners to know, do, or care about. And when you have such a clear vision of that, like I know that I'm going to go grocery shopping for the hockey team dinner, I'm going to be so strategic in a different way than I'm shopping for the UNESCO picnic that we're going to have. Right. Jon Eckert: Right. Allison Posey: So depending on the goal, you make such different choices. And so those goals are often in my work with educators, and I've been in the UDL world for 12 years, so it's been a while now. We really end up returning to what's the goal? And very often we hear, here's the activity, or we hear, what's this chapter of the book? And it's like, no, but what's the goal? And once you identify the goal, then you can better identify how to be flexible within that. So it takes more work on the front end. It does. People don't always like to hear. It takes more work on the front end, but it saves you work on the back end. And more learners are able to get to that goal because it's clear, we've reduced some of the hidden biases that are in our like, well, don't you already know how to do that? And why don't you have that private tutor? And it just makes the process so much more transparent. Allison Posey: But it's again, largely not what we're doing in our schools and classrooms now. So you actively have to unlearn. And that takes energy and is hard. So do it small, start small, have teams and people working together with you to build that culture where the flexibility is valued because you recognize that learner variability. Jon Eckert: Yeah. Allison Posey: And the number of times, yeah, go ahead. Jon Eckert: No, I was going to say that's the life-giving part of teaching, when you see kids doing things that they didn't think they could do. And so that's where it keeps you coming back and it makes it worth the effort. And so it's way more fun to put the effort on the front end where kids can be successful and trying to give them feedback on ways that you're like, I clearly did not set this up. We did not have a clear target, we didn't have success criteria. We didn't... And so totally 100% agree. The effort on the front ends, way more rewarding than trying to clean up a bad assignment on the back end. So yeah. Allison Posey: Yeah, just like a bad dinner party. It's so much to say. Everyone didn't like my one lasagna I gave them. What? Jon Eckert: Good example. So let me wrap us up with our lightning round. So given all your experience with UDL and some of the misapplication of some of the research and the neuroscience that you know, what's the worst piece of advice you've ever heard? It doesn't have to be related to UDL, but it could be. But worst piece of advice you've gotten as an educator. Allison Posey: Oh, one of them was don't smile the first half of the year. Jon Eckert: I need to go back. We've done about 40 of these podcasts and I think in about 30 of them when I've asked it, that's the worst piece of advice that comes up every time. Allison Posey: No kidding. Yes. Right. Jon Eckert: It's horrible advice because it dehumanizes teaching. Allison Posey: It's all about the relationships and the community. So why would you not have that from the beginning? Jon Eckert: Right. I do not know. I hope that advice is not, I hope it's just because I'm old, that that feels like advice,- Allison Posey: Oh, I have a different one maybe. Maybe here's another one. Check your emotions at the door. Jon Eckert: Oh, similar, right? Ridiculous. And you've also written a book on emotions, right? Allison Posey: Yes. Jon Eckert: Yes. Yes. Allison Posey: Yes. You are never without those emotions. In fact, if you check them at the door, there's a problem. Jon Eckert: Right. And part of decision making includes emotions. I think emotions have kind of gotten a little bit, they've gotten a bad rap and now there's kind of a corrective coming. So super helpful. All right. Best piece of advice you've ever received? Allison Posey: Oh, this will be for my mentor David Rose. Oh, she just came to mind, but I'll stick to one. Anything worth doing will probably not be achieved in your lifetime. Jon Eckert: Oh, wow. That's, okay. And then give me the second one too because you said you had two. Allison Posey: Teaching's emotional work. Jon Eckert: Ah. All right. No. Hey, that's a good reminder. And I just read the Same as Ever by Morgan Housel. And he had this thing, he came out in November of 2023. He said, "We don't celebrate incremental improvement enough." So if you look at heart disease and the way it's been managed since the 1950s, we've made a one and a half percent improvement every year since the 1950s. And you're never going to get a headline, hey, we made a one and a half percent improvement in heart disease treatment. Allison Posey: Right. Jon Eckert: But over time, that compounding interest is huge. And I think as educators, we need to remember it's not, and I've quit talking about solutions and I focus on improvement because I think solutions indicate that we think that there's some place that we arrive at, which we talked about earlier. We don't. We just keep improving. And so that's where... Super helpful piece there. Okay. What's the biggest challenge you see for educators? We can go worldwide or in the US. You pick your audience. What's the biggest challenge you see? Allison Posey: I mean, the biggest challenge I hear over and over is time. We just don't have time to do the curriculum adaptation that we need to do, to have the conversations, to do the one-on-one. So we do hear repeatedly that time is a barrier. But I will say from my perspective, it's the mindset. It's really, the deficit mindset is still so pervasive and we pass that on to students. So they think they're not science students or they're just not good at math. I mean, they have these raw generalizations that, again, from a neuroscience perspective, we know is not true, so. Jon Eckert: That's good. Allison Posey: Yeah, I think that deficit mindset's our biggest challenge right now. Jon Eckert: Well, and John Hattie's work on mind frames reinforces that as well. I mean, very similar kinds of framing. And I do think, well, and Ronald Heifetz work on adaptive challenges. He's a Harvard guy. Your degrees from Harvard. The idea that technical challenges are real, but adaptive challenges require a change in mindset because the problem and solution are unclear. And so many of the issues that we deal with in education are adaptive and not technical. As we keep slapping more technical band aids on adaptive challenges, teachers get cynical as they should. Allison Posey: They should. Yes. Jon Eckert: As they should. Allison Posey: Yes. Jon Eckert: Yes. So what's your best hope for educators as you look ahead? Allison Posey: I just hope they see the impact. It's such an important profession and we need the best people in it. I thank teachers all the time for doing the work they do, because one student at a time makes a difference and it has such opportunity to promote change and to make that difference. It's our future, it's our collective future. So it's such an important profession. Jon Eckert: It's a good word Allison. Good word to end on. Well, hey, thank you for the work you do. Allison Posey: It's more than one word. Jon Eckert: Yeah. Allison Posey: I'm rarely down to one word. Jon Eckert: Hey, that's all right. That's all right. You did better than I would've done. But thanks for what you do and thanks you for the time that you gave us today. Allison Posey: I appreciate it. Thank you so much for having me.

In this episode, I talk with Dr. Randy Laist, Dr. Cynthia Murphy, and Dr. Nicole Brewer about their book Rethinking Writing Instruction in the Age of AI. Discover how the principles of Universal Design for Learning (UDL) form the bedrock of their innovative strategies, aimed at empowering students to discover and amplify their individual voices as writers. Want to connect with Dr. Randy Laist? rlaist@bridgeport.edu

About the Guest(s): Loui Lord Nelson, an internationally recognized expert in Universal Design for Learning (UDL), is the author of the bestselling book, "Design and Deliver." A former special education teacher, Loui is renowned for her work on UDL at various levels, including district, national, and international stages. She has been awarded her postdoc by CAST, influenced policies, and educational practices in the US and abroad, including work with the US Agency for International Development (USAID). Loui also hosts the "UDL in 15 Minutes" podcast, where she shares global insights into UDL implementation.Episode Summary: In this enlightening episode of Think Inclusive, host Tim Villegas delves into the intricate aspects of Universal Design for Learning (UDL) with Loui Lord Nelson, a globally recognized UDL leader. Loui shares her fascinating journey, from being a special education teacher to becoming a thought leader in educational practices that promote inclusivity. The episode is a cornucopia of practical advice, transformative insights, and real-world examples of UDL in action.Throughout the conversation, Loui elaborates on the UDL guidelines, emphasizing their role as a strategic framework to help educators design flexible learning environments and engagement strategies. The discussion explores the importance of creating a "buffet" of learning opportunities tailored to diverse learners and debunks the myth that UDL is just an overwhelming collection of tasks. Louie underscores the significance of reflecting on teaching practices and remaining adaptable, encouraging teachers to integrate UDL gradually and purposefully into their planning.In addition to practical tips for classroom implementation, the episode also navigates through the challenges of time management and collaboration among educators. Loui provides valuable guidance on utilizing tight communication structures and carving out collaborative planning time. The episode wraps up with an inspiring "mystery question" that reveals personal anecdotes from Loui and Tim, highlighting small victories and the joys of lifelong learning.Transcript: https://otter.ai/u/IB4Xa2pMR1GsXEsF58giaP-72IU?Key Takeaways:Understanding UDL Guidelines: Viewing UDL as a supportive framework rather than an add-on can transform teaching practices.Reflective Teaching: Reflection and intent in teaching are critical for effective UDL implementation.Collaboration: Structured, reliable communication platforms are essential for keeping educators synchronized, especially in schools with limited planning time.Time Management: Focus on one guideline at a time for a semester to deepen understanding without feeling overwhelmed.Environmental Design: Effective UDL practices often stem from well-planned learning environments that anticipate learner variability.Resources:The UDL Approach - https://theudlapproach.com/CAST UDL Guidelines - https://udlguidelines.cast.org/Design and Deliver - https://products.brookespublishing.com/Design-and-Deliver-P1237.aspxUDL in 15 Minutes - https://theudlapproach.com/podcasts/Sponsor: https://dcmp.org/Website: https://mcie.org Hosted on Acast. See acast.com/privacy for more information.

Elaina Fennell shares her journey of shifting her approach to delivering professional development by embracing Universal Design for Learning (UDL). In this episode, Elaina dives into the importance of learner variability, teacher efficacy, and intentional design to facilitate meaningful and accessible learning experiences.

In this episode, we discuss The benefits of engaging special education teachers and generative AI in the initial stages of lesson planning.  Ideally, assistive technology and AI tools should be used to start a task, not complete it. We explore the potential of AI in providing feedback on student work, which could save teachers time and provide more personalized learning experiences. **Get the Book:   The New Assistive Tech | Blindsided by AI: The bigger picture Follow on Twitter: @ISTEofficial   @mrhooker @possbeth @KarenJan @mmatp @attipscast @bamradionetwork @jonHarper70bd   @shellthief  @hyphenatic #edchat #edtech #edtechchat Christopher Bugaj is a founding member of the Assistive Technology Team for Loudoun County Public Schools in Virginia. He hosts “The A.T.TIPSCAST,” a multiple award-winning podcast featuring strategies to design educational experiences. He also co-hosts the “Talking With Tech” podcast that features conversations about augmentative and alternative communication. Bugaj is the creator of ATEval2Go, an iPad app that helps education professionals perform technology assessments for students. He co-produces and co-authors the “Night Light Stories” podcast that features original stories for children. A frequent presenter, he has delivered over 300 live or digital sessions at local, regional national and international events. He has designed and taught online ISTE courses on assistive technology and Universal Design for Learning (UDL). He has also co-written or written multiple ISTE books, including The Practical (and Fun) Guide to Assistive Technology in Public Schools and The New Assistive Tech.