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Elementary librarian Lauren Boop shares how Universal Design for Learning principles transformed her approach to designing a new library space for early childhood through second grade students. From accessible book displays to student-centered learning stations, discover how UDL creates intentional, barrier-free environments that enhance learner agency and outcomes.
Universal Design for Learning (UDL) is an effective framework for creating flexible learning environments by designing learning experiences that give students choices in how they learn, what materials they use, and how they show their understanding. But can this framework be applied beyond the classroom as an engaging and innovative approach to solving enduring challenges within systems? WestEd's UDL Lab and "UDL Jams” use the principles of the UDL framework to bring people together in real time to collaboratively solve complex problems. Inspired by the improvisational and collaborative nature of jazz, these sessions create a space where participants bring their unique expertise to co-create meaningful, actionable solutions. In this episode of the Leading Voices podcast, host Danny Torres talks with Dr. Zach Smith, Senior Project Director, and Dr. Jose Blackorby, Director of Research and Learner Variability, both from WestEd's Special Education Policy and Practice team. They explain the origins of UDL, how their UDL Jam model works, and why this approach is gaining momentum among educators, system leaders, and innovators across sectors. Their conversation covers the following topics: How UDL framework inspired UDL Jams Sessions The four core questions guiding UDL application in learning and leadership Why jazz serves as a perfect metaphor for inclusive, improvisational collaboration Transcript Additional Resources WestEd's Universal Design for Learning (UDL) Jams Inspires Creative Problem Solving (Blog Post) CAST Universal Design for Learning Framework (Website)
Der er huller i lovgivningen, der tillader muslimsk social kontrol og kvindeundertrykkelse på uddannelsesinstitutioner i Danmark. Sådan lød det fra statsminister Mette Frederiksen på grundlovsdag. Fremover vil statsministeren derfor have fjernet bederummene på uddannelsesinstitutioner og udvide tildækningsforbuddet, så det også gælder på uddannelserne. Men er det fornuftigt? Har demokratiet forrang over for religion? Eller er statsministeren i gang med at undertrykke danske muslimers rettigheder? Du kan blande dig i debatten ved at ringe ind fra 12:15-13:30 på 7021 1919 eller send en sms til 1212. Panel: Trine Bramsen, uddannelsesordfører (S) Jens Boe, Fhv. rektor, Nørre Gymnasium, fhv. formand, Danske Gymnasier Zainab Nasrati, medicinstuderende og tidl. radiovært på 'Det Muslimer taler om' på 24syv Ibrahim El-hassan, Statskundskabsstuderende Amar Khalil, Medicinstuderende Mikkel Bjørn, Udlændingeordfører DF Christina Egelund, Uddannelses og forskningsminister Vært: Cecilie Lange Producer: Camilla Michelle Mikkelsen Tilrettelæggere: Frederikke Ernst & Camilla Michelle Mikkelsen
(03:00): Trump trykker til: Indsætter flere soldater mod demonstranter i Los Angeles. Medvirkende: Niels Bjerre Poulsen, lektor på Center for Amerikanske Studier på Syddansk Universitet. (11:00): I dag udkommer Sass-bogen: Det kan vi forvente. Medvirkende: Christian Foldager, debatredaktør på Weekendavisen. (30:00): LA trods massiv usikkerhed om tal: "Der kan ikke længere herske nogen tvivl – befolkningsudskiftningen er en realitet". Medvirkende: Steffen Larsen, formand for Retsudvalget og Udlændinge- og Integrationsordfører. (47:00): Rusland i endnu et massivt angreb på Ukraine. Medvirkende: Stefan Weichert, freelancejournalist i Østeuropa med bopæl i Ukraine. Værter: Anne Philipsen & Nicolai DandanellSee omnystudio.com/listener for privacy information.
Der er huller i lovgivningen, der tillader muslimsk social kontrol og kvindeundertrykkelse på uddannelsesinstitutioner i Danmark. Sådan lød det fra statsminister Mette Frederiksen på grundlovsdag. Fremover vil statsministeren derfor have fjernet bederummene på uddannelsesinstitutioner og udvide tildækningsforbuddet, så det også gælder på uddannelserne. Men er det fornuftigt? Har demokratiet forrang over for religion? Eller er statsministeren i gang med at undertrykke danske muslimers rettigheder? Du kan blande dig i debatten ved at ringe ind fra 12:15-13:30 på 7021 1919 eller send en sms til 1212. Panel: Trine Bramsen, uddannelsesordfører (S) Jens Boe, Fhv. rektor, Nørre Gymnasium, fhv. formand, Danske Gymnasier Zainab Nasrati, medicinstuderende og tidl. radiovært på 'Det Muslimer taler om' på 24syv Ibrahim El-hassan, Statskundskabsstuderende Amar Khalil, Medicinstuderende Mikkel Bjørn, Udlændingeordfører DF Christina Egelund, Uddannelses og forskningsminister Vært: Cecilie Lange Producer: Camilla Michelle Mikkelsen Tilrettelæggere: Frederikke Ernst & Camilla Michelle Mikkelsen
Der er huller i lovgivningen, der tillader muslimsk social kontrol og kvindeundertrykkelse på uddannelsesinstitutioner i Danmark. Sådan lød det fra statsminister Mette Frederiksen på grundlovsdag. Fremover vil statsministeren derfor have fjernet bederummene på uddannelsesinstitutioner og udvide tildækningsforbuddet, så det også gælder på uddannelserne. Men er det fornuftigt? Har demokratiet forrang over for religion? Eller er statsministeren i gang med at undertrykke danske muslimers rettigheder? Du kan blande dig i debatten ved at ringe ind fra 12:15-13:30 på 7021 1919 eller send en sms til 1212. Panel: Trine Bramsen, uddannelsesordfører (S) Jens Boe, Fhv. rektor, Nørre Gymnasium, fhv. formand, Danske Gymnasier Zainab Nasrati, medicinstuderende og tidl. radiovært på 'Det Muslimer taler om' på 24syv Ibrahim El-hassan, Statskundskabsstuderende Amar Khalil, Medicinstuderende Mikkel Bjørn, Udlændingeordfører DF Christina Egelund, Uddannelses og forskningsminister Vært: Cecilie Lange Producer: Camilla Michelle Mikkelsen Tilrettelæggere: Frederikke Ernst & Camilla Michelle Mikkelsen
Laura Maly-Schmidt, MYP Coordinator and Deputy Principal at the International School of Dusseldorf, shares her beginner's journey with Universal Design for Learning. Discover how she models UDL principles in leadership meetings, uses AI tools like LUDIA to create accessible materials, and takes practical first steps to support all learners while building an inclusive school culture.
In Episode 149 of PodcastPD, host Chris Nesi flies solo to help educators wrap up the school year with intention and head into summer feeling empowered and inspired. From meaningful end-of-year classroom strategies to practical and rejuvenating summer professional development ideas, this episode is packed with actionable advice for teachers at any grade level.Chris shares seven thoughtful tips for closing out the school year—from celebrating student growth and collecting feedback, to documenting success and preparing your future self for the fall. He also outlines seven summer PD ideas, including books to read, tech tools to explore, conferences to attend, and the importance of simply resting and rediscovering your “why.” Whether you're finishing the school year or planning your summer, this episode has something for every educator.Key Topics Discussed:7 end-of-year classroom wrap-up strategiesCelebrate growth beyond gradesStudent feedback surveysClassroom cleanup and organizationDocumenting student and professional successReflective teaching practicesRecognizing colleagues and collaboratorsWriting a message to your future self7 summer PD ideas to fuel your growthRead a professional or personal development bookTry a new edtech tool (ex: Canva, Padlet, MagicSchool)Attend conferences (ISTE, Edcamp NJ, ASCD, ACTE)Listen to educational podcasts (House of #EdTech, Education Podcast Network)Enroll in a course or earn micro-credentialsRedesign curriculum with UDL or SEL integrationTake time to relax, recharge, and rediscover your "why"Resources & Mentions:Edcamp New Jersey – August 14, 2025 at Monmouth UniversityHouse of #EdTech podcastStart with Why by Simon SinekEducation Podcast NetworkCanva for EducationPadlet Hosted on Acast. See acast.com/privacy for more information.
Udlændinge- og integrationsminister Kaare Dybvad Bek har fjernet en mand fra listen over ansøgere til dansk statsborgerskab. Han vil have undersøgt, om manden, der arbejder for den islamiske forening Minhaj-ul-Quran, respekterer de danske værdier og retsprincipper, sådan som manden selv har skrevet under på i en såkaldt loyalitetserklæring. Til gengæld gav Socialdemokraterne sidste år statsborgerskab til en marokkaner, der ikke bryder sig om homoseksualitet og mener, at det skal være forbudt at tegne profeten Muhammed. Hvad er egentlig den røde tråd i Socialdemokratiets udlændingepolitik, og sætter partiet overhovedet handling bag ordene, når det kommer til stykket? Udsendelsen er produceret og tilrettelagt af Marie Louise Vesthardt og Birgit Nissen Pedersen. Vært er Leny Malacinski. Læs mere i Weekendavisen: Tillykke med passet, rejs venligst hjem igenSee omnystudio.com/listener for privacy information.
The Station Rotation Model + UDL = Stronger Tier I Instruction In this episode, I'm announcing the release of my new book, The Station Rotation Model and Universal Design for Learning: Elevating Tier 1 Instruction and Cultivating Learner Agency. I wrote it to help educators tackle a challenge I hear all the time—how do we meet the needs of such diverse learners in a single classroom? When whole-group, teacher-paced instruction falls short, the Station Rotation Model paired with UDL offers a more sustainable, effective approach. Whether you're just getting started or looking to make your rotations more impactful, this book will help you differentiate with confidence, strengthen Tier I instruction, and design more inclusive, student-centered learning experiences. Available now! The Station Rotation Model and Universal Design for Learning: Elevating Tier 1 Instruction and Cultivating Learner Agency Bulk orders of 10+
In this conversation, Dr. Loui Lord Nelson discusses the connections between technical theater and Universal Design for Learning (UDL), emphasizing the importance of intentional design in educational environments. The conversation explores barriers to implementing UDL, the significance of emotional connections in learning, and the necessity of fostering collaboration and community among learners. Dr. Nelson highlights the role of educators in creating inclusive and supportive learning spaces that cater to the diverse needs of all students. In this conversation, Loui Lord Nelson, Ph.D., discusses the principles of Universal Design for Learning (UDL) and how to make learning more accessible and engaging for all students. She emphasizes the importance of context in learning, the use of metaphors like sunsets to explain UDL, and provides practical resources for educators looking to implement UDL strategies. The discussion also touches on the significance of designing for barriers and fostering learner agency, as well as the iterative nature of design in educational settings. Ready to learn more from our guest? https://theudlapproach.com/ Chapters 00:00 The Intersection of Technical Theater and UDL 04:09 Intentional Design in Learning Environments 11:14 Barriers to Implementing UDL 17:44 Emotional Connections in Learning 22:14 Fostering Collaboration and Community 30:33 Accessible Learning Resources 31:33 The Sunset Analogy for UDL 36:10 Starting Points for UDL Implementation 40:31 Understanding UDL Gears 46:42 Designing for Barriers and Agency 52:44 The Design Workflow and Reflection
Welcome to Episode 145 of the Think UDL podcast: Intentional Workshop Design with Tolu Noah. Dr. Tolu Noah is the Instructional Learning Spaces Coordinator at California State University, Long Beach and is a gifted speaker, facilitator and presenter. Every time I get the chance to talk with Tolu I learn something new, inventive, and helpful for my own teaching and presenting. I am very happy to get a chance to talk to her about her upcoming book, Designing and Facilitating Workshops with Intentionality: A Guide to Crafting Engaging Professional Learning Experiences in Higher Education. I had the chance to be a pre-reader for the book and am so excited to see this out in the world and help so many of us who teach in so many contexts. It is an incredibly thoughtful and helpful guide. You can find out more about her book and how to pre-order on the resource section for this episode at ThinkUDL.org. And you can pre-order the book June 4-24 before its release date of June 25th. Today's conversation delves into how UDL is such an important part and guiding principle of Tolu's practice and her book and how UDL can help design really fantastic learning opportunities in the workshop format!
The Universal Design for Learning (or UDL) framework is based on research on how students learn. In this episode, Tom Tobin, Lillian Nave, and Jennifer Pusateri join us to discuss the most recent evolution of the UDL guidelines. Tom is a founding member of the Center for Teaching, Learning, and Mentoring at the University of Wisconsin, Madison, and the author of the forthcoming book, UDL at Scale: Adopting Universal Design for Learning across Higher Education, as well as Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education and several other works related to teaching and learning. Lillian is the Faculty and Educational Development Specialist for the Center for Excellence in Teaching and Learning for Student Success at Appalachian State University's Hickory Campus, a senior lecturer in first-year seminar, and the host of the ThinkUDL podcast. Jennifer is the Senior Universal Design Consultant at The University of Kentucky and has served as the co-chair of the international UDL in Higher Education Network. She is a member of the CAST National Faculty and is the author of Transform Your Teaching with Universal Design for Learning: Six Steps to Jumpstart Your Practice. Tom, Lillian, and Jennifer often serve as keynote speakers on UDL and other issues. A transcript of this episode and show notes may be found at http://teaforteaching.com.
Esben og Jakob er tilbage i studiet, og de vender Folketingets afslutningsdebat, den tilstundende kommunalvalgkamp i København – og så spørger de sig selv, hvad SVM-regeringen egentlig har været for en regering.Ugens emner i #dkpol:København (12:11): Pernille Rosenkrantz-Theil har meddelt, at hun træder ud af Folketinget for fuldt og helt at hellige sig kampagnen for at blive Københavns næste overborgmester ved kommunalvalget i november. Esben og Jakob ser på, hvad hun har gjort for at vende Socialdemokratiets dårlige meningsmålinger.Afslutningsdebat (24:12): Udlændingepolitikken var tilbage øverst på dagsordenen, da Folketinget holdt afslutningsdebat. Men hos vælgerne ser prioriteringen anderledes ud. Esben og Jakob diskuterer hvorfor.SVM (32:09): Esben og Jakob tager temperaturen på SVM-regeringen oven på et interview i Berlingske. Her sagde Morten Bødskov, at han fortsat gerne ser en midterregering. Og det ligner umiskendeligt en udmelding fra Socialdemokratiet – men hvad betyder det?Fredag den 6. juni er #dkpol-løbeklubben tilbage. Turen starter som altid klokken 08.00 foran Altinget i Ny Kongensgade 10 i København. Og fredagen efter, den 13. juni, får løbeklubben Folkemøde-debut. Værter: Esben Schjørring, politisk redaktør på Altinget, og Jakob Nielsen, ansvarshavende chefredaktør på AltingetProducer: Emma Klitnæs, podcastassistent Shownotes:Jakobs anbefaling: Reservatet på Netflix og Løgnen på TV2 Esbens anbefaling: Jake Tapper om Joe Biden i The Ezra Klein Show Hosted on Acast. See acast.com/privacy for more information.
In this reflective episode, Lauren shares her experience at the 2025 National Outdoor Learning Conference in Banff — a gathering filled with powerful stories, emotional connections, and inspiring practices in outdoor education.From sitting in circle with Elders to trying blind contour drawings and engaging in climate action conversations, Lauren takes us inside the sessions that moved her — and the unexpected feedback that left her feeling deeply humbled.She unpacks her own workshop on Sit Spots and how educators can weave UDL, inquiry, and land-based learning into these simple yet profound routines. You'll also hear about:Why storytelling matters more than scripted land acknowledgementsHow art and nature journaling can unlock new ways of seeingWhat it means to be seen as a mentor — and how to carry that with careInsights from climate education, Indigenous panels, and water-based learningA final circle of song, gratitude, and quiet reflection in the mountainsWhether you're new to outdoor learning or looking to deepen your practice, this episode offers heartfelt insight, concrete examples, and an open invitation to keep walking this path together.Resources & Mentions:Sitting With Nature: An Educator's Guide to Sit SpotsFoundations of Water Education by Maxine Koskie & Billie Jo ReidSessions with Sonya Rokosh, David Norwell, Dr. Ellen Field, Sylvia Ann Fox, and moreShelley Moore's UDL approach: “Must, Can, Could, Try” frameworkThe Outdoor Learning Store: [insert URL]Learn more at https://teachoutdoors.ca/ or follow @teach.outdoors on InstagramWant to bring Sit Spots or outdoor learning to your school? Lauren offers custom workshops, team training, and curriculum-aligned resources — reach out anytime.
Åbent samråd i Udlændinge- og Integrationsudvalget om fasttrackordningen 1) Åbent samråd i Udlændinge- og Integrationsudvalget om fasttrackordningenÅbent samråd med udlændinge- og integrationsministeren om fasttrackordningen.
Høring i Udlændinge- og Integrationsudvalget om Den Europæiske Menneskerettighedsdomstol 1) Høring i Udlændinge- og Integrationsudvalget om Den Europæiske MenneskerettighedsdomstolHøring i Udlændinge- og Integrationsudvalget om Den Europæiske Menneskerettighedsdomstol.
Møde nr. 90 i salen 1) 1. beh. af L 209 om opgavebortfald og forenkling af sagsgange ved vejmyndighedernes dispositioner over veje m.v.Forslag til lov om ændring af færdselsloven, lov om offentlige veje m.v., lov om private fællesveje og jernbaneloven. (Opgavebortfald og forenkling af sagsgange ved vejmyndighedernes dispositioner over veje samt hjemmel til undtagelse fra kravet om miljøkonsekvensvurdering for vej- og jernbaneprojekter til forsvarsformål og civile beredskabsformål). Af transportministeren (Thomas Danielsen).2) Besvarelse af oversendte spørgsmål til ministrene (spørgetid)Spørgetid2.1) Spm. nr. S 1046 om hvilken betydning koranloven har for Danmarks diplomatiske relationerSpm. nr. S 1046 Til udenrigsministeren af: Peter Skaarup (DD): Hvilken betydning mener ministeren at koranloven har haft for Danmarks diplomatiske relationer til lande i Mellemøsten?2.2) Spm. nr. S 1049 om statens ansvar for at nedbringe partikelforureningen fra Københavns LufthavnSpm. nr. S 1049 Til finansministeren af: Leila Stockmarr (EL): Hvilken betydning mener ministeren at statens nye ejerskab af Københavns Lufthavn vil have for statens ansvar for at nedbringe den sundhedsskadelige partikelforurening fra Københavns Lufthavn?2.3) Spm. nr. S 1031 om at politiet har oplyst, at »vask af sager« er et spørgsmål om prioriteringSpm. nr. S 1031 Til justitsministeren af: Rosa Lund (EL): Vil ministeren – i lyset af at politiet har oplyst, at »vask af sager« er et spørgsmål om prioritering, hvor ressourcekrævende sager ikke prioriteres højest – redegøre for, hvordan ministeren vil sikre unge kvinders retssikkerhed, således at deres anmeldelser af alvorlige forbrydelser ikke blot ryger i vasken?2.4) Spm. nr. S 1039 om at Nordsjælland skal have et åbent fængsel i forbindelse med Udlændingecenter EllebækSpm. nr. S 1039 Til justitsministeren af: Mette Thiesen (DF): Finder ministeren det rimeligt, at Nordsjælland, som i forvejen huser både Udrejsecenter Sjælsmark, Center Sandholm samt Udlændingecenter Ellebæk – som alle geografisk ligger inden for få hundrede meters afstand – nu ligeledes skal belemres med et åbent fængsel i forbindelse med Udlændingecenter Ellebæk?2.5) Spm. nr. S 1030 om den nu tidligere balletmesters sygemelding fra Det Kongelige TeaterSpm. nr. S 1030 Til kulturministeren af: Katrine Daugaard (LA): Finder ministeren det rimeligt, at den nu tidligere balletmester på Det Kongelige Teater Nikolaj Hübbe gennem de 5 måneder, han var sygemeldt fra jobbet med løn, med sine egne ord ikke var syg, men blot vred, hvad han selv har indrømmet i Radio IIII's portrætprogram »Et kapitel for sig«?2.6) Spm. nr. S 1024 om at otte ud af ti vejafgiftsbøder bliver stadfæstet trods indsigelserSpm. nr. S 1024 Til transportministeren af: Kenneth Fredslund Petersen (DD): Mener ministeren, at det er udtryk for konduite fra myndighedernes side, når otte ud af ti vejafgiftsbøder bliver stadfæstet trods indsigelser fra vognmændenes side?2.7) Spm. nr. S 1025 om at DSB fortsat skal gøre Knorr-Bremse opmærksom på, at der er fejl i virksomhedens faktureringerSpm. nr. S 1025 Til transportministeren af: Kenneth Fredslund Petersen (DD): Anerkender ministeren, at det er stærkt problematisk, at DSB fortsat skal gøre Knorr-Bremse opmærksom på, at der er fejl i virksomhedens faktureringer, og hvad har ministeren tænkt sig at gøre ved problemstillingen?2.8) Spm. nr. S 1045 om postaftalenSpm. nr. S 1045 Til transportministeren af: Kim Edberg Andersen (DD): Er det ministerens opfattelse, at postaftalen har sikret danskerne en bedre brevservice, når 15 pct. og 12 pct. af breve, der omdeles af dao i henholdsvis Region Nordjylland og Region Syddanmark, ikke når frem til modtageren?2.9) Spm. nr. S 1050 om at borgerne får adgang til Københavns Lufthavns målinger af partikelforureningSpm. nr. S 1050 Til transportministeren af: Peder Hvelplund (EL): Er ministeren enig i, at det vil styrke borgerne på Amagers viden, handlemuligheder og tryghed, hvis de fik adgang til Københavns Lufthavns målinger af partikelforurening?2.10) Spm. nr. S 1044 om religiøse særkravSpm. nr. S 1044 Til kirkeministeren af: Susie Jessen (DD): Mener ministeren, at koranloven kan danne præcedens for, at religiøse samfund kan kræve politiske indgreb på baggrund af religiøse særkrav?2.11) Spm. nr. S 1047 om landets sundhedsfunktioner er beredskabsmæssigt rustet til at håndtere f.eks. strømsvigtSpm. nr. S 1047 Til ministeren for samfundssikkerhed og beredskab af: Jens Henrik Thulesen Dahl (DD): Mener ministeren, at landets hospitaler og øvrige kritiske sundhedsfunktioner er beredskabsmæssigt rustet til at håndtere tilfælde af f.eks. strømsvigt som følge af fjendtlige angreb eller lignende, hvor forbundne systemer og maskiner bryder ned og fejler på samme tid, og hvad er ministerens holdning til at følge op fra nationalt hold og bistå kommuner og regioner med at sikre, at deres beredskaber er tilstrækkeligt opdateret i lyset af det nuværende trusselsbillede?2.12) Spm. nr. S 971 om at digitalt udsatte borgere lades i stikkenSpm. nr. S 971 Til ministeren for digitalisering af: Kim Edberg Andersen (DD): Mener ministeren, at ministeren har ydet en god indsats, når ministeren trods gentagne løfter og en klar påmindelse fra Folketinget undlader at følge op på beretningen over beslutningsforslag nr. B 8 om at sikre udsatte borgere hjælp til digitale systemer med den konsekvens, at digitalt udsatte borgere fortsat lades i stikken?3) 1. beh. af L 192 om begrænsning af adgangen til oplysninger om reelle ejere som følge af 6. hvidvaskdirektivForslag til lov om ændring af lov om Det Centrale Virksomhedsregister, selskabsloven og forskellige andre love. (Begrænsning af adgangen til oplysninger om reelle ejere som følge af 6. hvidvaskdirektiv). Af erhvervsministeren (Morten Bødskov).4) 1. behandling af L 206 om én indgang for produktionsvirksomheder og statslig udpegning af industriparkerForslag til lov om én indgang for produktionsvirksomheder og statslig udpegning af industriparker. Af erhvervsministeren (Morten Bødskov).5) 1. behandling af B 146 om en national undersøgelse af vold blandt folkeskoleeleverForslag til folketingsbeslutning om en national undersøgelse af vold blandt folkeskoleelever. Af Helena Artmann Andresen (LA), Karina Adsbøl (DD), Birgitte Bergman (KF) og Alex Ahrendtsen (DF) m.fl.6) 1. behandling af B 163 om national udbredelse af byggelegepladserForslag til folketingsbeslutning om national udbredelse af byggelegepladser. Af Lotte Rod (RV) og Martin Lidegaard (RV).7) 1. behandling af B 156 om at fjerne udgifterne til ikkevestlige udlændinge og efterkommereForslag til folketingsbeslutning om at fjerne udgifterne til ikkevestlige udlændinge og efterkommere. Af Lars Boje Mathiesen (BP).8) 1. beh. af B 157 om at give mulighed for at fravælge en sagsbehandler i sager med æresrelateret vold og social kontrolForslag til folketingsbeslutning om at give mulighed for at fravælge en sagsbehandler i sager med æresrelateret vold og social kontrol. Af Susie Jessen (DD) m.fl.
Høring i Udlændinge- og Integrationsudvalget om Den Europæiske Menneskerettighedsdomstol 1) Høring i Udlændinge- og Integrationsudvalget om Den Europæiske MenneskerettighedsdomstolHøring i Udlændinge- og Integrationsudvalget om Den Europæiske Menneskerettighedsdomstol.
Møde nr. 90 i salen 1) 1. beh. af L 209 om opgavebortfald og forenkling af sagsgange ved vejmyndighedernes dispositioner over veje m.v.Forslag til lov om ændring af færdselsloven, lov om offentlige veje m.v., lov om private fællesveje og jernbaneloven. (Opgavebortfald og forenkling af sagsgange ved vejmyndighedernes dispositioner over veje samt hjemmel til undtagelse fra kravet om miljøkonsekvensvurdering for vej- og jernbaneprojekter til forsvarsformål og civile beredskabsformål). Af transportministeren (Thomas Danielsen).2) Besvarelse af oversendte spørgsmål til ministrene (spørgetid)Spørgetid2.1) Spm. nr. S 1046 om hvilken betydning koranloven har for Danmarks diplomatiske relationerSpm. nr. S 1046 Til udenrigsministeren af: Peter Skaarup (DD): Hvilken betydning mener ministeren at koranloven har haft for Danmarks diplomatiske relationer til lande i Mellemøsten?2.2) Spm. nr. S 1049 om statens ansvar for at nedbringe partikelforureningen fra Københavns LufthavnSpm. nr. S 1049 Til finansministeren af: Leila Stockmarr (EL): Hvilken betydning mener ministeren at statens nye ejerskab af Københavns Lufthavn vil have for statens ansvar for at nedbringe den sundhedsskadelige partikelforurening fra Københavns Lufthavn?2.3) Spm. nr. S 1031 om at politiet har oplyst, at »vask af sager« er et spørgsmål om prioriteringSpm. nr. S 1031 Til justitsministeren af: Rosa Lund (EL): Vil ministeren – i lyset af at politiet har oplyst, at »vask af sager« er et spørgsmål om prioritering, hvor ressourcekrævende sager ikke prioriteres højest – redegøre for, hvordan ministeren vil sikre unge kvinders retssikkerhed, således at deres anmeldelser af alvorlige forbrydelser ikke blot ryger i vasken?2.4) Spm. nr. S 1039 om at Nordsjælland skal have et åbent fængsel i forbindelse med Udlændingecenter EllebækSpm. nr. S 1039 Til justitsministeren af: Mette Thiesen (DF): Finder ministeren det rimeligt, at Nordsjælland, som i forvejen huser både Udrejsecenter Sjælsmark, Center Sandholm samt Udlændingecenter Ellebæk – som alle geografisk ligger inden for få hundrede meters afstand – nu ligeledes skal belemres med et åbent fængsel i forbindelse med Udlændingecenter Ellebæk?2.5) Spm. nr. S 1030 om den nu tidligere balletmesters sygemelding fra Det Kongelige TeaterSpm. nr. S 1030 Til kulturministeren af: Katrine Daugaard (LA): Finder ministeren det rimeligt, at den nu tidligere balletmester på Det Kongelige Teater Nikolaj Hübbe gennem de 5 måneder, han var sygemeldt fra jobbet med løn, med sine egne ord ikke var syg, men blot vred, hvad han selv har indrømmet i Radio IIII's portrætprogram »Et kapitel for sig«?2.6) Spm. nr. S 1024 om at otte ud af ti vejafgiftsbøder bliver stadfæstet trods indsigelserSpm. nr. S 1024 Til transportministeren af: Kenneth Fredslund Petersen (DD): Mener ministeren, at det er udtryk for konduite fra myndighedernes side, når otte ud af ti vejafgiftsbøder bliver stadfæstet trods indsigelser fra vognmændenes side?2.7) Spm. nr. S 1025 om at DSB fortsat skal gøre Knorr-Bremse opmærksom på, at der er fejl i virksomhedens faktureringerSpm. nr. S 1025 Til transportministeren af: Kenneth Fredslund Petersen (DD): Anerkender ministeren, at det er stærkt problematisk, at DSB fortsat skal gøre Knorr-Bremse opmærksom på, at der er fejl i virksomhedens faktureringer, og hvad har ministeren tænkt sig at gøre ved problemstillingen?2.8) Spm. nr. S 1045 om postaftalenSpm. nr. S 1045 Til transportministeren af: Kim Edberg Andersen (DD): Er det ministerens opfattelse, at postaftalen har sikret danskerne en bedre brevservice, når 15 pct. og 12 pct. af breve, der omdeles af dao i henholdsvis Region Nordjylland og Region Syddanmark, ikke når frem til modtageren?2.9) Spm. nr. S 1050 om at borgerne får adgang til Københavns Lufthavns målinger af partikelforureningSpm. nr. S 1050 Til transportministeren af: Peder Hvelplund (EL): Er ministeren enig i, at det vil styrke borgerne på Amagers viden, handlemuligheder og tryghed, hvis de fik adgang til Københavns Lufthavns målinger af partikelforurening?2.10) Spm. nr. S 1044 om religiøse særkravSpm. nr. S 1044 Til kirkeministeren af: Susie Jessen (DD): Mener ministeren, at koranloven kan danne præcedens for, at religiøse samfund kan kræve politiske indgreb på baggrund af religiøse særkrav?2.11) Spm. nr. S 1047 om landets sundhedsfunktioner er beredskabsmæssigt rustet til at håndtere f.eks. strømsvigtSpm. nr. S 1047 Til ministeren for samfundssikkerhed og beredskab af: Jens Henrik Thulesen Dahl (DD): Mener ministeren, at landets hospitaler og øvrige kritiske sundhedsfunktioner er beredskabsmæssigt rustet til at håndtere tilfælde af f.eks. strømsvigt som følge af fjendtlige angreb eller lignende, hvor forbundne systemer og maskiner bryder ned og fejler på samme tid, og hvad er ministerens holdning til at følge op fra nationalt hold og bistå kommuner og regioner med at sikre, at deres beredskaber er tilstrækkeligt opdateret i lyset af det nuværende trusselsbillede?2.12) Spm. nr. S 971 om at digitalt udsatte borgere lades i stikkenSpm. nr. S 971 Til ministeren for digitalisering af: Kim Edberg Andersen (DD): Mener ministeren, at ministeren har ydet en god indsats, når ministeren trods gentagne løfter og en klar påmindelse fra Folketinget undlader at følge op på beretningen over beslutningsforslag nr. B 8 om at sikre udsatte borgere hjælp til digitale systemer med den konsekvens, at digitalt udsatte borgere fortsat lades i stikken?3) 1. beh. af L 192 om begrænsning af adgangen til oplysninger om reelle ejere som følge af 6. hvidvaskdirektivForslag til lov om ændring af lov om Det Centrale Virksomhedsregister, selskabsloven og forskellige andre love. (Begrænsning af adgangen til oplysninger om reelle ejere som følge af 6. hvidvaskdirektiv). Af erhvervsministeren (Morten Bødskov).4) 1. behandling af L 206 om én indgang for produktionsvirksomheder og statslig udpegning af industriparkerForslag til lov om én indgang for produktionsvirksomheder og statslig udpegning af industriparker. Af erhvervsministeren (Morten Bødskov).5) 1. behandling af B 146 om en national undersøgelse af vold blandt folkeskoleeleverForslag til folketingsbeslutning om en national undersøgelse af vold blandt folkeskoleelever. Af Helena Artmann Andresen (LA), Karina Adsbøl (DD), Birgitte Bergman (KF) og Alex Ahrendtsen (DF) m.fl.6) 1. behandling af B 163 om national udbredelse af byggelegepladserForslag til folketingsbeslutning om national udbredelse af byggelegepladser. Af Lotte Rod (RV) og Martin Lidegaard (RV).7) 1. behandling af B 156 om at fjerne udgifterne til ikkevestlige udlændinge og efterkommereForslag til folketingsbeslutning om at fjerne udgifterne til ikkevestlige udlændinge og efterkommere. Af Lars Boje Mathiesen (BP).8) 1. beh. af B 157 om at give mulighed for at fravælge en sagsbehandler i sager med æresrelateret vold og social kontrolForslag til folketingsbeslutning om at give mulighed for at fravælge en sagsbehandler i sager med æresrelateret vold og social kontrol. Af Susie Jessen (DD) m.fl.
Størstedelen af beboerne på udrejsecentret Kærshovedgård kan se frem til få "endnu sværere ved at leve et liv i Danmark". Det siger Udlændinge- og integrationsminister Kaare Dybvad Bek (S) til Jyllands-Posten. Blandt andet vil ministeren forbyde beboerne at køre bil, gå med kniv og modtage SU eller muligheden for at oprette en virksomhed. Den rigtige vej at gå, lyder det fra Socialdemokratiet. Værter: Kasper Harboe og Mathias Wissing. Gæst: Frederik Vad, udlændingeordfører for SocialdemokratietSee omnystudio.com/listener for privacy information.
Karen Winston-Carpenter, a 24-year veteran teacher and teacher on special assignment in East Cleveland Schools, discusses how she introduces UDL to new educators. She emphasizes creating safe spaces for teachers to try new approaches, "chunking" UDL concepts to make them manageable, modeling empathy, and encouraging reflection through video self-assessment and peer collaboration. Her coaching evolved from focusing on standards to honoring teacher voice and choice.
Møde nr. 87 i salen 1) Besvarelse af oversendte spørgsmål til ministrene (spørgetid)Spørgetid.1.1) Spm. nr. S 968 om at danskernes private helbredsoplysninger bliver gennemlæst af uvedkommende sundhedspersonerSpm. nr. S 968 Til indenrigs- og sundhedsministeren af: Peter Kofod (DF): Mener ministeren, at det er rimeligt, at helt almindelige danskere skal frygte, at deres private helbredsoplysninger bliver gennemlæst af uvedkommende sundhedspersoner, og hvad vil ministeren konkret gøre for at stoppe den her fuldstændig uacceptable praksis?1.2) Spm. nr. S 1023 om forslaget til en ny lov om PETSpm. nr. S 1023 Til justitsministeren af: Rosa Lund (EL): Hvad er baggrunden for, at regeringen med det forslag til en ny lov om PET, der har været sendt i høring, vil gøre op med det grundlæggende retsprincip om, at overvågning kun kan ske ved en begrundet mistanke?1.3) Spm. nr. S 1016 om at transportvirksomheden SCT har dumpet 450.000 tons jord med byggeaffald på en mark i KagerupSpm. nr. S 1016 Til miljøministeren af: Leila Stockmarr (EL): Hvad mener ministeren om, at transportvirksomheden SCT har dumpet 450.000 tons jord med byggeaffald på en mark i Kagerup?1.4) Spm. nr. S 1014 om beboere, der ikke bliver informeret hvis der er myndighedspåbud til byggepladsen, hvor de reelt borSpm. nr. S 1014 Til beskæftigelsesministeren af: Sigurd Agersnap (SF): Mener ministeren, at det er rimeligt, at beboere, der reelt bor på en byggeplads, i dag ikke bliver informeret, hvis der er myndighedspåbud til byggepladsen, som det eksempelvis har været tilfældet for beboelsen på Munkebjergvænget i Odense?1.5) Spm. nr. S 1021 om at embedsmænd uden dansk statsborgerskab, ansat i Udlændingestyrelsen, uddeler permanente opholdstilladelserSpm. nr. S 1021 Til udlændinge- og integrationsministeren af: Mikkel Bjørn (DF): Hvordan kan ministeren se danskerne i øjnene, når embedsmænd uden dansk statsborgerskab – altså udlændinge – ansat i Udlændingestyrelsen i hemmelighed uddeler permanente opholdstilladelser til andre udlændinge, uden at Folketinget eller befolkningen får indsigt i hvorfor?1.6) Spm. nr. S 1022 om at udlændinge uden dansk statsborgerskab i Udlændingestyrelsen kan tildele hemmelige dispensationerSpm. nr. S 1022 Til udlændinge- og integrationsministeren af: Mikkel Bjørn (DF): Mener ministeren virkelig, at det er forsvarligt, at udlændinge uden dansk statsborgerskab i Udlændingestyrelsen kan tildele hemmelige dispensationer, der ikke blot giver udlændinge permanent ophold, men også åbner døren til statsborgerskab – alt sammen uden gennemsigtighed og uden demokratisk kontrol?1.7) Spm. nr. S 970 om Naturstyrelsens grove misrøgt af dyrene i Mols BjergeSpm. nr. S 970 Til ministeren for grøn trepart af: Kim Edberg Andersen (DD): Mener ministeren, at ministeren selv er fri for ansvar i sagen om Naturstyrelsens grove misrøgt af dyrene i Mols Bjerge?1.8) Spm. nr. S 961 om dyrevelfærdSpm. nr. S 961 Til ministeren for fødevarer, landbrug og fiskeri af: Kristian Bøgsted (DD): Hvilken konsekvens mener ministeren det bør have, når en statslig styrelse groft tilsidesætter lovgivningen om dyrevelfærd og først reagerer, når dyr er døde og en bøde truer? 1.9) Spm. nr. S 969 om at én ekstern konsulent for Midttrafik skal have over 3 mio. kr. i lønSpm. nr. S 969 Til transportministeren af: Nick Zimmermann (DF): Mener ministeren, at det er rimeligt, at én ekstern konsulent for Midttrafik skal have over 3 mio. kr. i løn og får adgang til vandfly, taxaer og dyre hoteller – alt sammen betalt af helt almindelige skatteydere – og har ministeren på baggrund heraf tillid til, at direktionen i Midttrafik kan løse deres opgaver?1.10) Spm. nr. S 1026 om at fjernvarmekunder i Odsherred pålægges en udtrædelsesgodtgørelseSpm. nr. S 1026 Til klima-, energi- og forsyningsministeren af: Peter Skaarup (DD): Mener ministeren, at det er rimeligt og retfærdigt, at fjernvarmekunder i Odsherred pålægges en udtrædelsesgodtgørelse på 1.632,50 kr. pr. kvadratmeter, mens andre kunder fritages for samme betaling alene på baggrund af en mailkorrespondance fra 2022, og mener ministeren, at det er i overensstemmelse med princippet om ligebehandling af forbrugere i forsyningssektoren?1.11) Spm. nr. S 1027 om at vedvarende energi på land skal firedoblesSpm. nr. S 1027 Til klima-, energi- og forsyningsministeren af: Peter Skaarup (DD): Når vi for et par uger siden fik slået fast i Folketingssalen efter nogle uelegante og usande påstande fra ministeren, at det ikke er regeringens målsætning, at vedvarende energi på land skal firedobles, men mange byrådspolitikere fortsat gentager denne »målsætning« og henviser til regeringen for at legitimere deres solcelleamok, hvad er så ministerens holdning til, at hans kommunikation er mislykket?1.12) Spm. nr. S 939 om at iværksætte initiativer, der kan styrke kvaliteten for borgere i udsathed og med behandlingskrævende lidelserSpm. nr. S 939 Til social- og boligministeren af: Charlotte Broman Mølbæk (SF): Vil ministeren iværksætte initiativer, der kan styrke kvaliteten for borgere i udsathed og med behandlingskrævende lidelser, herunder eksempelvis stille krav om autorisation eller certificering for at kunne etablere private tilbud, stille krav om kompetencer hos personalet, samt undersøge muligheden for at stille krav til ejerkredsens sammensætning?1.13) Spm. nr. S 1009 om at fratage andelsboligforeningerne deres ventelisterSpm. nr. S 1009 Til social- og boligministeren af: Carl Andersen (LA): Har regeringen intentioner om at fratage andelsboligforeningerne deres ventelister til fordel for en national venteliste til andelsboliger?1.14) Spm. nr. S 1015 om spilområdetSpm. nr. S 1015 Til skatteministeren af: Carl Valentin (SF): Hvorfor har regeringen hverken indkaldt til forhandlinger om spilområdet eller fremsat lovforslag, der regulerer spilreklamer, som lovet i regeringens lovprogram?1.15) Spm. nr. S 971 om at digitalt udsatte borgere lades i stikkenSpm. nr. S 971 Til ministeren for digitalisering af: Kim Edberg Andersen (DD): Mener ministeren, at ministeren har ydet en god indsats, når ministeren trods gentagne løfter og en klar påmindelse fra Folketinget undlader at følge op på beretningen over beslutningsforslag nr. B 8 om at sikre udsatte borgere hjælp til digitale systemer med den konsekvens, at digitalt udsatte borgere fortsat lades i stikken?2) 1. behandling af L 171 om lempelse af beskatningen af aktionærlån og ændring af reglerne om beskatning af løbende ydelserForslag til lov om ændring af ligningsloven, afskrivningsloven, opkrævningsloven og skatteindberetningsloven. (Lempelse af beskatningen af aktionærlån og ændring af reglerne om beskatning af løbende ydelser). Af skatteministeren (Rasmus Stoklund).3) 1. behandling af L 194 om tilpasning til administrative retningslinjer om minimumsbeskatningsreglerne m.v.Forslag til lov om ændring af minimumsbeskatningsloven, selskabsskatteloven, skattekontrolloven og forskellige andre love. (Tilpasning til administrative retningslinjer om minimumsbeskatningsreglerne, lempelse af reglerne om transfer pricing dokumentation, aflønning af kvalificerede distributører i visse lande, og justering af reglerne om omkvalifikation af transparente enheder, begrænset skattepligt af renter og indeholdelse af renteskat og royaltyskat, international sambeskatning og oplysningspligt m.v.). Af skatteministeren (Rasmus Stoklund).4) 1. behandling af L 195 om midlertidig forhøjelse af afskrivningsgrundlaget for nye driftsmidlerForslag til lov om ændring af afskrivningsloven og pensionsafkastbeskatningsloven. (Midlertidig forhøjelse af afskrivningsgrundlaget for nye driftsmidler). Af skatteministeren (Rasmus Stoklund).5) 1. behandling af L 193 om institutters håndtering af kryptoeksponeringer, udarbejdelse af ESG-omstillingsplaner m.v.Forslag til lov om ændring af lov om finansiel virksomhed, lov om forvaltere af alternative investeringsfonde m.v., lov om investeringsforeninger, hvidvaskloven og forskellige andre love. (Håndtering af kryptoeksponeringer, udarbejdelse af ESG-omstillingsplaner, nye dokumentationskrav for institutternes ledelsesstruktur, ansvarsfordeling og rapporteringslinjer, tydeligere regler for tilladelse til kreditinstitutter fra lande uden for EU/EØS (tredjelande), ny tilsynsbeføjelse til Finanstilsynet om godkendelse af væsentlige erhvervelser af kapitalandele i andre selskaber, strafbelæggelse af disclosureforordningen, modernisering af reglerne i FAIF-UCITS II-direktivet, styrkelse af reglerne om bekæmpelsen af national og international hvidvask og oprettelse af et fælleseuropæisk adgangspunkt (ESAP) til indsendelse af en række offentliggjorte oplysninger m.v.). Af erhvervsministeren (Morten Bødskov).6) 1. beh. af L 191 om gennemførelse for Færøerne af ændringsforordning til forordning om tilsynsmæssige krav til kreditinstitutter m.v.Forslag til lov om ændring af lov for Færøerne om kapitalkrav og tilsynsmæssige krav for kreditinstitutter og investeringsselskaber. (Gennemførelse for Færøerne af ændringsforordning til forordning (EU) nr. 575/2013 om tilsynsmæssige krav til kreditinstitutter og investeringsselskaber). Af erhvervsministeren (Morten Bødskov).
Møde nr. 87 i salen 1) Besvarelse af oversendte spørgsmål til ministrene (spørgetid)Spørgetid.1.1) Spm. nr. S 968 om at danskernes private helbredsoplysninger bliver gennemlæst af uvedkommende sundhedspersonerSpm. nr. S 968 Til indenrigs- og sundhedsministeren af: Peter Kofod (DF): Mener ministeren, at det er rimeligt, at helt almindelige danskere skal frygte, at deres private helbredsoplysninger bliver gennemlæst af uvedkommende sundhedspersoner, og hvad vil ministeren konkret gøre for at stoppe den her fuldstændig uacceptable praksis?1.2) Spm. nr. S 1023 om forslaget til en ny lov om PETSpm. nr. S 1023 Til justitsministeren af: Rosa Lund (EL): Hvad er baggrunden for, at regeringen med det forslag til en ny lov om PET, der har været sendt i høring, vil gøre op med det grundlæggende retsprincip om, at overvågning kun kan ske ved en begrundet mistanke?1.3) Spm. nr. S 1016 om at transportvirksomheden SCT har dumpet 450.000 tons jord med byggeaffald på en mark i KagerupSpm. nr. S 1016 Til miljøministeren af: Leila Stockmarr (EL): Hvad mener ministeren om, at transportvirksomheden SCT har dumpet 450.000 tons jord med byggeaffald på en mark i Kagerup?1.4) Spm. nr. S 1014 om beboere, der ikke bliver informeret hvis der er myndighedspåbud til byggepladsen, hvor de reelt borSpm. nr. S 1014 Til beskæftigelsesministeren af: Sigurd Agersnap (SF): Mener ministeren, at det er rimeligt, at beboere, der reelt bor på en byggeplads, i dag ikke bliver informeret, hvis der er myndighedspåbud til byggepladsen, som det eksempelvis har været tilfældet for beboelsen på Munkebjergvænget i Odense?1.5) Spm. nr. S 1021 om at embedsmænd uden dansk statsborgerskab, ansat i Udlændingestyrelsen, uddeler permanente opholdstilladelserSpm. nr. S 1021 Til udlændinge- og integrationsministeren af: Mikkel Bjørn (DF): Hvordan kan ministeren se danskerne i øjnene, når embedsmænd uden dansk statsborgerskab – altså udlændinge – ansat i Udlændingestyrelsen i hemmelighed uddeler permanente opholdstilladelser til andre udlændinge, uden at Folketinget eller befolkningen får indsigt i hvorfor?1.6) Spm. nr. S 1022 om at udlændinge uden dansk statsborgerskab i Udlændingestyrelsen kan tildele hemmelige dispensationerSpm. nr. S 1022 Til udlændinge- og integrationsministeren af: Mikkel Bjørn (DF): Mener ministeren virkelig, at det er forsvarligt, at udlændinge uden dansk statsborgerskab i Udlændingestyrelsen kan tildele hemmelige dispensationer, der ikke blot giver udlændinge permanent ophold, men også åbner døren til statsborgerskab – alt sammen uden gennemsigtighed og uden demokratisk kontrol?1.7) Spm. nr. S 970 om Naturstyrelsens grove misrøgt af dyrene i Mols BjergeSpm. nr. S 970 Til ministeren for grøn trepart af: Kim Edberg Andersen (DD): Mener ministeren, at ministeren selv er fri for ansvar i sagen om Naturstyrelsens grove misrøgt af dyrene i Mols Bjerge?1.8) Spm. nr. S 961 om dyrevelfærdSpm. nr. S 961 Til ministeren for fødevarer, landbrug og fiskeri af: Kristian Bøgsted (DD): Hvilken konsekvens mener ministeren det bør have, når en statslig styrelse groft tilsidesætter lovgivningen om dyrevelfærd og først reagerer, når dyr er døde og en bøde truer? 1.9) Spm. nr. S 969 om at én ekstern konsulent for Midttrafik skal have over 3 mio. kr. i lønSpm. nr. S 969 Til transportministeren af: Nick Zimmermann (DF): Mener ministeren, at det er rimeligt, at én ekstern konsulent for Midttrafik skal have over 3 mio. kr. i løn og får adgang til vandfly, taxaer og dyre hoteller – alt sammen betalt af helt almindelige skatteydere – og har ministeren på baggrund heraf tillid til, at direktionen i Midttrafik kan løse deres opgaver?1.10) Spm. nr. S 1026 om at fjernvarmekunder i Odsherred pålægges en udtrædelsesgodtgørelseSpm. nr. S 1026 Til klima-, energi- og forsyningsministeren af: Peter Skaarup (DD): Mener ministeren, at det er rimeligt og retfærdigt, at fjernvarmekunder i Odsherred pålægges en udtrædelsesgodtgørelse på 1.632,50 kr. pr. kvadratmeter, mens andre kunder fritages for samme betaling alene på baggrund af en mailkorrespondance fra 2022, og mener ministeren, at det er i overensstemmelse med princippet om ligebehandling af forbrugere i forsyningssektoren?1.11) Spm. nr. S 1027 om at vedvarende energi på land skal firedoblesSpm. nr. S 1027 Til klima-, energi- og forsyningsministeren af: Peter Skaarup (DD): Når vi for et par uger siden fik slået fast i Folketingssalen efter nogle uelegante og usande påstande fra ministeren, at det ikke er regeringens målsætning, at vedvarende energi på land skal firedobles, men mange byrådspolitikere fortsat gentager denne »målsætning« og henviser til regeringen for at legitimere deres solcelleamok, hvad er så ministerens holdning til, at hans kommunikation er mislykket?1.12) Spm. nr. S 939 om at iværksætte initiativer, der kan styrke kvaliteten for borgere i udsathed og med behandlingskrævende lidelserSpm. nr. S 939 Til social- og boligministeren af: Charlotte Broman Mølbæk (SF): Vil ministeren iværksætte initiativer, der kan styrke kvaliteten for borgere i udsathed og med behandlingskrævende lidelser, herunder eksempelvis stille krav om autorisation eller certificering for at kunne etablere private tilbud, stille krav om kompetencer hos personalet, samt undersøge muligheden for at stille krav til ejerkredsens sammensætning?1.13) Spm. nr. S 1009 om at fratage andelsboligforeningerne deres ventelisterSpm. nr. S 1009 Til social- og boligministeren af: Carl Andersen (LA): Har regeringen intentioner om at fratage andelsboligforeningerne deres ventelister til fordel for en national venteliste til andelsboliger?1.14) Spm. nr. S 1015 om spilområdetSpm. nr. S 1015 Til skatteministeren af: Carl Valentin (SF): Hvorfor har regeringen hverken indkaldt til forhandlinger om spilområdet eller fremsat lovforslag, der regulerer spilreklamer, som lovet i regeringens lovprogram?1.15) Spm. nr. S 971 om at digitalt udsatte borgere lades i stikkenSpm. nr. S 971 Til ministeren for digitalisering af: Kim Edberg Andersen (DD): Mener ministeren, at ministeren har ydet en god indsats, når ministeren trods gentagne løfter og en klar påmindelse fra Folketinget undlader at følge op på beretningen over beslutningsforslag nr. B 8 om at sikre udsatte borgere hjælp til digitale systemer med den konsekvens, at digitalt udsatte borgere fortsat lades i stikken?2) 1. behandling af L 171 om lempelse af beskatningen af aktionærlån og ændring af reglerne om beskatning af løbende ydelserForslag til lov om ændring af ligningsloven, afskrivningsloven, opkrævningsloven og skatteindberetningsloven. (Lempelse af beskatningen af aktionærlån og ændring af reglerne om beskatning af løbende ydelser). Af skatteministeren (Rasmus Stoklund).3) 1. behandling af L 194 om tilpasning til administrative retningslinjer om minimumsbeskatningsreglerne m.v.Forslag til lov om ændring af minimumsbeskatningsloven, selskabsskatteloven, skattekontrolloven og forskellige andre love. (Tilpasning til administrative retningslinjer om minimumsbeskatningsreglerne, lempelse af reglerne om transfer pricing dokumentation, aflønning af kvalificerede distributører i visse lande, og justering af reglerne om omkvalifikation af transparente enheder, begrænset skattepligt af renter og indeholdelse af renteskat og royaltyskat, international sambeskatning og oplysningspligt m.v.). Af skatteministeren (Rasmus Stoklund).4) 1. behandling af L 195 om midlertidig forhøjelse af afskrivningsgrundlaget for nye driftsmidlerForslag til lov om ændring af afskrivningsloven og pensionsafkastbeskatningsloven. (Midlertidig forhøjelse af afskrivningsgrundlaget for nye driftsmidler). Af skatteministeren (Rasmus Stoklund).5) 1. behandling af L 193 om institutters håndtering af kryptoeksponeringer, udarbejdelse af ESG-omstillingsplaner m.v.Forslag til lov om ændring af lov om finansiel virksomhed, lov om forvaltere af alternative investeringsfonde m.v., lov om investeringsforeninger, hvidvaskloven og forskellige andre love. (Håndtering af kryptoeksponeringer, udarbejdelse af ESG-omstillingsplaner, nye dokumentationskrav for institutternes ledelsesstruktur, ansvarsfordeling og rapporteringslinjer, tydeligere regler for tilladelse til kreditinstitutter fra lande uden for EU/EØS (tredjelande), ny tilsynsbeføjelse til Finanstilsynet om godkendelse af væsentlige erhvervelser af kapitalandele i andre selskaber, strafbelæggelse af disclosureforordningen, modernisering af reglerne i FAIF-UCITS II-direktivet, styrkelse af reglerne om bekæmpelsen af national og international hvidvask og oprettelse af et fælleseuropæisk adgangspunkt (ESAP) til indsendelse af en række offentliggjorte oplysninger m.v.). Af erhvervsministeren (Morten Bødskov).6) 1. beh. af L 191 om gennemførelse for Færøerne af ændringsforordning til forordning om tilsynsmæssige krav til kreditinstitutter m.v.Forslag til lov om ændring af lov for Færøerne om kapitalkrav og tilsynsmæssige krav for kreditinstitutter og investeringsselskaber. (Gennemførelse for Færøerne af ændringsforordning til forordning (EU) nr. 575/2013 om tilsynsmæssige krav til kreditinstitutter og investeringsselskaber). Af erhvervsministeren (Morten Bødskov).
Description: Feedback and rubrics are powerful tools. In this episode, I explore how shifting from deficit-based to asset-based language can transform both your feedback and your rubrics. Drawing from my recent blog, I share why this shift matters, how it aligns with UDL, and how small changes in language can have a big impact on student motivation and self-efficacy. Plus, I offer practical strategies and AI tips to help you start revising your rubrics today. Related Blog: From Deficit to Growth: A Guide to Asset-Based Feedback and Rubric Design
In this episode of The Good Life EDU Podcast, we welcome back renowned UDL expert and author Dr. Katie Novak to discuss her latest work at the intersection of Universal Design for Learning (UDL) and artificial intelligence (AI) in education. Building on her keynote at the 2024 NeMTSS Summit and ahead of her upcoming presentations at the 2025 Future Ready Nebraska Conference, Katie introduces a four-step framework for lesson design that embraces AI as a tool that both supports and enhances educator creativity and expertise. Katie and Andrew discuss how AI can empower teachers to design inclusive, rigorous, and personalized learning experiences while fostering student agency and resilience. This timely conversation highlights practical strategies, real-world examples, and honest reflections on the challenges and opportunities AI presents in K-12 education today. If you're curious about how AI and UDL can work together to create stronger, more supportive classrooms—and how we can prepare students for a future shaped by these technologies—this is an episode you won't want to miss! Resources Referenced: Novak Education: https://www.novakeducation.com/ Future Ready Nebraska Conference Info and Registration: https://nefutureready.com/ Peninsula School District AI Integration Resources https://www.psd401.net/20062_4
A conversation about Chapter 2: UDL as the Antidote to Math Myths from the book "Conquering Math Myths with Universal Design: An Inclusive Instructional Approach for Grades K-8" by Jenna Mancini Rufo and Ron Martiello to support you on your asynchronous book club journey with us. Transcripts of the episodes can be found at Season 16 Transcripts.Music provided by Purple Planet
About the Guest(s):Nicole Eredics is a seasoned expert specializing in inclusive education, boasting over 25 years of experience in the field. Armed with degrees in elementary and special education, Nicole began her career as an inclusion teacher in British Columbia, Canada. She is the founder of the Inclusive Class and has been instrumental in implementing inclusive systems in over 150 schools across the United States since 2008. Also an esteemed author, her best-selling book "Inclusion in Action" is a vital resource for educators aiming to foster inclusive educational settings. Currently, Nicole offers her expertise as a national presenter and trainer for the Bureau of Education and Research, as well as an education and ed-tech consultant.Episode Summary:In this engaging episode of Think Inclusive, host Tim Villegas is joined by inclusive education expert Nicole Eredics. Eredics offers valuable insights into fostering inclusive education practices within school systems. The episode kicks off with an exploration of Nicole's rich history in education and her journey from advocating for inclusion in Canada to transforming schools across the United States. As the discussion unfolds, Nicole shares her experiences working with school districts, highlighting the advancements made in personalized instruction and the integration of technology to support diverse student needs. The conversation also delves into the complexities of standardized testing, the role of co-teaching models, and the substantial influence educators have on crafting positive educational experiences for all learners.As the dialogue deepens, Eredics underscores significant changes in education, particularly the growing emphasis on individual student needs and diversity awareness. These changes have sparked an evolution in instructional practices, the use of universal design for learning (UDL), and the availability of resources enhancing teachers' capabilities. However, Nicole also sheds light on the enduring challenges, like the rigidity of standardized systems and the struggles of grading students with varying needs. Offering tactical advice, she encourages educators to begin with small, manageable changes, such as observing their current classroom practices, while leveraging technology and collaboration to enhance their inclusive teaching methods.Complete show notes + transcript: https://mcie.org/think-inclusive/empowering-educators-navigating-inclusive-education-challenges-and-opportunities-with-nicole-eredics/Key Takeaways:-Inclusive education requires a nuanced understanding of personalized instruction and the commitment to supporting diverse learners within the general education classroom.-Recent advancements highlight increased awareness of diversity and personalized instruction among educators, yet challenges like standardized testing and rigid grading systems remain barriers.-Co-teaching and Universal Design for Learning (UDL) are increasingly being embraced as vital components of inclusive educational practices.-Technology, particularly AI, is transforming how educators tackle customized learning needs, offering streamlined solutions for adapting lessons and teaching approaches.-Effective inclusive systems are bolstered by insightful leadership from administrators who understand and value inclusive practices.Resources:Nicole's book: https://amzn.to/3GdExBrVisit Nicole's website: https://www.theinclusiveclass.com/Thanks to our sponsor, IXL: ixl.com/inclusive Hosted on Acast. See acast.com/privacy for more information.
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.
(02:00): Politikerne i Århus svinger sparekniven på stadionbyggeri: Freder alligevel VIP-lokaler. Medvirkende: Thure Hastrup, byrådsmedlem i Århus for Alternativet. (12:00): Frederik Vad kritiserer mediers manglende dækning af emner, som medierne allerede har dækket. Medvirkende: Frederik Vad, medlem af Folketinget og Udlændinge- og integrationsordfører for Socialdemokratiet. (33:00): Danske virksomheder rammes af Trumps toldsatser. Medvirkende: Anders Rytter Madsen, kommerciel direktør hos JS Proputec. (44:00): Ekstra Bladet: Alex Vanopslagh har diskvalificeret sig selv til at blive statsminister. Medvirkende: Steen Larsen, journalistisk chef på Ekstra Bladet. Værter: Anne Philipsen & Nicolai DandanellSee omnystudio.com/listener for privacy information.
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
Dr. Andy Kahn of Understood.org returns to 3Ps in a Pod to talk about what to know about students with learning and thinking differences and also how mentors can help teachers in supporting these students, all on this third episode of our series on More Than Mentoring. Dr. Kahn asks both teachers and mentors to have a working knowledge of our classroom and students in a holistic and meaningful way. Mentoring cannot only help teachers prepare for the content and logistical elements of what needs to be delivered in the classroom but also for the emotional aspect as well. Mentoring is a way to support a growth mindset, set teachers on a path for success, and set students on a successful path of learning and growing as well, he shares. 3Ps Host Juliana Urtubey, NBCT, and Dr. Kahn also explore Universal Design of Learning and how this approach can support early career teachers as well. Dr. Kahn provides realistic examples of how UDL can be applied to our practice to support learners and mentees and create environments that help to remove the stigma some students experience and lower demands teachers may experience. Dr. Kahn reinforces the idea of modeling what we expect from our learners. He asks us to stay mindful of modeling how we navigate through moments of need or dysregulation and navigate executive functions; we are establishing the environment that we hope our learners and mentees will feel comfortable demonstrating back. Dr. Kahn asks us to evaluate our practice: if we are asking mentees or learners to do more than we are willing to do ourselves, then we need to reassess and determine what we are asking and why. Dr. Kahn leaves us with thoughts around flexibility that unlock learning opportunities that will serve our students in ways that help them feel safe, engaged and support lifelong learning. Continue your learning After listening to this episode, use this reflection guide to further explore how you can connect this episode to your work. Learn more about the resources mentioned in this podcast at understood.org. Learn more about the Arizona K12 Center at azk12.org.
Dr. Cathery Yeh, Supporting Neurodiverse Students in Elementary Mathematics Classrooms ROUNDING UP: SEASON 3 | EPISODE 14 What meaning does the term neurodiverse convey and how might it impact a student's learning experience? And how can educators think about the work of designing environments and experiences that support neurodiverse students learning mathematics? In this episode, we discuss these questions with Dr. Cathery Yeh, a professor in STEM education from the University of Texas at Austin. BIOGRAPHY Dr. Cathery Yeh is an assistant professor in STEM education and a core faculty member in the Center for Asian American Studies from the University of Texas at Austin. Her research examines the intersections of race, language, and disability to provide a nuanced analysis of the constructions of ability in mathematics classrooms and education systems. TRANSCRIPT Mike Wallus: What meaning does the term neurodiverse convey and how might that language impact a student's learning experience? In this episode, we'll explore those questions. And we'll think about ways that educators can design learning environments that support all of their students. Joining us for this conversation is Dr. Cathery Yeh, a professor in STEM education from the University of Texas at Austin. Welcome to the podcast, Cathery. It's really exciting to have you with us today. Cathery Yeh: Thank you, Mike. Honored to be invited. Mike: So, I wonder if we can start by offering listeners a common understanding of language that we'll use from time to time throughout the episode. How do you think about the meaning of neurodiversity? Cathery: Thank you for this thoughtful question. Language matters a lot. For me, neurodiversity refers to the natural variation in our human brains and our neurocognition, challenging this idea that there's a normal brain. I always think of… In Texas, we just had a snow day two days ago. And I think of, just as, there's no two snowflakes that are the same, there's no two brains that are exactly the same, too. I also think of its meaning from a personal perspective. I am not a special educator. I was a bilingual teacher and taught in inclusive settings. And my first exposure to the meaning of neurodiversity came from my own child, who—she openly blogs about it—as a Chinese-American girl, it was actually really hard for her to be diagnosed. Asian Americans, 1 out of 10 are diagnosed—that's the lowest of any ethnic racial group. And I'll often think about when… She's proud of her disabled identity. It is who she is. But what she noticed that when she tells people about her disabled identity, what do you think is the first thing people say when she says, “I'm neurodivergent. I have ADHD. I have autism.” What do you think folks usually say to her? The most common response? Mike: I'm going to guess that they express some level of surprise, and it might be associated with her ethnic background or racial identity. Cathery: She doesn't get that as much. The first thing people say is, they apologize to her. They say, “I'm sorry.” Mike: Wow. Cathery: And that happens quite a lot. And I say that because–and then I connected back to the term neurodiversity—because I think it's important to know its origins. It came about by Judy Singer. She's a sociologist. And about 30 years ago, she coined the term neurodiversity as an opposition to the medical model of understanding people and human difference as deficits. And her understanding is that difference is beautiful. All of us think and learn and process differently, and that's part of human diversity. So that original definition of neurodiversity was tied to the autism rights movement. But now, when we think about the term, it's expanded to include folks with ADHD, dyslexia, dyscalculia, mental health, conditions like depression, anxiety, and other neuro minorities like Tourette syndrome, and even memory loss. I wanted to name out all these things because sometimes we're looking for a really clean definition, and definitions are messy. There's a personal one. There's a societal one of how we position neurodiversity as something that's deficit, that needs to be fixed. But it's part of who one is. But it's also socially constructed. Because how do you decide when a difference becomes a difference that counts where you qualify as being neurodiverse, right? So, I think there's a lot to consider around that. Mike: You know, the answer that you shared is really a good segue because the question I was going to ask you involves something that I suspect you hear quite often is people asking you, “What are the best ways that I can support my neurodiverse students?” And it occurs to me that part of the challenge of that question is it assumes that there's this narrow range of things that you do for this narrow range of students who are different. The way that you just talked about the meaning of neurodiversity probably means that you have a different kind of answer to that question when people ask it. Cathery: I do get this question quite a lot. People email it to me, or they'll ask me. That's usually the first thing people ask. I think my response kind of matches my pink hair question. When they ask me the question, I often ask a question back. And I go, “How would you best educate Chinese children in math?” And they're like, “Why would you ask that?” The underlining assumption is that all Chinese children are the same, and they learn the same ways, they have the same needs, and also that their needs are different than the research-based equity math practices we know and have done 50–60 years of research that we've highlighted our effective teaching practices for all children. We've been part of NCTM for 20 years. We know that tasks that promote reasoning and problem solving have been effectively shown to be good for all. Using a connecting math representation—across math representations in a lesson—is good for all. Multimodal math discourse, not just verbal, written, but embodied in part who we are and, in building on student thinking, and all those things we know. And those are often the recommendations we should ask. But I think an important question is how often are our questions connecting to that instead? How often are we seeing that we assume that certain students cannot engage in these practices? And I think that's something we should prioritize more. I'm not saying that there are not specific struggles or difficulties that the neurodiversity umbrella includes, which includes ADHD, dyslexia, autism, bipolar disorder, on and on, so many things. I'm not saying that they don't experience difficulties in our school environment, but it's also understanding that if you know one neurodiverse student—you know me or my child—you only know one. That's all you know. And by assuming we're all the same, it ignores the other social identities and lived experiences that students have that impact their learning. So, I'm going to ask you a question. Mike: Fire away. Cathery: OK. What comes to your mind when you hear the term “neurodiverse student”? What does that student look like, sound like, appear like to you? Mike: I think that's a really great question. There's a version of me not long ago that would have thought of that student as someone who's been categorized as special education, receiving special education services, perhaps a student that has ADHD. I might've used language like “students who have sensory needs or processing.” And I think as I hear myself say some of those things that I would've previously said, what jumps out is two things: One is I'm painting with a really broad brush as opposed to looking at the individual student and the things that they need. And two is the extent to which painting with a broad brush or trying to find a bucket of strategies that's for a particular group of students, that that really limits my thinking around what they can do or all the brilliance that they may have inside them. Cathery: Thank you for sharing that because that's a reflection I often do. I think about when I learned about my child, I learned about myself. How I automatically went to a deficit lens of like, “Oh, no, how are we going to function in the world? How's she going to function in the world?” But I also do this prompt quite a lot with teachers and others, and I ask them to draw it. When you draw someone, what do you see? And I'll be honest, kind of like drawing a scientist, we often draw Albert Einstein. When I ask folks to draw what a neurodiverse student looks like, they're predominantly white boys, to be honest with you. And I want to name that out. It's because students of color, especially black, brown, native students—they're disproportionately over- and under-identified as disabled in our schooling. Like we think about this idea that when most of us associate autism or ADHD mainly as part of the neurodiversity branch and as entirely within as white boys, which often happens with many of the teachers that I talk to and parents. We see them as needing services, but in contrast, when we think about, particularly our students of color and our boys—these young men—there's often a contrast of criminalization in being deprived of services for them. And this is not even what I'm saying. It's been 50 years of documented research from the Department of Ed from annual civil rights that repeatedly shows for 50 years now extreme disproportionality for disabled black and Latinx boys, in particular from suspension, expulsion, and in-school arrests. I think one of the most surprising statistics for me that I had learned recently was African-American youth are five times more likely to be misdiagnosed with conduct disorder before receiving the proper diagnosis of autism spectrum disorder. And I appreciate going back to that term of neurodiversity because I think it's really important for us to realize that neurodiversity is an asset-based perspective that makes us shift from looking at it as the student that needs to be fixed, that neurodiversity is the norm, but for us to look at the environment. And I really believe that we cannot have conversations about disability without fully having conversations about race, language, and the need to question what needs to be fixed, particularly not just our teaching, but our assessment practices. For example, we talk about neurodiversities around what we consider normal or abnormal, which is based on how we make expectations around what society thinks. One of the things that showed up in our own household—when we think about neurodiversity or assessments for autism—is this idea of maintaining eye contact. That's one of the widely considered autistic traits. In the Chinese and in the Asian household, and also in African communities, making eye contact to an adult or somebody with authority? It is considered rude. But we consider that as one of the characteristics when we engage in diagnostic tools. This is where I think there needs to be more deep reflection around how one is diagnosed, how a conversation of disability is not separate from our understanding of students and their language practices, their cultural practices. What do we consider normative? Because normative is highly situated in culture and context. Mike: I would love to stay on this theme because one of the things that stands out in that last portion of our conversation was this notion that rather than thinking about, “We need to change the child.” Part of what we really want to think about is, “What is the work that we might do to change the learning environment?” And I wonder if you could talk a bit about how educators go about that and what, maybe, some of the tools could be in their toolbox if they were trying to think in that way. Cathery: I love that question of, “What can we as teachers do? What's some actionable things?” I really appreciate Universal Design for Learning framework, particularly their revised updated version, or 3.0 version, that just came out, I think it was June or July of this year. Let me give you a little bit of background about universal design. And I'm sure you probably already know. I've been reading a lot around its origins. It came about [in the] 1980s, we know from cast.org. But I want to go further back, and it really builds from universal design and the work of architecture. So universal design was coined by a disabled architect. His name was Ronald Mace. And as I was reading his words, it really helped me better understand what UDL is. We know that UDL— Universal Design for Learning and universal design—is about access. Everybody should have access to curriculum. And that sounds great, but I've also seen classrooms where access to curriculum meant doing a different worksheet while everybody else is engaging in small group, whole group problem-based learning. Access might mean your desk is in the front of the room where you're self-isolated—where you're really close to the front of the board so you can see it really well—but you can't talk to your peers. Or that access might mean you're in a whole different classroom, doing the same set of worksheets or problems, but you're not with your grade-level peers. And when Ronald Mace talks about access, he explained that access in architecture had already been a focus in the late 1900s, around 1998, I think. But he said that universal design is really about the longing. And I think that really shifted the framing. And his argument was that we need to design a place, an environment where folks across a range of bodies and minds feel a sense of belonging there. That we don't need to adapt—the space was already designed for you. And that has been such a transformative perspective: That it shouldn't be going a different route or doing something different, because by doing that, you don't feel like you belong. But if the space is one where you can take part equally and access across the ways you may engage, then you feel a sense of belonging. Mike: The piece of what you said that I'm really contemplating right now is this notion of belonging. What occurs to me is that approaching design principles for a learning environment or a learning experience with belonging in mind is a really profound shift. Like asking the question, “What would it mean to feel a sense of belonging in this classroom or during this activity that's happening?” That really changes the kinds of things that an educator might consider going through a planning process. I'm wondering if you think you might be able to share an example or two of how you've seen educators apply universal design principles in their classrooms in ways that remove barriers in the environment and support students' mathematical learning. Cathery: Oh gosh, I feel so blessed. I spend… Tomorrow I'm going to be at a school site all day doing this. UDL is about being responsive to our students and knowing that the best teaching requires us to listen deeply to who they are, honor their mathematical brilliance, and their agency. It's about honoring who they are. I think where UDL ups it to another level, is it asks us to consider who makes the decision. If we are making all the decisions of what is best for that student, that's not fully aligned with UDL. The heart of UDL, it's around multiple ways for me to engage, to represent and express, and then students are given choice. So, one of the things that's an important part of UDL is honoring students' agency, so we do something called “access needs.” At the start of a lesson, we might go, “What do you need to be able to fully participate in math today?” And kids from kindergarten to high school or even my college students will just write out what they need. And usually, it's pretty stereotypical: “I want to talk to someone when I'm learning.” “I would like to see it and not just hear it.” And then you continually go back and you ask, “What are your access needs? What do you need to fully participate?” So students are reflecting on their own what they need to be fully present and what they believe is helpful to create a successful learning environment. So that's a very strong UDL principle—that instead of us coming up with a set of norms for our students, we co-develop that. But we're co-developing it based on students reflecting on their experience in their environment. In kindergarten, we have children draw pictures. As they get older, they can draw, they can write. But it's this idea that it's an ongoing process for me to name out what I need to be fully present. And oftentimes, they're going to say things that are pretty critical. It's almost always critical, to be honest with you, but that's a… I would say that's a core component of UDL. We're allowing students to reflect on what they need so they can name it for themselves, and then we can then design that space together. And along the way, we have kids that name, “You know what? I need the manipulatives to be closer.” That would not come about at the start of me asking about access needs. But if we did a lesson, and it was not close by, they'll tell me. So it's really around designing an environment where they can fully participate and be their full selves and feel a sense of belonging. So, that's one example. Another one that we've been doing is teachers and kids who have traditionally not participated the most in our classrooms or have even engaged in pullout intervention. And we'll have them walk around school, telling us about their day. “Will you walk me through your day and tell me how you feel in each of these spaces, and what are your experiences like?” And again, we're allowing the students to name out what they need. And then they're naming out… Oftentimes, with the students that we're at, where I'm working in mostly multilingual spaces, they'll say, “Oh, I love this teacher because she allows us to speak in Spanish in the room. It's OK.” So that's going back to ideas of action, expression, engagement, where students are allowed a trans language. That's one of the language principles. But we're allowing students and providing spaces and really paying close attention to: “How do we decide how to maximize participation for our students with these set of UDL guidelines? How we are able to listen and make certain decisions on how we can strengthen their participation, their sense of belonging in our classrooms.” Mike: I think what's lovely about both of those examples—asking them to write or draw what they need or the description of, “Let's walk through the day. Let's walk through the different spaces that you learn in or the humans that you learn with”—is one, it really is listening to them and trying to make meaning of that and using that as your starting point. I think the other piece is that it makes me think that it's something that happens over time. It might shift, you might gain more clarity around the things that students need or they might gain more clarity around the things that they need over time. And those might shift a little bit, or it might come into greater focus. Like, “I thought I needed this” or “I think I needed this, but what I really meant was this.” There's this opportunity for kids to refine their needs and for educators to think about that in the designs that they create. Cathery: I really appreciate you naming that because it's all of that. It's an ongoing process where we're building a relationship with our students for us to co-design what effective teaching looks like—that it's not a one size fits all. It's disrupting this idea that what works for one works for all. It's around supporting our students to name out what they need. Now, I'm almost 50. I struggle to name out what I need sometimes, so it's not going to happen in, like, one time. It's an ongoing process. And what we need is linked to context, so it has to be ongoing. But there's also in the moments as well. And it's the heart of good teaching in math, when you allow students to solve problems in the ways that make sense to them, that's UDL by design. That's honoring the ideas of multiplicity in action, expression. When you might give a context-based problem and you take the numbers away and you give a set of number choices that students get to choose from. That is also this idea of UDL because there's multiple ways for them to engage. So there are also little things that we do that… note how they're just effective teaching. But we're honoring this idea that children should have agency. All children can engage in doing mathematics. And part of learning mathematics is also supporting our students to see the brilliance in themselves and to leverage that in their own teaching and learning. Mike: Yeah. Something else that really occurred to me as we've been talking is the difference between the way we've been talking about centering students' needs and asking them to help us understand them and the process that that kind of kicks off. I think what strikes me is that it's actually opening up the possibilities of what might happen or the ways that a student could be successful as opposed to this notion that “You're neurodiverse, you fit in this bucket. There's a set of strategies that I'm going to do just for you,” and those strategies might actually limit or constrict the options you have. For example, in terms of mathematics, what I remember happening very often when I was teaching is, I would create an open space for students to think about ways that they could solve problems. And at the time, often what would happen is kids who were characterized as neurodiverse wouldn't get access to those same strategies. It would be kind of the idea that “This is the way we should show them how to do it.” It just strikes me how different that experience is. I suspect that that was done with the best of intentions, but I think the impact unfortunately probably really didn't match the intent. Cathery: I love how you're being honest. I did the same thing when I was teaching, too, because we were often instructed to engage in whole-group instruction and probably do a small-group pullout. That was how I was taught. And when the same kids are repeatedly pulled out because we're saying that they're not able to engage in the instruction. I think that part of UDL is UDL is a process, realizing that if students are not engaging fully in the ways that we had hoped, instead of trying to fix the child, we look at the environment and think about what changes we need to make in tier one. So whole-group instruction, whole-group participation first to see how we can maximize their participation. And it's not one strategy, because it depends; it really depends. I think of, for example, with a group of teachers in California and Texas now, we've been looking at how we can track participation in whole-group settings. And we look at them across social demographics, and then we started to notice that when we promote multimodal whole-group participation, like kids have access to manipulatives even during whole-group share out. Or they have visuals that they can point to, their participation and who gets to participate drastically increase. So there's many ways in which, by nature, we engage in some narrow practices because, too, oftentimes whole group discussion is almost completely verbal and, at times, written, and usually the teacher's writing. So it's going back to the idea of, “Can we look at what we want our students to do at that moment? So starting on the math concept and practices, but then looking at our students and when they're not participating fully, it's not them. What are the UDL principles and things that I know and strategies that I have with my colleagues that I can make some small shifts?” Mike: You know, one of the things that I enjoy most about the podcast is that we really can take a deep dive into some big ideas, and the limitation is we have 20 minutes to perhaps a half hour. And I suspect there are a lot of people who are trying to make meaning of what we're talking about and thinking about, “How might I follow up? How might I take action on some of the ideas?” So I want to turn just for a little while to resources, and I'm wondering if there are resources that you would suggest for a listener who wants to continue learning about universal design in a mathematics classroom? Cathery: Oh, my goodness, that's such a hard question because there's so many. Some good ones overall: I would definitely encourage folks to dive into the UDL guidelines—the 3.0 updates. They're amazing. They're so joyful and transformative that they even have, one of the principles is centering joy in play, and for us to imagine that, right? Mike: Yes! Cathery: What does that mean to do that in a math classroom? We can name out 50 different ways. So how often do we get to see that? So, I would highly encourage folks to download that, engage in deep discussion because it was a 2.2 version for, I think, quite a few years. I would also lean into a resource that I'm glad to email later on so it's more easily accessible. I talked about access needs, this idea of asking students, asking community members, asking folks to give this opportunity to name out what they need. It's written by a colleague, Dr. Daniel Reinholz and Dr. Samantha Ridgway. It's a lovely reading, and it focuses specifically in STEM but I think it's a great place to read. I would say that Dr. Rachel Lambert's new book on UDL math is an excellent read. It's a great joyful read to think about. I'm going to give one shout out to the book called the Year of the Tiger: An Activist's Life. It's by Alice Wong. I encourage that because how often do we put the word activism next to disability? And Alice Wong is one of the most amazing humans in the world, and it's a graphic novel. So it's just joyful. It's words with poetry and graphic novel mixed together to see the life of what it means to be a disabled activist and how activism and disability goes hand in hand. Because when you are disabled and multi-marginalized, you are often advocating for yourself and others. It's amazing. So I'll stop there. There's endless amounts. Mike: So for listeners, we'll link the resources that Cathery was talking about in our show notes. I could keep going, but I think this is probably a great place to stop. I want to thank you so much for joining us. It's really been a pleasure talking with you. Cathery: Thank you. Thank you. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org
Join us for this episode of the IASP Leadership podcast. A weekly podcast production containing short, sweet, nuggets of Wednesday wisdom for our leadership growth. In this episode, we hear from our Assistant Principal Liaison and Associate Principal at Chesterton High School, Mrs. Kristen Peterson, and guest Michelle Roach, Assistant Principal/programmer at Benjamin Bosse High School. They are joining us for our “through the Assistant Principal Lens” series today to share their expertise on the Universal Design for Learning Framework, otherwise known as UDL.
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).
Når man udstiller menneskelige rester, danser man rundt i et minefelt af etiske dilemmaer. For hvornår går et menneske fra at være et menneske til en genstand? Og hvad med de menneskelige rester, som ikke stammer fra vores egne forfædre, men er bragt hjem fra fjerne ekspeditioner? I dagens K-Live sætter vi sejl og begiver os ud på det dilemmafyldte farvand, det er at udstille menneskelige rester. Vi begynder rejsen hos forskningschef hos Nationalmuseet Christian Sune Pedersen Da Maj My Humaidan debuterede med Ærø Manifestet, udløste den hurtigt en debat om arbejdsliv, familieliv og arbejdsmoral - en samtale, der nåede helt til Christiansborg. Udlændinge- og integrationsminister Kaare Dybvad Bek kritiserede blandt andet idealisternes livsvalg. I sin nye roman Blødt beskriver Humaidan, hvordan det var at forsvare sine synspunkter i offentligheden. I dagens Virkelig spørger Maya Tekeli hende, om det er synd for hende, når folk forholder sig kritisk til hendes holdninger. Vært: Casper Dyrholm.
Jane Somanje, a quality assurance officer and National Reading Programme trainer, shares how teachers are embracing UDL to create more inclusive classrooms. Jane shares success stories, discusses challenges like large class sizes, and explains how UDL is improving learning outcomes. Tune in to hear how UDL is making education more equitable and effective!
In today's episode of Trending in Education, host Mike Palmer sits down with Amy Lomellini, the Director of Accessibility for Anthology. Lomellini shares her personal journey and how it led her to become a passionate advocate for accessibility in educational technology. Listeners will gain valuable insights into the intersection of assistive technology, artificial intelligence, and universal design for learning (UDL). Lomellini discusses the transformative potential of AI in empowering individuals with disabilities and emphasizes the importance of keeping humans in control of these technologies. This episode is a must-listen for educators, instructional designers, and anyone interested in creating inclusive learning experiences. Lomellini's expertise and personal experiences offer a unique perspective on the future of education and the role of technology in fostering accessibility for all. Key Takeaways AI has the potential to revolutionize accessibility in education, but it's crucial to maintain human oversight and ensure ethical implementation. Universal design for learning (UDL) benefits everyone, not just individuals with disabilities. Accessibility storytelling can foster empathy and understanding, leading to more inclusive learning environments. The future of ed tech depends on incorporating the voices and experiences of individuals with disabilities in the design and development process. Subscribe and Share If you enjoyed this episode, be sure to subscribe to Trending in Education for more thought-provoking conversations on the latest trends in educational technology. Don't forget to share this episode with your colleagues and friends who are passionate about creating inclusive learning environments. Time Stamps: 00:00 Introduction and Guest Welcome 00:42 Amy's Origin Story 01:55 Career Journey and Challenges 03:38 Role at Anthology and Accessibility Initiatives 05:52 AI and Assistive Technology 08:45 Ethical Considerations and Human Control 16:41 Universal Design for Learning 19:13 Future of Accessibility and Career Advice 20:27 Conclusion and Final Thoughts
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.
Welcome to episode 140 of the Think UDL Podcast: Professional Development Programming with Saskatchewan Polytechnic's Heather Touet, Tasha Maddison, and Myra Zubot Mitchell. All three of my guests today work at Saskatchewan Polytechnic which is located on Treaty 4 and Treaty 6 territory and has campuses in Moose Jaw, Saskatoon, Prince Albert and Regina. Tasha Maddison is an Educational Developer in the ILDC (Instructional and Leadership Development Center). Myra Zubot Mitchell is a Learning Technology Trainer with the Learning Technologies Department and, like Tasha, is in the Learning and Teaching Division. Heather Touet (pronounced “Tway”) is an Instructor with Learning Services in the Student Services Division. In today's conversation, we discuss the programs that these fabulous multi-disciplinary folks are offering including a UDL Institute which is a yearly event in March, and the intersection of UDL, Artificial Intelligence and accessibility, and a really fun idea they have implemented called UDL mini-challenges. In addition, we discuss how UDL and indigenizing the curriculum are related at their institution among other ideas.
To celebrate EduTalk Radio joining the Be Podcast Network, we're sharing episodes from other network shows. Today is a conversation from Transformative Principal, between host Jethro Jones and guest Bryan Dean. Bryan is CAST's Innovation Specialist. Bryan has been working with hard-to-reach students with emotional impairments, conduct disorder, behavioral difficulties, and low interest for more than 20 years.The conversation covers:Giving UDL away for freeBuilding products through grantsPeople think UDL is static, but it isn't. Identity is important. UDL is human centric, not student centric.How UDL invites students to take ownership of their learning experiences. Do you feel behind? “What if I could have gone through school feeling unencumbered?” Expert Learners vs. executive functioningBounded autonomy. Assumptions about student learning. Joy Zabala - You can't boil the oceanUDL Con is an ExperienceAI, Accessibility, UDL Guidelines 3.0UDL Con - where the guidelines will be released. CAST.org - check out the projects and resources. How to be a transformative principal? Ghostwalks - walk with nobody there in your school. What is being said by what is on the walls and in the classroom. 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
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.
Welcome to Ep 139 of the think UDL podcast: Emotional Capacity and Intercultural Competence with Tara Harvey. Dr. Tara Harvey is the Founder and Chief Intercultural Educator of True North Intercultural. She assists educational institutions in reaching their internationalization goals through consulting, training, and coaching and helps educators develop their capabilities to incorporate intercultural learning into their work with students. I took a course from Tara several years ago and have found so many connections between intercultural learning and UDL over the years. In today's conversation we discuss the recently updated UDL 3.0 guidelines released in the summer of 2024 and pay particular attention to the section on emotional capacity. Quite a few changes took place in that section of the guidelines and I thought that a discussion about them through the lens of intercultural competence may help listeners to understand what those changes really mean. Even if you are not familiar with the old or new guidelines, this conversation is helpful for anyone –and not just in higher ed. It is helpful in teaching and learning, but it is also very helpful in life in general to think about how we act in the world and how different we may be from each other.
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
In November 2024, we moderated a panel at the OLC Accelerate Conference that used the universal design for learning (or UDL) framework to consider the impact generative AI has on equity and access. This episode is the live recording of this session. The panelists were: Liz Norell, Sherri Restauri, and Thomas J. Tobin. Liz is a political scientist and Associate Director of Instructional Support at the University of Mississippi Center for Excellence in Teaching and Learning. She is also the author of The Present Professor: Authenticity and Transformational Teaching, which has recently been released as part of the Oklahoma University series on teaching and learning. Sherri is a faculty member in the Department of Psychology at Coastal Carolina University, having recently left administration in her role overseeing digital learning and access. She has been working in the field of digital and online learning for 24 years and now runs an educational consulting business to provide support to educational companies and institutions alike throughout the world. Sherri's research and work focuses on neurodiversity and mental health in higher education, and she has published, as well as presented, extensively on these topics over the years. Tom is a founding member of the Center for Teaching, Learning, and Mentoring at the University of Wisconsin, Madison, and the author of the forthcoming book, UDL at Scale: Adopting Universal Design for Learning across Higher Education, as well as Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education and several other works related to teaching and learning. A transcript of this episode and show notes may be found at http://teaforteaching.com.
Providing more autonomy can increase students' intrinsic motivation. In this episode, Chris Hromalik joins us to discuss ways of increasing student autonomy within the UDL framework. an Assistant Professor of Spanish and Distance Learning Instruction and Design at SUNY Oswego. He is also the Project Manager of the Universal Design for Learning at SUNY Project. In this role he provides Universal Design for Learning professional development across the SUNY system. Chris is also the recipient of a SUNY Chancellor's Award for Excellence in Scholarship and Creative Activities. His research focuses on UDL as well as statistical analysis on applied linguistics and education. A transcript of this episode and show notes may be found at http://teaforteaching.com.
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