Podcasts about Universal design

If your learners are exhausted before they even reach the content, the problem might not be motivation. It might be the mode. Jackie welcomes Dr. Dwayne Wood back for part two of the mini-series to unpack multimodal learning for adult learners and what it really means to design with intention instead of stacking more media on top of a course. We dig into cognitive load theory and why the same concept can become easier or harder depending on how you present it. Dwayne shares concrete examples of “tool friction” in online learning and blended learning, where unfamiliar tech quietly steals attention from the objective. From there, we connect multimodal learning to Universal Design for Learning (UDL): giving learners smart options like transcripts alongside video, accurate captions, and accessible resources that work with screen readers. We also talk about common AI-related pitfalls, like infographics that look great but fail basic accessibility due to contrast, image-only text, or missing alternatives. You will hear practical instructional design strategies you can apply without overwhelming yourself or your learners: pairing explanation with application, using dual coding effectively, and building discussion forums with a real purpose so they foster social learning rather than checkbox posts. We also name the mistakes to avoid, including trend-driven modalities, too many clicks, and assessments that inadvertently measure technical confidence rather than mastery. Subscribe to Designing with Love, share this episode with a colleague, and leave a review so more educators and instructional designers can build learning that is clear, flexible, and accessible. What is one modality you rely on that might be adding friction?

An invitation to K-12 educators to reimagine their roles through the transformative lens of design In Educators as Designers, Jim Gaona Ellis draws on Universal Design for Learning (UDL) and the latest UDL guidelines to position teachers as creators, innovators, and problem-solvers, empowering them to craft classroom experiences that are not only accessible, but also inspiring, inclusive, and responsive to every student's unique needs. This timely and original book challenges readers to see themselves not just as implementers, but as architects capable of reshaping learning cultures and opportunities for all students. At the heart of this work is a practical toolkit that seamlessly bridges powerful design concepts--such as affordances, choice architecture, hostile design, and the design cycle--with everyday classroom realities. Gaona Ellis offers engaging vignettes, actionable strategies, and a concrete change management framework that honor teachers' expertise while guiding them to collaborate, ideate, and iterate solutions. The book doesn't shy away from addressing systemic inequities, instead arming educators with the language, habits, and mindset to foster learner agency, equity, and belonging--regardless of external constraints or shifting DEI mandates. More than a guide, this is an invitation to innovate, co-create, and lead. With storytelling at its core and a focus on practical impact, this book will inspire educators and school leaders to bring fresh clarity, delight, and possibility to their practice--one designed solution at a time.Jim Gaona Ellis is an educator, consultant, and storyteller exploring the intersections of culture, belonging, and instructional design.Caleb Zakarin is CEO and Publisher of the New Books Network. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

An invitation to K-12 educators to reimagine their roles through the transformative lens of design In Educators as Designers, Jim Gaona Ellis draws on Universal Design for Learning (UDL) and the latest UDL guidelines to position teachers as creators, innovators, and problem-solvers, empowering them to craft classroom experiences that are not only accessible, but also inspiring, inclusive, and responsive to every student's unique needs. This timely and original book challenges readers to see themselves not just as implementers, but as architects capable of reshaping learning cultures and opportunities for all students. At the heart of this work is a practical toolkit that seamlessly bridges powerful design concepts--such as affordances, choice architecture, hostile design, and the design cycle--with everyday classroom realities. Gaona Ellis offers engaging vignettes, actionable strategies, and a concrete change management framework that honor teachers' expertise while guiding them to collaborate, ideate, and iterate solutions. The book doesn't shy away from addressing systemic inequities, instead arming educators with the language, habits, and mindset to foster learner agency, equity, and belonging--regardless of external constraints or shifting DEI mandates. More than a guide, this is an invitation to innovate, co-create, and lead. With storytelling at its core and a focus on practical impact, this book will inspire educators and school leaders to bring fresh clarity, delight, and possibility to their practice--one designed solution at a time.Jim Gaona Ellis is an educator, consultant, and storyteller exploring the intersections of culture, belonging, and instructional design.Caleb Zakarin is CEO and Publisher of the New Books Network. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

In Part 3 of our Neurodivergent Women in STEM series, Dr Shae Wissell sits down with Diana from Toyota to explore how neurodiversity, universal design, and communication styles shape inclusive workplaces.Together, they discuss Toyota's broader DEIB approach, practical workplace accommodations, hybrid work, onboarding around working styles, and why reframing neurodivergence as a strength benefits everyone. Diana shares how a remote test-trip scenario led to universal accommodations portable toilets, better catering for cultural needs, and a new standard process of asking all staff about requirements improving comfort and experience for the whole team despite initial pushback. They discuss reframing neurodivergence as a strength (creativity and connecting the dots), workplace supports like wellness and quiet rooms and hybrid work, and the value of managers researching and enabling tools such as Grammarly and writing aids. The conversation highlights onboarding around working styles, focusing on strengths over weaknesses, and raising awareness of different communication styles, masking, and “tone” policing.Key messageInclusive workplaces are built when neurodiversity is understood as a strength, communication styles are respected, and universal design is used to support everyone.Time Stamp00:00 Welcome to Dear Dyslexic00:34 Neurodiversity at Toyota02:11 Inclusive Test Trips04:31 Strengths and Workplace Design06:27 Universal Accommodations08:11 Onboarding for Working Styles10:54 Communication Styles and Tone15:43 Masking and Fatigue18:26 Language and Interrupting19:51 Wrap Up and ResourceAbout Dear Dyslexic PodcastThe Dear Dyslexic Podcast amplifies the voices, experiences and expertise of people from the dyslexia and broader neurodivergent communities, creating conversations that inform, empower and inspire. Learn more about re:think dyslexia: https://rethinkdyslexia.com.au/Stay ConnectedThanks for listening to Dr Shae and the Dear Dyslexic Podcast, proudly produced by re:think dyslexia, a certified social enterprise. To stay up to date with our latest episodes, resources and events, follow us on Facebook, LinkedIn and Instagram. If you enjoyed this episode, please subscribe, rate and review the podcast on your favourite podcast platform. Listen to more Dear Dyslexic Podcast episodes: https://open.spotify.com/show/0jx91no...Need Support?If any of the topics discussed in this episode have caused distress, support is available:Lifeline: 13 11 14Beyond Blue: 1300 22 463613YARN: 13 92 76re:think dyslexia Helpline: 1800 13 6327

เลสลี ดาวอล (Leslie Davol) ผู้ก่อตั้ง Street Lab จากสหรัฐอเมริกา ผู้เชี่ยวชาญด้านการพัฒนาชุมชนผ่านกระบวนการออกแบบพื้นที่ (Placemaking) ที่เชื่อว่าพื้นที่สาธารณะควรเป็นพื้นที่สร้างแรงบันดาลใจ เป็นพื้นที่ส่วนกลางให้ผู้คนเดินทางมาพบปะสังสรรค์และเชื่อมโยงกันและกัน Street Lab เชื่อว่าพื้นที่ส่วนตัวควรน้อยลง แต่พื้นที่เรียนรู้สาธารณะควรมากขึ้น จึงเปลี่ยนถนนให้เป็นพื้นที่อ่าน เล่น เรียนรู้ และพบประสังสรรค์ของชุมชน โดยเริ่มจากโปรเจกต์แรกคือ Storefront Library ที่ทำให้รู้ว่าเมืองต้องการพื้นที่เรียนรู้มากขึ้น จากนั้นจึงพัฒนาเป็น Pop-Up Library ที่เลือกพื้นที่เหมาะสมอย่างถนนเป็นจุดตั้ง เพื่อสร้างปฏิสัมพันธ์และทำให้ชุมชนเข้าถึงง่าย พร้อมจัดกิจกรรม Pop-Up หลายรูปแบบและหลายครั้งต่อปี ทั้งการอ่าน วาดรูป การเรียนรู้เกี่ยวกับธรรมชาติ ซึ่งนอกจากกระตุ้นการเรียนรู้ ยังช่วยให้ชุมชนรู้สึกปลอดภัย และสนับสนุนการออกมาแลกเปลี่ยนเรียนรู้มากขึ้น เคล็ดลับความสำเร็จคือการสร้างจุดดึงดูดสายตาให้คนในชุมชนสังเกตเห็น ออกแบบพื้นที่ควรทำให้รู้สึกสบาย มีที่นั่งใต้ร่มไม้ มีพื้นที่ให้พักผ่อน ออกแบบให้มีการทำกิจกรรมร่วมกันแต่ต้องไม่รู้สึกว่าถูกบังคับ เลือกใช้และออกแบบเฟอร์นิเจอร์หรืออุปกรณ์ตกแต่งสถานที่ที่เคลื่อนย้ายง่ายและทนต่อสภาพอากาศ สำหรับประเทศไทยสามารถนำไปปรับใช้ได้ โดยห้องสมุดที่บริบทน้อยสามารถเริ่มต้นได้ทันที ไม่เน้นใช้เงิน แต่ใช้ความคิดสร้างสรรค์ และกิจกรรมควรเป็น Universal Design ที่ทุกคนสามารถเข้าถึงได้เพื่อให้เกิดความเท่าเทียม ฟังการบรรยายเรื่อง “Reclaiming Public Space for Learning and Wellbeing” โดย เลสลี ดาวอล (Leslie Davol), สหรัฐอเมริกา จาก TK FORUM 2026 “Learning For All”

Wow, this is a sensitive topic. And remember that every person with autism has a different experience. But Claire O'Neill is a teacher and she's telling her story of school. Claire can see the roof of her old primary school from her classroom window. She remembers walking up to the school door with that gnawing, upset feeling in her stomach and the itchy, scratchy uniform that made her so uncomfortable. She says the room was either too hot or too cold. It was almost always too loud, and she says it was smelly. Claire got in trouble a lot. Now, that she's studied autism, she understands better why. Claire has spent more than twenty years teaching autistic students and is a PhD researcher at University College Cork (Ireland) studying what school is actually like for autistic teachers. Claire shares her story from an educational perspective. A full-circle moment of a PhD expert teacher reflecting upon the girl she used to be and advocating to help us all understand how to help children like her. My Mom was one of the most compassionate, intuitive teachers I've ever known. She always said when I had a student who learned differently and I would accommodate for the whole class, everyone in the classroom learned better. Claire says the same thing. She also talks about the importance of Universal Design for Learning (UDL). She also encourages us to listen to our learners. Believe them when they tell you how they experience your room. And to act upon what they tell us. Claire is an expert, but I'm not. While I've taught some precious students with autism and most of them thrived in my classroom (one early in my career, I wish I could go back and use strategies I know now.) I share this story with sensitivity and the knowledge that I don't know what I don't know but I know it is important to listen. And isn't that what Claire tells us in the show? I hope this show makes us all more empathetic on this Wonderful Classroom Wednesday because not every child actually thinks our classroom is wonderful and we need to listen and learn to make it better. Show notes: https://www.coolcatteacher.com/e977 

In this episode of UDL in 15 Minutes, Tom Tobin talks about scaling Universal Design for Learning campus-wide. Tom shares the story of Atlantic Technological University in Ireland, which moved UDL from a grassroots effort to institutional practice through five stages: possible, permitted, supported, rewarded, and expected. Tom and Loui discuss shifting messaging from compliance to genuine support to sustain lasting culture change.

Welcome to Ep 165: Drama in Education with Louise Heeran Flynn. Dr Louise Heeran Flynn is an Assistant Professor in Teacher Education at the School of Education, Trinity College Dublin, the University of Dublin. She has recently published an article in the journal IJUDUDL which stands for International Journal of Universal Design and Universal Design for Learning. The article, “Breaking the Code – Using the (In)CLUDE framework to support the implementation of Universal Design for Learning 3.0 in the classroom through the use of Drama in Education,” delineates easy to use and creative ways to use principles learned in drama education that can be applied to any course whether in the humanities, arts and sciences or social sciences. And what I really appreciated in the article, which is linked in the resource section of this episode, is a helpful color coordinated chart of the UDL guidelines with a co-listed drama in education technique that correlates to each UDL consideration. And then she provides a useful acronym (In)CLUDE which asks each instructor to consider the Where, Who, What, Why and How of each learning environment and learning goal to implement these strategies. Start with the C=Context (Where and who?), L=Learning outcomes, U=UDL Guidelines, D=Drama in Education, E=Enact or put into action. Louise is also a fabulous storyteller and truly it is the stories that carry this conversation so I know you will enjoy this chat and be able to take away at least one more strategy in your teaching repertoire after hearing what is possible.

The Unspoken Barrier: Is Mental Health Stigma Hurting Your Outreach? Episode Overview In this episode of the Ministry Architects Podcast, hosts Renee and Anthony Rogers sit down with Dr. Steve Grcevich (known to many as "Dr. Steve"), a child and adolescent psychiatrist, researcher, author, and President/Founder of Key Ministry. Dr. Steve shares research on how hidden disabilities, ADHD, anxiety, depression, and mood disorders impact lifetime church attendance and spiritual engagement. He offers practical strategies for pastors and ministry leaders of all kinds to build universal design principles and social ramps that welcome underserved families into their ministry context. Key Insights: The Underserved Mental Health Population Many church leaders invest in traditional mission fields, yet miss the vast mission field living right in their backyards. The Scope of the Issue: Mental health challenges impact 1 in 3 households in North America. Approximately 21% of the school-age population in the U.S. has a diagnosable mental health or behavioral condition. Impact on Family Church Attendance: Autism: Reduces family church attendance likelihood by 84% Depression: Reduces church attendance likelihood by 73% Disruptive Behavior Disorders (ODD/Conduct Disorder): Reduces church attendance likelihood by 55% Anxiety Disorders: Reduces church attendance likelihood by 45% ADHD: Reduces church attendance likelihood by 20% Impact on Adult Spiritual Disciplines: Adults experiencing self-identified anxiety or depression symptoms are 50% to 60% less likely to attend weekly worship services and show significantly lower rates of regular prayer and Bible reading. "You don't need to send a missionary to a third-world country to find people who need to know Jesus, because these families with these mental health struggles are literally living within the shadows of our steeples." - Dr. Steve Grcevich Understanding Hidden Disabilities vs. Visible Needs A primary barrier to church growth and discipleship among families with mental health challenges is how church culture responds to invisible conditions. The Judgment Gap: When a child demonstrates disruptive behavior or emotional outbursts, communities often assume a lack of parental discipline or spiritual commitment rather than recognizing a developmental or mental health need. "People in the church think they can tell when a disability ends and bad parenting begins." - Parent testimony shared by Dr. Steve Individuals with anxiety or depression are frequently told to "just pray more" or are told their condition is purely a sin or lifestyle issue, driving them away from the local church. Those living with anxiety tend to avoid programs or environments that put them at risk of being publicly singled out for their differences. To make people with invisible needs feel welcomed in a church congregation, they need to know they can trust others not to look at them differently. Universal Design & Social Ramps for Ministry Rather than forcing individuals to self-identify or join segregated programs, effective churches implement Universal Design: adjusting the environment, culture, and expectations so that everyone benefits without needing special accommodations. DO vs. DON'T for Church Culture DON'T: Treat mental health as a taboo topic or purely a spiritual failure Overwhelm visitors at the front door with hyper-enthusiastic greeters Assume disruptive behavior is just poor parenting Force people to self-identify to get support DO: Speak openly from the pulpit about mental health to destigmatize the conversation Use a buddy or partner system, or host guides, to help people navigate new environments comfortably Train youth and children's volunteers to handle big emotions and behavioral needs with grace Integrate social ramps and accommodations into regular ministry 5 On-Ramps for Mental Health Outreach & Inclusion Dr. Steve outlines five actionable steps that pastors, ministry staff, and volunteers can implement to connect with those in their care and community. 1. Personalized Invitations & Relational Buddies Encourage those in your care to invite friends, neighbors, or co-workers experiencing mental health struggles to specialized sermon series. Action: Have the inviter accompany their guest to breakfast or lunch before or after the service to ease social friction and lower perceived risk. 2. Community Educational Events Host informational nights on current topics like youth mental health, social media impacts, or anxiety management. Action: Use resources like Jonathan Haidt's book The Anxious Generation as a bridge to invite local school administrators, civic leaders, and neighbors who might hesitate to attend a Sunday worship service. 3. Biblically-Based Peer Support Groups Establish specialized, short peer support groups within your small group infrastructure. Action: Partner with vetted organizations (e.g., Mental Health Grace Alliance, Fresh Hope, or Anchor International) to train lay facilitators at little to no cost. 4. Practical Care & Outward Support Provide direct relief to reduce burnout among caregivers and families managing complex behavioral or trauma needs. Actions: Set up a respite ministry for parents raising children with severe emotional or behavioral challenges Train volunteers to serve as IEP/504 advocates for families navigating public school systems Maintain a vetted referral list of licensed Christian mental health professionals Consider budgeting funds to cover initial counseling sessions for people in your community 5. Specialized Focus on Children & Student Ministries Early engagement in children's and student ministry is the single greatest predictor of lifetime church involvement. Action: Train kids' and student ministry leaders to welcome children presenting big behaviors and intense emotions using resources like Kim Botto's book Boundless Hope. Action Checklist for Church Leaders & Ministry Staff Use this checklist to evaluate and upgrade your church's marketing, culture, and outreach strategies: Pulpit Engagement: Plan a sermon series or explicitly include prayers for those struggling with anxiety, depression, and mental health during regular worship services Volunteer Coaching: Train volunteers and ministry staff on social cues, hospitality, and de-escalation for individuals with hidden disabilities Resource Development: Build a referral network of professional therapists and community mental health services Peer-Led Support: Launch a peer support group program integrated into your church's small group structure Event Hosting: Schedule a community panel or seminar focused on family mental health and wellness Resources & Links Mentioned in This Episode Recommended Reading & Research Mental Health and the Church: A Handbook for Ministry Leaders by Dr. Steve Grcevich Boundless Hope by Kim Botto (International Network of Children's Ministries) The Anxious Generation by Jonathan Haidt Religion and Disability Research Paper by Dr. Andrew Whitehead Ministry Organizations & Support Networks Key Ministry (Contact Dr. Steve directly at steve@keyministry.org) Mental Health Grace Alliance Fresh Hope Anchor International Upcoming Conferences & Events Key Ministry Regional Tour Stops: Fall events in Nashville, Jacksonville, and Phoenix National Disability and the Church Conference: March 9-11 at Kingsland Baptist Church (Houston/Katy, TX area)   MinistryArchitects

Do leaders need to know who is neurodivergent before they can lead more inclusively? I'm joined by Mariane Power, a behavioural scientist and former clinical psychologist whose work sits at the intersection of neurodiversity and leadership. Mariane works with neurodivergent founders and executives, workplace and government teams, and elite sport. She is also the creator of Master Your Magic and host of the Jagged Brilliance series. Many leaders want to create a more neuroinclusive workplace, but are unsure where to begin. They may be worried about using the wrong language, making assumptions or asking people to disclose something they would rather keep private. Mariane brings a thoughtful and practical perspective to those questions. We look at what leaders can do without knowing anyone's diagnosis, why the day-to-day experience of work matters as much as policy, and how to make space for different ways of thinking and working. We also get into one of the harder tensions in this space: how leaders can offer flexibility and support while still having honest conversations about expectations, feedback and accountability. In this episode, we cover: What neuroinclusive leadership means beyond labels and formal accommodations Why some people choose not to disclose their neurodivergence at work What leaders can ask instead of making assumptions about what someone needs How psychological safety shapes people's experience of inclusion What universal design can teach us about creating better workplaces The opportunities and challenges facing neurodivergent leaders How flexibility, feedback and accountability can sit alongside one another I wanted to ask Mariane some of the questions leaders may be thinking but feel nervous to ask. What if someone does not want to disclose? What if a leader gets the language wrong? And what happens when a request for flexibility begins to affect the role, the team or the work? Mariane does not reduce these questions to easy answers. She gives leaders a more useful place to start. If you are thinking about neurodiversity in your team, or wondering whether your workplace genuinely works for different minds, listen to the full episode and share it with someone who is part of that conversation. 00:00 – Why neurodiversity is becoming a leadership conversation 01:00 – Mariane Power's path from clinical psychology to neuroinclusive leadership 02:40 – Moving beyond a deficit-based view of neurodivergence 07:00 – Why leaders find neurodiversity conversations difficult 12:00 – What workplaces can learn from inclusive education 17:00 – Disclosure, stigma and psychological safety 24:00 – Difference, masking and the double empathy problem 31:00 – Why teams should not diagnose one another 34:00 – Visibility, belonging and justice 40:00 – Universal design in practice 43:00 – Practical habits of a neuroinclusive leader 46:00 – Sustainable performance for neurodivergent leaders 50:00 – Neurodivergence, feedback and accountability 54:00 – Mariane's message for thriving teams Resources Mariane Power website: https://www.marianepower.com.au/ Mariane Power on LinkedIn: https://www.linkedin.com/in/marianepower/ Master Your Magic: https://www.marianepower.com.au/masteryourmagic Jagged Brilliance: https://www.marianepower.com.au/jaggedbrilliance Jagged Brilliance YouTube series: https://www.youtube.com/playlist?list=PLdkWnsCuGuyLa9Kh-65uJYW1q-2j-uxvg Neurodiversity in Business and Birkbeck, University of London, Research Report 2023 (McDowall & Doyle, 2023): https://www.neurodiversityinbusiness.org/research/neurodiversity-in-business-research-report-2023 Neurodiversity in Business and Birkbeck, Research Report 2026 (McDowall & Srinivasan, 2026): https://neurodiversity.org/wp-content/uploads/2026/07/Neurodiversity_in_Business_Birbeck_Research_Report_2026.pdf Six-takeaways summary by Dr Nancy Doyle (Forbes): https://www.forbes.com/sites/drnancydoyle/2026/07/29/neurodiversity-in-business-report-2026-six-key-takeaways/ The three climates for psychological safety (Bruyère & Colella, 2022): https://library.oapen.org/bitstream/id/d77b6b1d-9111-4004-a35d-b2f3257139a9/9781003023616_1043249781003023616-2.pdf The double empathy problem (Milton, 2012): https://www.tandfonline.com/doi/abs/10.1080/09687599.2012.710008 Autistic peer-to-peer information transfer is highly effective (Crompton, Ropar, Evans-Williams, Flynn & Fletcher-Watson, 2020, Autism): https://journals.sagepub.com/doi/10.1177/1362361320919286 The 7 Principles of Universal Design (Center for Universal Design, North Carolina State University, 1997): https://universaldesign.ie/about-universal-design/the-7-principles-of-universal-design/ Subscribe to the Thriving Leaders Podcast for practical conversations about leadership, team performance, psychological safety and building cultures where people can thrive. #NeurodiversityAtWork #InclusiveLeadership #ThrivingLeaders

In this episode of Why Distance Learning, Seth Fleischauer and Allyson Mitchell talk with Raymond Rose - President of Rose & Smith Associates and Public Policy Chair at the Texas Digital Learning Association- about what digital accessibility actually requires of educational institutions, and what it means to be out of compliance with an agreement you've already signed. Rose came to this work through civil rights enforcement, not ed tech, and it shows in how he frames the problem. For most institutions, the legal commitment to full accessibility is already on record. The question is whether anyone knows it.Together, the hosts and Raymond explore the Office of Civil Rights' operational definition of accessibility - same information, same interactions, same time frame - and why the "same time frame" clause changes what compliance actually looks like in practice. They work through the most common failures in online courses: PDFs that are images rather than readable text, missing alt text on graphics, videos without adequate captions, and data tables used for layout. Raymond explains why Universal Design for Learning is the right design framework for all learners - not just those with identified disabilities - and points to a simple test: 25% of males have some form of colorblindness, and roughly half your audience is already using closed captioning on their television. The episode also covers how to ask vendors for a VPAT before purchasing third-party tools, where automatic captioning still falls short, and what shifts when the students are K-12. The episode closes with Raymond making the case that most institutions are not deliberately ignoring accessibility - they just haven't been told they were already responsible for it.Key topicsDigital accessibility as a civil rights obligation under Section 504 and ADAThe OCR definition: same information, same interactions, same time frameUniversal Design for Learning (UDL) — the three components and why it benefits all learnersCommon compliance failures: PDFs, alt text, captioning, color contrast, data tablesHow automatic captioning has improved and where it still falls shortVPAT (Voluntary Product Accessibility Template) and how to vet third-party vendorsThe 504 coordinator gap: most schools have never trained this role for the web contextK-12 vs. higher ed: where the compliance pressure sits and why K-12 has been slowerLinks & ResourcesWAVE Accessibility Checker — free tool for identifying accessibility errors on any website. wave.webaim.orgCAST — Universal Design for Learning — the national headquarters for UDL frameworks and resources. cast.orgTxDLA Digital Accessibility Course — Texas Digital Learning Association's multi-session course on digital accessibility. txdla.orgQuality Matters — standards and training for quality online course design. qualitymatters.orgNational Standards for Quality Online Programs — Aurora Institute. https://www.aurora-institute.org/wp-content/uploads/national-standards-for-quality-online-programs.pdfRose, R. & Blomeyer, R. (2007). Access and Equity in Online Classes and Virtual Schools. iNACOL / Aurora Institute. https://files.eric.ed.gov/fulltext/ED509623.pdfRose, R. (2014). Access and Equity for All Learners in Blended and Online Education. Aurora Institute (formerly iNACOL). aurora-institute.orgRaymond Rose's blog — e-Learning Evangelist rmrose.blogspot.comGuest Bio: Raymond RoseRaymond Rose is President of Rose & Smith Associates and serves as Public Policy Chair and Digital Accessibility Liaison at the Texas Digital Learning Association (TxDLA). He co-directed the Virtual High School at the Concord Consortium - one of the first large-scale K-12 online programs in the country -  and wrote the nation's first virtual school Special Education Policy. For two decades he has focused on digital accessibility as a civil rights obligation for K-12 and higher education, working with institutions, policymakers, and federal funders on what compliance actually requires. He was inducted into the TxDLA Hall of Fame in 2026.About the HostsSeth Fleischauer is the founder of Banyan Global Learning and host of Why Distance Learning. Through Banyan, he designs live virtual programs that connect K-12 classrooms to global peers and expert facilitators - building the kind of structured, human-centered distance learning the podcast explores. See https://www.banyangloballearning.com/programs/global-cohortsAllyson Mitchell works with CILC, the Center for Interactive Learning and Collaboration, to help educators implement high-quality live virtual learning experiences across grade levels. Discover more at CILC.org.

→ What is Universal Design for Learning?→ How does UDL look different in the early grades?→ What is a first step that any educator can take tomorrow to make their lessons more accessible for all learners?ABOUT THIS GUEST, Jeff HorwitzJeff is a veteran educator and school leader who's spent over two decades in early childhood education, from classroom teaching to school administration in St. Louis. He specializes in bringing Universal Design for Learning into early childhood classrooms, helping teachers turn big frameworks into practical, joyful strategies for their youngest students. He's worked with schools and educators across North America, and he's currently putting the finishing touches on his first book, UDL for Little Learners, coming out this December.CONNECT with JEFF HORWITZon LinkedIn,on X @mrteachersir,on Instagram @edtech_jeff, andat udlforlittlelearners.com. TIMESTAMPS0:00:00 - Jeff Horwitz has spent two decades in primary classrooms1:28 - Define Universal Design for Learning2:04 - Misunderstandings about UDL3:37 - UDL in primary classrooms5:48 - Practical first steps into UDL15:00 - UDL and neurodivergence19:04 - Technology's place in the classroom24:00 - The future of elementary education26:05 - Book preview - UDL for Little Learners28:24 - How and where to connect with Jeff onlineVisit the home of Teachers on Fire at https://teachersonfire.net/.Song Track Credit: Tropic Fuse by French Fuse - retrieved from the YouTube Audio Library.

Neurodivergent students can know the answer, understand the lesson, and still be unable to access learning in a classroom that feels loud, unpredictable, overwhelming, or emotionally unsafeIn this episode of Authentically ADHD, Carmen explores what autistic, ADHD, and AuDHD students may need before their brains can fully engage with instruction. We break down the neuroscience behind sensory overload, working-memory challenges, stress responses, executive dysfunction, and co-regulation—and why behaviors that look like avoidance, laziness, defiance, or inattention are often signs that a student's nervous system is working overtime.You'll learn practical ways to create more accessible learning environments through visual supports, predictable routines, movement, sensory accommodations, meaningful choices, smaller task-entry points, and connection before correction.Because support is not coddling. Regulation is not the same as compliance. And a student should not have to prove they can survive the classroom before they are allowed to learn in it.Thank you for tuning in!Follow me!This Substack is reader-supported. To receive new posts and support my work, consider becoming a free or paid subscriber. Guide for Parents and TeachersThe Ready To Learn Guide For ND StudentsFirst we reframe the behavior, then check access barriers, then build supports, scripts, and a one-week action plan.It includes:* A ready-to-learn access ladder* Behavior-reframing chart* Sensory and environmental access scan* Predictability and transition planner* Working-memory and task-entry supports* Movement, choice, and flexible participation tools* Co-regulation scripts* A response plan for overload, shutdowns, or escalation* Home-school communication tracker* One-page student learning access profile* Seven-day support experiment* Quick-reference page for adults* Research and resource notesThe strategies are grounded in current classroom accommodation guidance, Universal Design for Learning, executive-function and stress-response science, co-regulation research, and studies examining sensory access in autistic students. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit carmenauthenticallyadhd.substack.com/subscribe

Angela Macklin is a dedicated special education teacher and inclusive systems leader who played a pivotal role in transforming Cottage Lake Elementary School into a hub of inclusivity. Angela's expertise in Universal Design for Learning (UDL) and inclusive practices has now extended to the district-wide level in the North Shore School District, Washington. Her innovative approach is centered on fostering environments where every student can thrive, focusing on systemic change from the ground up. Sue Wright is an experienced kindergarten teacher at Cottage Lake Elementary, where she has taught for 15 years. She possesses firsthand knowledge of how segregated and inclusive practices impact students and faculty. Over the years, Sue has become a vital ally in implementing inclusive models at the school, working closely with Angela Macklin to break down barriers between general and special education. In this enlightening episode of Think Inclusive, host Tim Villegas engages with Angela Macklin and Sue Wright to uncover what happens when a school stops waiting for the ideal inclusive blueprint and takes matters into its own hands. At the heart of Cottage Lake Elementary's transformation lies a commitment to fostering inclusive educational spaces where every student is valued and no classrooms are segregated. Through their account, Angela and Sue provide insider insights into creating schools where each child truly belongs, recounting their journey of trial, error, and ultimate success. Complete show notes and transcript: https://mcie.org/think-inclusive/building-inclusive-schools-a-journey-of-transformation-and-belonging-with-angela-macklin-and-sue-wright/

Geometry +The universe isn't separate from us — it's inside us, vibrating with the same intricate geometry.Ever wonder why a sunflower's spiral matches a galaxy's swirl? It's not coincidence. Geometry is the universe's language of efficiency.

The fastest way to lock learners out of your course is to wait for them to ask for access. We're tackling a stubborn myth in instructional design and education: “Accessibility is optional if learners don't request it.” It sounds reasonable on paper because many organizations have formal accommodation processes, but it breaks down in real life when learners don't feel safe disclosing, don't have documentation, or don't even know what to ask for until they're already struggling.We unpack why this belief has lasted so long, including the way accessibility gets pushed to the end as a compliance checkbox instead of being treated as a core learning experience design practice. We also talk about the “invisible” side of access: small screens, noisy environments, fatigue, attention demands, language and processing challenges, and the messy constraints of work and family life. When we design only for the ideal scenario, we accidentally create barriers for a lot of people who never file a request.Then we shift to what to do instead: proactive accessibility. Using ideas from WCAG and Universal Design for Learning (UDL), we share practical, build-it-in steps you can add to your normal workflow, like planning captions and transcripts, using readable fonts and strong contrast, writing clear directions, structuring headings and navigation, and avoiding designs that rely on color, sound, or speed alone.You'll leave with a simple Myth Reset Challenge to audit one learning resource and make one meaningful improvement right now. If this helped you rethink what “good design” really means, subscribe, share the episode with a colleague, and leave a review so more educators and instructional designers find the show.

Can kindergarten, first grade, and second grade students really thrive in student-centered learning environments? In this episode, I explore how Universal Design for Learning (UDL) and the Station Rotation model can help teachers proactively design learning experiences that support learner variability while building growing independence. You'll learn six practical strategies for teaching routines, designing classroom environments that reduce barriers, providing meaningful choices, scaffolding new learning experiences, and helping young learners develop the confidence and skills to take increasing ownership of their learning. If you've ever wondered whether your students are "ready" for Station Rotation or UDL, this episode will challenge that assumption and provide concrete ideas you can put into practice right away. Episode Resource Check out The Station Rotation Model & UDL

How do we build chemistry classrooms where more students can thrive? In this bonus BCCE Community Conversation preview, Melissa talks with Matt Mio about neurodiversity in chemistry education. They discuss why every student experiences learning differently, how understanding those differences can make us better teachers and colleagues, and why creating more accessible learning environments benefits far more people than we might expect. It's a thoughtful conversation about curiosity, empathy, and what it means to teach the whole student.   Important Links Submit a Question for Community Conversations bcce.divched.org/2026 YouTube.com/@chemforyourlife chemforyourlife.com   Timestamps 0:00 – Introducing the Community Conversation on neurodiversity 2:40 – Meet Matt Mio and why this topic matters to him 6:10 – What the BCCE session will explore: students and faculty 11:00 – Why more educators are thinking differently about neurodiversity 14:00 – Melissa's ADHD journey and designing courses that help everyone 18:30 – Questions to bring back to your own teaching community 19:10 – Universal Design for Learning and meeting students where they are 24:00 – Why awareness is the best place to start 25:30 – ADHD “superpowers” and different ways of thinking 28:00 – Looking ahead to the Community Conversation at BCCE   Support this podcast on Patreon  Buy Podcast Merch and Apparel Check out our website at chemforyourlife.com Watch our episodes on YouTube Find us on Instagram, Twitter, and Facebook @ChemForYourLife Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Supporting Neurodivergency in Healthcare ProfessionalsSUMMARY: Neurodiversity is an important consideration in nursing education, clinical learning environments, and healthcare workforce development. This activity explores how neurodivergent learners and professionals experience traditional educational systems, including barriers related to disclosure, accommodations, assessment design, communication, executive functioning, and implicit bias. Participants will examine practical strategies for creating inclusive learning environments through trauma-informed teaching, Universal Design for Learning, transparency in teaching, and competency-based education. Emphasis is placed on maintaining academic and clinical standards while reducing unnecessary barriers that can affect learner success, faculty well-being, workforce retention, and patient care. ---Nurses may be able to complete an accredited CE activity featuring content from this podcast and earn CE hours provided from Elite Learning by Colibri Healthcare. For more information, click hereAlready an Elite Member? Login hereLearn more about CE Podcasts from Elite Learning by Colibri HealthcareView Episode TakeawaysView this podcast course on Elite LearningSeries: Supporting Neurodivergency in Healthcare Professionals

Inclusive education benefits all students, including neurodivergent and disabled learners, and reduces reliance on individually awarded accommodations. Dr. Megan Arbour provides a practical framework for embedding inclusive practices into nursing education. This framework  integrates Transparency in Learning and Teaching, Universal Design for Learning, and Competency-Based Education. With this approach, the educator anticipates diverse learner needs, promotes access, and strengthens student success and workforce readiness. More details are provided in their article.

Three listener questions lead to three very different building science discussions—from cold-climate roof assemblies to aging-in-place design and innovative foundation systems.The episode begins with a Climate Zone 7 tongue-and-groove ceiling question, comparing ZIP sheathing and smart vapor retarders for airtightness and moisture control beneath a vented attic. From there, a question about zero-threshold exterior doors expands into a broader conversation about Universal Design and designing homes that remain accessible throughout every stage of life.The final discussion explores alternatives to traditional concrete foundations, including wood-based and prefabricated foundation systems. Steve and Jake weigh in on whether they would actually build with these systems, while Pete introduces an intriguing below-grade SIP foundation from Extreme Panel Technologies that was new to all three hosts.Three listener questions, dozens of practical takeaways, and another deep dive into the details that shape better buildings.Pete's Resources:Climate Zone 7 T&G CeilingSBA – ZIP CeilingSBA – Smart Vapor Retarder CeilingUniversal Design & Aging in PlaceBuild Show – Forever Home SeriesEuropean Exterior DoorsAutomatic Drop-Down Door SealsThe Universal Design ProjectMississippi State Barrier-Free Design GuidesAlternative FoundationsExtreme Panel Technologies FoundationsCCA Treated Plywood Specification

This edWeb podcast is sponsored by CAST.The edLeader Panel recording can be accessed here.In today's educational landscape, meeting the baseline for accessibility is no longer enough—it's about creating inclusive, high-quality learning experiences that support every student. As districts evaluate a growing number of AI-enabled instructional and assessment tools, leaders are asking important questions: How can we identify solutions that are equitable, accessible, and designed with learner variability in mind from the start?Join this edWeb podcast for a behind-the-scenes look at the “Wheel of Inclusion,” a major collaboration involving CAST, the Gates Foundation, and organizations developing the next generation of digital assessment tools. Panelists share why leading organizations are investing significant time, expertise, and resources into Universal Design for Learning (UDL), accessibility, and inclusive AI design—and how these efforts aim to improve experiences and outcomes for both students and educators.Listeners explore:How accessibility and UDL considerations are shaping the development of AI-enabled assessment toolsWhat district leaders should look for when evaluating digital products for procurement and implementationHow organizations are working to reduce bias and create more flexible, learner-centered assessment experiencesWhat goes into achieving third-party UDL Product Certification and why it matters for schools and districtsWhy sustainable, cross-functional approaches to inclusive design are becoming essential in today's educational technology landscapeWhether you lead curricula, assessment, technology, innovation, or student support initiatives, you leave with practical insights and key questions to help guide conversations about equitable AI adoption and future-ready assessment design. This edWeb podcast is of interest to elementary through high school district leaders, school leaders, and education technology leaders.CASTWe elevate learning at every level with meticulous research and innovative professional development.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

In this episode, I explore how Universal Design for Learning (UDL) can help us strengthen Tier 1 instruction and redesign whole-group lessons to work for more learners. Using a simple Hook → Chunk → Pause → Process framework, I connect UDL, MTSS, and cognitive science to share practical strategies for reducing barriers and increasing student engagement. Related Resources: [Resource] Think-Pair-Share-Quad: A Teacher's Guide [Resource] Numbered Heads Together (NHT): A Teacher's Guide

Across her previous visits to The Good Life EDU Podcast, Dr. Katie Novak has helped listeners understand the foundations of Universal Design for Learning, its role within MTSS, and the possibilities created when educators bring UDL and artificial intelligence together. In this return conversation, Katie and Andrew take the next step by examining what educators must understand themselves before they can use AI to design learning responsibly and effectively. Drawing from her latest book, The UDL Shift, Katie explains why strong instructional design begins with firm goals and flexible means. Through a live example, she demonstrates how an AI-generated “UDL lesson” can unintentionally remove the very skill students are expected to learn and why standards alignment, pedagogical knowledge, and human review must remain central to the design process. The goal is not simply to generate something quickly, but to use AI within a thoughtful cycle of planning, analysis, revision, and human transformation. The conversation also extends beyond lesson planning. Katie explores how educators can prepare students for standardized assessments without abandoning flexible and inclusive instruction, why interleaving is more effective than last-minute test preparation, and how students can build the metacognitive awareness needed to transfer their learning into less-flexible settings. Katie and Andrew also address growing concerns about screen time, accessibility, and device use, making the case for purposeful technology integration rather than an all-or-nothing approach. This episode is a reminder that AI does not reduce the need for educator expertise; it makes that expertise even more important. Resources Referenced in This Episode The UDL Shift: Designing Inclusive Learning That Works by Katie Novak Elevating Educational Design with AI: Making Learning Accessible, Inclusive, and Equitable by Catlin Tucker and Katie Novak Nebraska Learning Network, where Nebraska educators can access Katie's free three-course UDL learning series. AI-Enhanced Processes by Alex McMillan Katie Novak's UDL Flowchart

Ever wonder why some books become instant hits with your students while others fall flat? In this episode, we go behind the scenes on a real-life book hunt and walk away with a practical framework you can use every time you pick up a new children's book. Using the principles of Universal Design for Learning (UDL), we break down exactly what makes a book "sticky" for diverse learners, including kids who struggle with attention, visual processing, auditory processing, or language itself. The UDL Book Selection Framework: The ABCs Before adding any book to your therapy toolkit, run it through these three filters: A — Connection: Does this book connect to the child's world? Think about interests, home routines, prior knowledge, and personal experiences. If a child can see themselves in the pages, engagement follows. B — Multimodal Presentation: Can you bring this book to life? Look for opportunities to use vocal animation, movement, emotion, rhyme, sound effects, and gesture as you read. The best books practically beg to be performed. C — Active Child Participation: Can the child do something with this book? Movement, facial expressions, sound-making, turn-taking, and storytelling from personal experience all count. The goal is for a child to be participating with the book, not just listening to it. The 6 Books Featured in This Episode How Do Dinosaurs Say Good Night? (board book version) — Realistic, emotionally expressive dinosaur illustrations paired with a bedtime routine kids know well. Rich with rhyme, emotion, and movement opportunities. Perfect for diverse learners with its short, one-sentence-per-page format. That's Not Funny, David! by David Shannon — A step up from No, David!, this one is heavy on inferential thinking. Kids identify what David is doing wrong from indirect cues rather than direct ones — a powerful tool for building higher-level language skills. Everyday scenarios spark personal storytelling and connection. Llama Llama Feelings — Pairs a familiar, beloved character with a known routine (the bedtime sequence) to introduce nuanced emotions like joy, worry, and excitement in rich context. Far superior to decontextualized feelings cards. Rhyme throughout keeps engagement high. Mr. Brown Can Moo, Can You? (beginner book version) — A goldmine for non-speaking and emerging communicators. Onomatopoeia, animal sounds, environmental sounds, and the "cloze" technique (pause before the last word) let every child participate meaningfully. Connects print to sound in a playful, low-pressure way. Night Night Farm — Interactive lift-the-flap format with repetitive, predictable language. Farm animals + glow-in-the-dark stars on the final page = irresistible engagement, especially for younger learners. A perfect wind-down book that ends with a singalong. In My Heart — The standout of the bunch. Maps complex emotional concepts onto simple, concrete nouns (a star for happiness, an elephant for sadness). Moves emotional vocabulary well beyond basic happy/sad/mad into nuanced, embodied feeling language. Highly recommended for children working on emotional regulation and self-expression. If you're tired of starting from scratch every week, the SIS Membership gives you a library of research-informed, engagement-tested materials so you can walk into every session confident and prepared.

Ikram Sabti, head of primary at The Aures School in Algeria, shares how Universal Design for Learning transformed her inclusive, multilingual classroom and now she now applies those same principles to professional development. Discover how one leader is shifting school culture from compliance to genuine, lasting growth for both students and staff.

How do we shift the role of teachers from passive curriculum implementers to active classroom architects? This week on Trending in Ed, host Mike Palmer is joined by K-12 math teacher and author Jim Gaona Ellis on the day his new book drops: Educators as Designers: The Hidden Architecture of Learning. Drawing from his unique background transitioning from an architecture student to a global educator across Phoenix, Madrid, and Vienna, Jim brings a fresh, human-centered lens to Universal Design for Learning (UDL). We dive deep into the real-world application of design thinking in the classroom, moving past rigid checklists to focus heavily on the actual problems students face. Key Insights: Deconstructing "Hostile Design" in Schools: Jim explains how hostile urban architecture (like park benches built to deter the unhoused) mirrors common school punishments—such as stripping away a student's lunch period for missing homework. We discuss how these reactions merely mask symptoms rather than addressing root causes like student confusion or forgetfulness. High-Tech vs. No-Tech Classroom Tools: We look at how Jim pairs digital platforms like Desmos to illustrate the immense scale of scientific notation with his absolute favorite tool: a massive, double-page whiteboard that fosters democratic, collaborative learning. AI and the "Illusion of Learning": Recording in 2026, we tackle the double-edged sword of the AI revolution. Jim envisions a massive upside where backend AI instantly identifies learning differences like dyslexia and dynamically adjusts workloads on a slider scale. However, we weigh this against the front-end risk of cognitive offloading, which can rob students of critical thinking and create a false sense of academic progress. Rejecting "Solution Salesmanship": Rather than treating educators as a passive market for pre-packaged tech tools, we advocate for an industry-wide return to respecting teachers as creative thought partners who co-design learning experiences directly with their students. Embracing the Constraints: From navigating shifting cultural norms to managing the industrial "cells and bells" physical structure of school buildings, Jim shares how treating systemic limitations as design puzzles is the ultimate key to teacher longevity and instructional growth. Subscribe to Trending in Ed on Youtube, Apple Podcasts, Spotify, or your favorite RSS player so you never miss a forward-thinking conversation like this one! Timestamps: 00:00 - Introduction and welcoming Jim Gaona Ellis 01:30 - Jim's global journey: Transitioning from architecture to teaching in Phoenix, Madrid, and Vienna 03:30 - What inspired the book and expanding on traditional UDL frameworks 06:30 - Understanding "hostile design" in urban spaces and its parallels in modern classrooms 11:00 - The state of AI in 2026: Automatic backend accommodations vs. the front-end "illusion of learning" 16:30 - Moving past educational "solution salesmanship" to truly respect and empower teachers 20:00 - Classrooms in action: Visualizing data with Desmos vs. the democratic power of whiteboards 22:30 - Overcoming the industrial "cells and bells" model through thoughtful classroom experimentation 30:30 - Final takeaways: How to embrace systemic constraints as a learning designer

Welcome to Ep 163: Low Tech, No Tech Accessibility Considerations with Sarah Silverman. Sarah Silverman, PhD is an independent faculty developer and instructor of Disability Studies. As an autistic educator, she has a personal stake in Neurodiversity as well as extensive college teaching and faculty development experience. Her interests include accessible and feminist pedagogy, Universal Design for Learning (UDL) and the history of the neurodiversity movement. Her book Classroom Mindscapes: An Introduction to Neurodiversity for Educators is forthcoming from the University of Oklahoma Press in September. In this conversation, Sarah and I discuss options for faculty members who are considering low tech, no tech, or more analog classroom activities or educational environments. We talk about access friction and decisions that might need to be considered in order to meet the needs of current students with competing access and technology needs. Sarah has been recently working on this topic and will have an upcoming workshop on this on July 21st. If you are listening to this podcast before or after that date in 2026, you'll be able to find the sign-up or the results of that session in this episode's resource section just before the transcript on ThinkUDL.org. You'll also be able to find the other resources we mention throughout the conversation there.

In this episode of Why Distance Learning, your hosts continue their conversation with Jered Borup — professor at George Mason University and one of the most-cited researchers in K-12 online learning — about what AI in education is actually doing to relationships, what social presence requires when "build a video lecture" can be done by a chatbot, and why teacher burnout is the real bottleneck the field doesn't want to talk about. Borup connects his earliest 2012 work on asynchronous video to his 2025 Open Praxis research on combining AI-generated text with human-created video, and argues that AI used to offload feedback erodes the very thing online learners need: the felt sense that the teacher is real and knows them.Together, the hosts and Jered explore the conflation of social media, video games, and ed tech in the parental imagination after the pandemic; how to use AI without replacing the relational core of teaching; why one-on-one asynchronous video may build social presence more reliably than synchronous Zoom classes; the DLAC Phase 2 research agenda Borup co-authored with Michael Barbour and Kristen DeBruler; the mental-health gap between teachers and other professionals with comparable education; and Borup's one-line answer to the show's title question — that personalization and Universal Design for Learning are easier to do online than off.This is Part 2 of a two-part conversation. Listen to Part 1 for the foundational ACE framework, the on-site mentor model, and the parent question.Key Topics"Emergency remote learning" vs. real online learning — what parents are still confusingSocial presence — old research, new tools (asynchronous video, AI-plus-human-video)The risk of offloading teacher feedback to AIAsynchronous one-on-one video as a relationship lever (vs. one-to-many Zoom)DLAC Research Agenda Phase 2 — what's keeping researchers up at nightTeacher mental health and the AI strain on top of pandemic strainAuthentic assessment and "we're too in love with the five-paragraph essay"Empathy as the core design move"Why distance learning?" — empowerment, personalization, UDLLinks & ResourcesJered Borup's site: https://sites.google.com/site/jeredborup/ACE Framework on EdTech Books: https://edtechbooks.org/encyclopedia/academic_communities_of_engagement_ace_frameworkA Framework for Establishing Social Presence Through the Combination of AI-generated Text with Human-created Video (Open Praxis, 2025): https://openpraxis.org/articles/10.55982/openpraxis.17.1.769Harnessing the Power of Generative AI to Support ALL Learners (Borup, Evmenova & Shin, 2024): https://www.researchgate.net/publication/380570253_Harnessing_the_Power_of_Generative_AI_to_Support_ALL_LearnersDLAC Research Agenda Phase Two (Borup, Barbour & DeBruler, Sept 2025): https://www.deelac.com/wp-content/uploads/2025/10/DLAC-Research-Agenda-Phase-2-Final-1052025.pdfBreaking Through the Screen: Practical Tips for Engaging Learners in the Online and Blended Classroom (Borup & Joan Kang Shin, National Geographic Learning): https://www.amazon.com/Breaking-Through-Screen-Practical-classroom/dp/0357541855K-12 Blended Teaching open-source book series: https://edtechbooks.org/k12blended_seriesJered's Google Scholar: https://scholar.google.com/citations?user=PGs7TacAAAAJ&hl=enPart 1 of this conversation: [LINK — add when published]Guest Bio: Jered BorupJered Borup is a professor in the Division of Learning Technologies at George Mason University and co-coordinator of the Learning Technologies in Schools graduate program. His research, grounded in six years of junior-high history teaching, focuses on K-12 online and blended learning: the support communities that surround a learner, the parental role in online education, and how generative AI can extend personalized support to historically underserved students. He earned his Ph.D. in Instructional Psychology and Technology from Brigham Young University and has been recognized as one of the top 2% most-cited researchers in his field.About the HostsSeth Fleischauer is the founder of Banyan Global Learning and host of Why Distance Learning. Through Banyan, he designs live virtual programs that connect K-12 classrooms to global peers and expert facilitators — building the kind of structured, human-centered distance learning the podcast explores. See https://banyangloballearning.com/Allyson Mitchell works with CILC, the Center for Interactive Learning and Collaboration, to help educators implement high-quality live virtual learning experiences across grade levels. Discover more at CILC.org.

The Universal Design for Learning framework is often adopted by individual faculty for particular courses. In this episode, Tom Tobin joins us to discuss the potential benefits associated with an institution-wide adoption of this framework. Tom is an internationally recognized scholar, author and speaker on technology mediated education, especially copyright, evaluation of teaching practices, academic integrity, accessibility, and universal design for learning, which is a topic we'll be talking about today. He helped found the University of Wisconsin Madison Center for Teaching, Learning, and Mentoring. Tom is on Ed Tech Magazine's Influencers Dean's List, and has been honored with the Wagner Leadership Award in Distance Learning Administration, and he is one of EduFlow's global top 100 learning influencers. Tom serves on the boards of Advances in Online Education, The Online Journal of Distance Learning Administration, and the Oklahoma University Press: Teaching, engaging and thriving in higher ed series. We're very glad that he's made time to be with us with all these activities. His books include Evaluating Online Teaching, The Copyright Ninja, Reach Everyone, Teach Everyone: UDL in Higher Education, Going Alt-Ac: A Guide to Alternative Academic Careers, Implementing UDL in Irish Further Education and Training, and what we'll be talking about today, UDL at Scale: Whole-Campus Universal Design for Learning, which is coming out this summer. A transcript of this episode and show notes may be found at http://teaforteaching.com.

What happens when a 17-year-old decides STEM should work for everyone—not just some students? In Episode 191, Dr. Diane talks with Amritha Praveen, founder of Amethyst Changemakers, about creating inclusive STEM kits using Universal Design for Learning, distributing over 250 kits to Title 1 schools, placing third at the International Science and Engineering Fair, and why resilience and empathy drive real change.Summary:In this inspiring conversation, Dr. Diane welcomes Amritha Praveen, a rising high school senior and founder of Amethyst Changemakers, an organization creating accessible STEM kits for learners of all abilities. Amritha explains how her volunteer work in special education revealed that many students interested in STEM couldn't fully participate because resources weren't designed for them. She shares how competition math in fifth grade sparked her STEM journey, leading to science fair projects on autism prediction, music therapy frameworks, and genetics research that earned her third place at ISEF and a scholarship to ASU. Amritha discusses the Universal Design for Learning framework that guides her STEM kits, embedding accessibility from the start rather than retrofitting later, and how her team of high school students, mentors, and volunteers has distributed over 250 kits to Chicago Public Schools and Peoria classrooms. She reflects on resilience as the foundation of good science, why STEM teaching needs more hands-on variety, and what brings her hope: watching young students discover their passion for STEM.Chapters & Timestamps:[00:00] Meet Teen Trailblazer Amritha Praveen – High school senior making STEM accessible for all[01:23] Amethyst Changemakers and Universal Design for Learning – STEM kits built with accessibility from the start[02:16] What's in the Kits? – Ice cream chemistry, catapults, magnets, math bingo, and more04:16] Why Inclusive STEM Matters – Seeing passionate students without equal access[05:29] Competition Math to Autism Research – Amritha's STEM journey from fifth grade to ISEF[06:38] Third Place at International Science Fair – Autism genetics, phenotypes, and an ASU scholarship[08:49] Building the Team – Student designers, mentors, and 30 volunteers assembling kits[11:46] Applied Math and Expanding the Mission – College plans and beyond[13:03] Advice for Young Scientists – Keep pushing through—resilience matters more than perfection[16:21] What Schools Get Wrong About STEM – Moving beyond lectures to differentiated, hands-on learning[17:22] What Brings You Hope? – Students discovering their passion for STEMLinks & Resources:Amethyst ChangemakersPIE (Peer Inclusion Empowerment) AppSociety for ScienceiBio ChampionIllinois Junior Academy of ScienceCall to Action:Inspired by Amritha's work? Listen to Episode 191 of Adventures in Learning with Dr. Diane, then visit amethystchangemakers.org to support inclusive STEM kits, donate to Title 1 schools, or bring these resources into your classroom. Whether you're a teacher, parent, or student, join the movement to make STEM accessible for everyone.Hashtags:Support the showShare this episodeIf this conversation sparked wonder, gave you a helpful strategy, or offered a needed reminder of hope, please share it with a friend or colleague.Subscribe • Download • Review • Tell a friendStay updated with our latest episodes and follow us on Instagram, LinkedIn, and the Adventures in Learning website. Don't forget to subscribe on Apple Podcasts, Spotify, or wherever you get your podcasts! *Disclosure: I am a Bookshop.org. affiliate.

Neurodivergent students experience challenges in traditional lecture settings. In this episode, Jennifer Pusateri joins us to discuss strategies to reduce these challenges while supporting and leveraging the strengths that neurodivergent students bring to our classrooms. 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. Her newest book, A Practical Guide to Teaching Neurodivergent College Students has recently been released by Harvard Education Press. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Data can feel overwhelming in education—assessment scores, progress monitoring, intervention tracking, attendance trends, and classroom performance. In this episode, we're joined by Jessica Lane and Jenelle McClenahen from Data Symplifyed to talk about how educators can make data more manageable, meaningful, and useful in their daily work. Quotables **All quotes are from the interviewees** "The point is to test something and see if it's really making an impact.""It [collecting data] doesn't have to be fancy.""If you don't have the consistency and routine, then you don't have anything." About Jessica Lane & Jenelle McClenahen Jessica Lane is an educator and former school leader with a career rooted in supporting teachers and students through practical, meaningful systems. She is the founder of Data-Informed Impact and serves as the Tech Cofounder of Symplifyed, where she helps design human-centered data tools that support real classroom and school-level work. She is the author of the forthcoming book Data-Informed, People-Driven, which focuses on using data to strengthen culture, align goals, and drive sustainable improvement in schools. Jessica believes data should serve people first and lead to clear, actionable, and lasting change. Jenelle McClenahen is the CEO and Founder of Symplifyed, delivering decision infrastructure for every K–5 classroom. Symplifyed turns fragmented classroom data into real-time guidance that supports diverse learners and unlocks capacity for the entire classroom. A former inclusion educator with a Master's in Education from Santa Clara University and training in Universal Design for Learning, Jenelle combines systems design, educator training, and mindset shifts to strengthen how schools collect and use data. Her work is deeply informed by both her classroom experience and her journey as a parent of a neurodivergent child, reinforcing her commitment to building data practices that are clear, affirming, and truly supportive of all learners. Resources from this Episode symplifyed.comVanessa Vakharia, known as@TheMathGuruon X Join the Always A Lesson Newsletter Join here and grab a freebie! Connect with Gretchen Email: gretchen@alwaysalesson.comBlog: Always A LessonFacebook: Always A LessonTwitter: @gschultekInstagram: Always.A.LessonLinkedin: Gretchen Schultek BridgersBook: Elementary EDUC 101: What They Didn't Teach You in College Gretchen's latest book, Always a Lesson: Teacher Essentials for Classroom and Career Success, is now available on Amazon. Leave a Rating and Review: This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future. https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2 Search for my show on iTunes or Stitcher.Click on ‘Ratings and Reviews.'Under ‘Customer Reviews,' click on “Write a Review.”Sign in with your iTunes or Stitcher log-in infoLeave a Rating: Tap the greyed out stars (5 being the best)Leave a Review: Type in a Title and Description of your thoughts on my podcastClick ‘Send'

Dr. Rosemarie Rossetti, an expert in disability inclusion, universal design, and accessibility, is our guest on this week's episode. Building from last week's introduction to Journey for Teams 3.0, Dr. Rossetti gives us a preview of some of the principles and key takeaways from her THRIVE session, Championing Universal Design. She shares real-world challenges pet owners with disabilities face and outlines practical design changes that can make clinics more inclusive and easier to navigate, improving both patient care and the overall success of a practice.Visit https://www.journeyforteams.org/thrive/ to start your journey with the THRIVE sessions!Thank you to our podcast partner CareCredit. You can learn more about Veterinary Patient Financing for Providers through CareCredit by visiting: https://www.carecredit.com/providers/animal-healthcare/Remember, we want to hear from you! Please be sure to subscribe to our feed on Apple Podcasts and leave us a rating and review. You can also contact us at MVLpodcast@avma.org.Follow us on social media @AVMAVets #MyVetLife #MVLPodcast

Dive into this episode as Aurora from EALA chats with Michelle Soriano, a Professional Learning Specialist at CAST's Accessibility Solutions team. Explore how Universal Design for Learning (UDL) and innovative accessibility strategies are transforming education. From policy shifts to practical wins, discover actionable insights for creating equitable learning environments for all.  For more information, reach out to accessibility@cast.org.  Don't miss an episode! Subscribe to EALA's newsletter to stay up to date: https://innovateedunyc.formstack.com/forms/eala_newsletter_signup Access the full transcript at https://tinyurl.com/5MinsWithCAST 

We are joined by nationally and internationally recognized educator, leadership coach, and bestselling author Mirko Chardin for a deeply reflective conversation about healing school communities through restorative practices and equity-centered design. Drawing from lived experience and decades of leadership in education, Mirko shares how schools can move beyond compliance-driven systems and cultivate cultures rooted in trust, belonging, and authentic relationships.  Throughout the conversation, Mirko explores the principles behind Universal Design for Learning (UDL) and how educators can intentionally design classrooms that anticipate learner needs rather than reacting to them. Rather than treating equity as an afterthought, he argues that schools must plan for it from the start by creating multiple pathways for students to engage, understand, and demonstrate learning while maintaining rigorous expectations for all.  As a school founder, Mirko has spent decades supporting schools and organizations in moving from compliance-driven systems toward cultures rooted in trust, accountability, and relationships. He is the co-author of Restorative Practices That Heal School Communities and Equity by Design, and his work draws deeply from lived leadership experience, restorative practices, storytelling, and social-emotional learning. Mirko partners with school leaders, executive teams, and organizations who are navigating change, conflict, and cultural transformation.  For educators, school leaders, and advocates for equitable education, this conversation offers both inspiration and practical insight into how restorative frameworks can create classrooms and communities where every student can thrive. 

Bartola Mavric, head of student support at the British International School of Istanbul, discusses her school's year-and-a-half journey implementing Universal Design for Learning. She outlines their gradual, staff-friendly approach that began with engagement, building UDL mindsets, and introducing practical classroom toolboxes. Bartola also shares survey results, next steps, and plans to expand UDL into secondary school.

Neurodiversity is an umbrella term that describes a wide range of variation in cognition, learning, and behaviors. In this podcast and article, Drs. Cummings and Serembus share inclusive and engaging teaching strategies for neurodivergent students. The strategies incorporate principles of Universal Design for Learning, support social-emotional learning, and provide a sensory-friendly environment that improves learning outcomes of all students.

Tara May, CEO of Aspiritech and International Neurodiversity Advocate, discusses the importance of embracing autism in the workplace. Aspiritech employs 90% autistic professionals, highlighting their unique strengths. Tara shares her insights on fostering innovation, cultural transformation, and the ROI of kindness. Learn how to create an inclusive environment that leverages the talents of autistic individuals. Takeaways include: 1 Neurodiversity in the Workplace: Tara May emphasizes the importance of integrating neurodivergent individuals, particularly those on the autism spectrum, into various levels of a company. This approach not only fosters innovation but also enhances productivity by leveraging unique skill sets. 2 ROI of Kindness: Tara May advocates for a company culture that prioritizes kindness and psychological safety. This philosophy not only improves employee well-being but also drives business success and innovation. 3 Career Progression for Autistic Employees: Aspiritech focuses on undoing the low self-esteem instilled in autistic individuals from a young age. By emphasizing strengths and potential, the company ensures meaningful career progression for its neurodivergent employees. 4 Unique Strengths of Autistic Employees: Autistic individuals often excel in tasks requiring high levels of focus and the ability to spot anomalies in large data sets. These strengths make them particularly well-suited for roles in tech services, including software testing and AI model building. 5 Universal Design and Employee-Centric Approach: Aspiritech employs universal design principles to create an inclusive work environment. This employee-centric approach ensures that all team members, regardless of neurodiversity, can thrive both in work and life. "Autistic people don't just belong in entry level positions or single departments. When we are able to pair a business need with something an autistic person has an incredible passion for, magic happens, productivity is insane." - Tara May #autism #autismspectrum #neurodivergent #sensory #inclusiveworkplace #employees #managers #podcast #managesmarter #salesfuel Connect with Tara May ⁠www.taranicoalmay.com⁠ ⁠www.aspiritech.org⁠ ⁠https://www.linkedin.com/in/taranmay/⁠   Connect with Manage Smarter Hosts   ·         Website: ⁠ManageSmarter.com⁠  ·         LinkedIn: ⁠Audrey Strong⁠                                                                    ·         LinkedIn: ⁠C.Lee Smith⁠     Connect with SalesFuel ·         Website: ⁠http://salesfuel.com/⁠  ·         Twitter: ⁠@SalesFuel⁠  ·         Facebook: ⁠https://www.facebook.com/salesfuel/⁠  Learn more about your ad choices. Visit megaphone.fm/adchoices

How can we elevate disability inclusion to true belonging? Inclusion is something systems do through policies and rules, but belonging is something people feel when they are truly wanted in a space rather than just "allowed" to be there. True belonging requires a shift from reactive, procedural accommodations that place the onus on the individual, to proactive, collective access that removes environmental and social barriers for everyone. By centering lived experience and applying an intersectional lens, organizations support a culture where disability is normalized within professional life. On this episode of Just One Q, Dominique chats with Ingrid Palmer, an award-winning speaker, social justice consultant, and Principal IDEAL Advocate at Realize Canada. Through impactful personal stories, they explore the shift from procedural inclusion to true belonging for disabled employees, the power of universal design, and how to move beyond reactive accommodations to proactive, collective access. Keep Up with Ingrid: https://www.linkedin.com/in/focusonability/ Try Learning Snippets: https://dialectic.solutions/signup Contact Us to Be a Guest on Just One Q: https://dialectic.solutions/podcast-guest

Jenny interviews Rachel Will and Meggan Heady, two experienced public school teachers who once taught her daughter. The conversation is about how educational experiences are strengthened through collaboration between families, general education teachers and teachers of the visually impaired or other specialties.  Cathy shares insights on Universal Design for Learning and how educators can create learning environments that meet the needs of all students. She explains how thoughtful lesson design, multiple ways for students to engage with content and varied options for demonstrating learning can help make classrooms more inclusive and accessible.  Later in the conversation, Jenny and Paige talk about the anxiety many families feel about how their child will do in school, especially during important transitions. From starting school for the first time to moving between grades or classrooms, they share insights into why these moments can feel overwhelming for both children and parents.  We love voicemail! Please leave us a message: https://www.speakpipe.com/FeelingThisLife  Children who are blind and low “Vision AND” have additional needs may receive early intervention services from multiple professionals.  A list of those services can be found here.   Please give us your feedback using this survey link: ⁠⁠https://educationutah.co1.qualtrics.com/jfe/form/SV_39OmBvMih6MlgNw⁠⁠        Make a Donation to-    VIPS: ⁠⁠https://secure.vips.org/np/clients/vips/donation.jsp?forwardedFromSecureDomain=1&campaign=495⁠⁠       Follow us on Facebook @⁠Feelingthislifepodcast⁠ and Instagram @⁠Feelingthislife⁠    Email: ⁠⁠feelingthislife@vips.org⁠⁠ ⁠⁠⁠   ⁠⁠www.vips.org⁠  

Welcome back to Truth, Lies & Work, the award-winning workplace podcast where behavioural science meets workplace culture. Today, April 2nd, 2026, marks World Autism Day. Statistically, if you have 70 employees, at least one is likely autistic—whether they have disclosed it to you or not. In this episode, we sit down with Dr. Laura Dean, a chartered occupational psychologist, President-Elect of the British Psychological Society, and a leading expert on neurodiversity. Laura explains why building a workplace that works for autistic employees isn't just about "being nice"—it's about high-performance system design that makes work better for everyone.

In this episode, we explore accessible design, what it means, why it's important, a pioneering program from the Arthritis Foundation and how it all can help improve everybody's life. *Visit the Live Yes! With Arthritis Podcast episode page to get show notes, additional resources and read the full transcript: https://www.arthritis.org/liveyes/podcast/episodes/inclusive-design-150 * We want to hear from you. Tell us what you think about the Live Yes! With Arthritis Podcast. Get started by emailing podcast@arthritis.org.Special Guests: Cheryl Crow, MOT, OTR/L and Dr. Bobbie Watts, PhD, CHFP.

In this episode, elementary PE teacher and team leader, Matt Magowan shares how Universal Design for Learning transformed his physical education program at the United Nations International School in Hanoi, Vietnam. He discusses using choice boards, collaborative strategies like "campfires," "peace talks," “sentence starters” and popsicle stick continuums to support student agency, social skill development, and self-reflection across all learners.

What if the biggest shift you could make for your most complex students had nothing to do with behaviour charts, consequences, or reward systems — and everything to do with the way you see them?In this episode, I'm sitting down with the incredible Verity Harvey — an educator with over 20 years of experience in inclusion and disability, a passionate advocate for neurodiversity, and one of the keynote speakers I'll be joining at EduTech 2026 here in Sydney (more on that soon!). Verity brings a wealth of experience from early childhood through to complex disability settings, and she is now working in mainstream schools to help educators do inclusion really well.Verity's whole philosophy is built around the idea that behaviour is a message — and that if we can shift from a "behaviour management" lens to a "problem-solving" lens, everything changes. She's deeply influenced by the work of Dr. Ross Greene and his Collaborative Proactive Solutions model, as well as Dr. Bruce Perry's neurosequential framework, and she brings all of that together in a way that is warm, practical, and genuinely actionable.We talk about what Universal Design actually looks like in a busy classroom, why regulation has to come before reasoning (every single time), and why the iceberg analogy isn't just a metaphor — it's the key to depersonalising behaviour and showing up calm for your students.Verity also shares a deeply personal story about her son — a moment at swimming lessons that perfectly illustrates how systems still have a long way to go in understanding and accommodating neurodivergent kids. You're going to want to hear it.In this episode, you'll learn:What Universal Design for Learning actually looks like in a real classroom — not the theory, the tangible stuffThe three R's from Dr. Bruce Perry: Regulate → Relate → Reason (and why skipping steps doesn't work)What's really under the surface of big, concerning behaviours — and how understanding it helps you depersonalise and stay regulated yourselfHow the iceberg analogy applies to kids AND teachers — and what to do with thatThe one mindset shift that will change how you walk into your classroom tomorrowHow school leaders can build systems that actually support teachers to support their most complex studentsWhy "just be kind" isn't quite enough — and what gets in the way of that for even the most compassionate teachersCome and join us at Edutech Sydney 2026! Use code UNTEACH26 for a discount on your event pass.Have a question, comment, or just want to say hello? Drop us a text!RESOURCES AND MORE SUPPORT:Shop all resourcesJoin The Behaviour ClubMy book! It's Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour BootcampFree guide: 'Chats that Create Change'Connect with me:Follow on Instagram @the.unteachablesCheck out my website

Megan Ohlssen is a visionary leader advocating for identity, equity, and belonging within educational spaces. She works dynamically with schools, organizations, and system leaders across the United States to spotlight disability justice and foster meaningful, sustainable change. Her extensive background includes coaching, systems evaluation, and program design, helping teams navigate difficult dialogues and transform intentions into actionable outcomes. Drawing from her personal journey and multifaceted identity, Megan emphasizes the importance of belonging and inclusion for both students and educators.In this compelling episode of the Think Inclusive Podcast, host Tim Villegas converses with Megan Ohlssen, an advocate for disability justice and educational equity, about creating schools where every learner belongs. The discussion unpacks what real belonging means in educational environments and emphasizes the intricate relationship between identity and learning. Megan shares personal insights from her diverse background and sheds light on how holding inclusive spaces for adults—through belonging activities—can significantly alter conversations around inclusion.The episode delves into how ableism subtly permeates educational practices, especially via language and assumptions about rigor. Tim and Megan explore ways educators can responsibly confront these systemic issues using frameworks like Universal Design for Learning (UDL) without feeling overwhelmed. Megan presents practical steps for educators and system leaders to instigate inclusive practices, urging a deep reflection on one's role in perpetuating systemic inequalities. In her candid dialogue, Megan provides a refreshing yet profound perspective on how schools can evolve into inclusive environments, ultimately making systemic change actionable and tangible.Complete show notes and transcript: https://mcie.org/think-inclusive/beyond-welcome-what-real-belonging-looks-like-in-schools-with-megan-ohlssen-1326/

Send us Fan MailYour house can be beautiful and still be safer, easier, and more supportive for real life. I sit down with Erica Sell, owner of Harmony Home Medical in San Diego, to get practical about home accessibility, assistive technology, and universal design for families raising neurodivergent kids and for anyone planning to help aging parents live well at home.We start with how Erica built a high-touch, education-first medical equipment showroom after seeing a gap between what people truly need and what third-party payer criteria tends to prioritize. From there, we dig into bedroom solutions like high-low adjustable beds that look like normal furniture, plus enclosure bed options families often search for when safety and nighttime behaviors become a serious concern. We also talk honestly about how coverage and classifications can change, and what it means to plan ahead instead of waiting for a crisis.Then we go through the home with specific aging-in-place and special needs home modification ideas. In the kitchen: task-height surfaces, safer appliance controls, and layered lighting that improves visibility while respecting sensory needs. In the bathroom: modern grab bars that don't look institutional, smarter layouts, and transfer systems that reduce lifting and protect caregiver backs as kids grow. We close on community resources, the rapid innovation in lightweight mobility devices, and why remodeling is the perfect time to quietly build in universal design.If this helped you, subscribe, share with a caregiver or parent, and leave a quick review with the one home upgrade you're prioritizing next.Support the showSJ CHILDS - SOCIALS & WEBSITE MASTER LISTWEBSITES- Stream-Able Live — https://www.streamable.live-COMING SOON- The SJ Childs Global Network — https://www.sjchilds.org- The SJ Childs Show Podcast Page — https://www.sjchildsshow.comYOUTUBE- The SJ Childs Show — https://www.youtube.com/@sjchildsshow- Louie Lou (Cats Channel) — https://www.youtube.com/@2catslouielouFACEBOOK- Personal Profile — https://www.facebook.com/sara.gullihur.bradford- Business Page — https://www.facebook.com/sjchildsllc- The SJ Childs Global Network — https://www.facebook.com/sjchildsglobalnetwork- The SJ Childs Show — https://www.facebook.com/SJChildsShowINSTAGRAM- https://www.instagram.com/sjchildsllc/TIKTOK- https://www.tiktok.com/@sjchildsllcLINKEDIN- https://www.linkedin.com/in/sjchilds/PODCAST PLATFORMS- Spotify — https://open.spotify.com/show/4qgD3ZMOB2unfPxqacu3cC- Apple Podcasts — https://podcasts.apple.com/us/podcast/the-sj-childs-show/id1548143291CONTACT EMAIL- sjchildsllc@gmail.com

Andratesha Fritzgerald is an accomplished author, international speaker, and experienced educator who concentrates her work on dignity, humanity, and inclusive learning design. She is known for her leadership in Universal Design for Learning (UDL) and her focus on anti-racism in educational settings. Andratesha is the author of “Anti-Racism and Universal Design for Learning: Building Expressways to Success” and is the co-founder of Building Blocks of Brilliance Educational Consulting. She collaborates with schools and organizations across the United States to dismantle barriers and create learning environments where all students can thrive.In this episode of Think Inclusive, host Tim Villegas engages in an enlightening conversation with Andratesha Fritzgerald about cultivating inclusion within schools and communities. Andratesha shares her insights on how educators can maintain hope and purpose amidst the challenges of pursuing equity, citing the pressing need to blend humanity and systemic changes into educational practices. Reflecting on her own work, she explains the benefits of involving diverse voices in crafting inclusive educational policies and emphasizes the significance of storytelling in building understanding and connection among students and educators.Complete show notes and transcript: https://mcie.org/think-inclusive/building-inclusive-schools-through-community-and-universal-design-with-andratesha-fritzgerald-1324/

Feeling overwhelmed by a caseload that includes autism, childhood apraxia of speech, developmental language disorder, articulation, fluency, and AAC users… all back-to-back? You are not alone. Many speech-language pathologists walk into therapy sessions with a stack of different activities for every child. One game for articulation. Another for language. Another for fluency. Another for AAC. Before long, therapy starts to feel like running a fast-food counter. But what if you could run one powerful therapy routine that works for every child on your caseload? In this episode of The Preschool SLP Podcast, Kelly Vess shares the five-step therapy routine she uses every single day to deliver educationally rich, engaging sessions that treat the whole child while producing powerful gains across: • Speech sound production • Language development • Literacy skills • AAC use • Executive function • Motor planning and coordination Instead of pulling ten different activities from behind the therapy table, this routine uses one structured activity and simply changes the treatment target to match each child's goals. Built on principles from Universal Design for Learning, motor learning, and executive function research, this approach allows clinicians to work smarter, not harder. You will learn: • The five predictable therapy steps Kelly uses with every child • How to use one activity to treat speech, language, AAC, literacy, and fluency • Why predictable routines help children feel safe, regulated, and ready to learn • How task-oriented movement improves executive function and engagement • Why treating the whole child instead of just the mouth produces stronger outcomes When therapy is predictable, engaging, and multimodal, both the clinician and the child can be fully present. And that is when the magic happens. Join the SIS Membership If you love practical therapy frameworks like this, the SIS Membership was built for you. Each week inside SIS you receive: • Ready-to-use movement-based therapy activities • Powerful complex speech and language treatment targets • A growing treatment target library you can use with any caseload • A full literacy, language, and movement Google Slides deck for therapy, classrooms, or teletherapy Everything is designed to help busy SLPs deliver high-impact therapy without spending hours planning. Many members prep their entire week of therapy in less than one hour. Join today and receive the entire Treatment Target Library immediately: https://www.kellyvess.com/sis with you in this,

We begin this episode with Laurie Forcier and Pablo Langa from EDT & Partners, who share their insights on global education strategy and the impact of artificial intelligence amid today's shifting geopolitical landscape. Next, Graham Feek from Greenwood Academies Trust highlights an important warning regarding potential hardware supply shortages in the education sector. He also emphasizes that schools must begin shifting their culture in how they view technology as an investment that drives efficiency, rather than merely an expense. The conversation continues with Jarno Aantjes from ReadSpeaker, who explains how their text-to-speech technology supports the Universal Design for Learning (UDL) approach in creating more inclusive learning environments for neurodivergent students and additional language learners. Complementing this discussion, Katie Freeman from Internet Matters underscores the importance of media literacy and online safety for children. She also stresses the need for schools to transition toward safer, more protected AI usage approaches by 2026. Although Bett UK 2026 has concluded, innovation in education never stops. Visit https://uk.bettshow.com/ to explore event highlights and stay connected with the global education community. This episode is proudly sponsored by Edmentum — visit https://www.edmentum.com/ — and fully supported by the Bett team.