Podcasts about Universal design

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.

Clarence Ford spoke to Dylan Mashele & Abidah Hersie from the National Council of and for Persons with Disabilities on the important work their organization does. Views and News with Clarence Ford is the mid-morning show on CapeTalk. This 3-hour long programme shares and reflects a broad array of perspectives. It is inspirational, passionate and positive. Host Clarence Ford’s gentle curiosity and dapper demeanour leave listeners feeling motivated and empowered. Known for his love of jazz and golf, Clarrie covers a range of themes including relationships, heritage and philosophy. Popular segments include Barbs’ Wire at 9:30am (Mon-Thurs) and The Naked Scientist at 9:30 on Fridays. Thank you for listening to a podcast from Views & News with Clarence Ford Listen live on Primedia+ weekdays between 09:00 and 12:00 (SA Time) to Views and News with Clarence Ford broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show go to https://buff.ly/erjiQj2 or find all the catch-up podcasts here https://buff.ly/BdpaXRn Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media: CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalk567See omnystudio.com/listener for privacy information.

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 

In our season 5 premiere, Chad Rummel, M.Ed, CAE, executive director of the Council for Exceptional Children, joins hosts Colby Horton and Frank Humada to share his journey from rural Kansas to leading a mission-driven association. With a background in teaching high school journalism and accounting, Rummel reflects on how educators who believed in him shaped both his career path and his leadership philosophy. Today, he brings that same mindset to his role at CEC, focusing on developing strengths in staff and volunteers, creating space for new ideas, and aligning leadership around a shared purpose. He also discusses practical shifts in governance, including restructuring board meetings around “mega issues” to prioritize meaningful conversation over routine reporting. Rummel shares how he hires for mission alignment, why that connection is visible to members, and how Universal Design for Learning informs a more inclusive approach to serving diverse member needs.

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.

On MoneyFM 89.3’s Saturday Mornings Show host Glenn van Zutphen and co-host Neil Humphreys spotlight a powerful homegrown initiative reshaping what adulthood can look like for persons with special needs. Joining us in the studio are Jean Chan, founder of Cerebral and the Me2 Centre of Inclusive Arts, and Mabel Lim, Director of Strategy & Inclusive Arts at Cerebral. For many families, the question looms large: What happens when a child with special needs turns 18? The Me2 Centre was created to answer that gap — offering a lifelong, inclusive space where adults with disabilities can continue to learn, express themselves, and build community through the arts. Born from Cerebral’s 14‑year legacy in enrichment and events, Me2 uses the arts not as an activity, but as a transformative platform for confidence, communication, and connection. Their programmes span theatre, dance, visual arts, filmmaking, digital performance, and community living skills — all designed using Universal Design for Learning and strengths‑based approaches. Jean and Mabel share how Me2’s Inclusive Arts and ArtAbilities programmes support both mainstream learners and persons with disabilities, while real‑world showcases, exhibitions, and performances bring their artists into the heart of Singapore’s creative landscape.See omnystudio.com/listener for privacy information.

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

What if your course felt less like a checklist and more like a world your learners return to, level up in, and prove real growth? We walk through a practical framework for building a virtual playground that mirrors the work, builds measurable skills, and motivates through clarity rather than gimmicks. 

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,

Cosa succede quando ricevi una diagnosi di ADHD a 42 anni?E cosa resta della tua identità quando per tutta la vita sei stata “la più intelligente”?Con Elena Panciera parliamo di diagnosi tardiva, plusdotazione, burnout e lutto.Parliamo di linguaggio accessibile, Universal Design e di un mondo progettato per pochi corpi e pochi cervelli.È una conversazione densa, senza retorica, che intreccia esperienza personale e riflessione politica.Elena è consulente di comunicazione e formatrice in linguaggio accessibile. Dopo una laurea in Lettere moderne e un dottorato in Storia della lingua italiana, oggi aiuta aziende, freelance ed enti del terzo settore a comunicare in modo consapevole e rispettoso. Il suo obiettivo è cambiare il mondo, una parola alla volta.Se vuoi approfondire i temi emersi nella puntata, Elena ha preparato una bibliografia con libri e risorse.La trovi qui: https://docs.google.com/document/d/1Y7RWFens017pDKJmDOgxSk-WJ90yxJb24xxZnyFYoEc/edit?usp=sharing

What if your school building wasn't just a place where learning happens, but one of the most powerful teachers in the room? In this episode, Mark Barga sits down with Anne Fullenkamp, Senior Director of Creative Experiences at the Children's Museum of Pittsburgh, to explore how thoughtfully designed spaces can spark curiosity, boost confidence, and expand what students believe is possible. From hallways that invite discovery to classrooms that adapt to every learner, Anne reveals how architecture can quietly shape mindsets, behaviors, and futures. Drawing from her accidental journey from practicing architect to museum exhibit designer—where she's spent nearly two decades living alongside her own designs—Anne shares how truly student-centered environments are built through empathy, collaboration, and treating schools like the laboratories they can be. Takeaways: Buildings as learning tools: Design schools that actively participate in learning, not just house it—every wall, hallway, and corner can tell a story Start with "what if": Center design charrettes on how spaces will look and feel, not just how many seats you need Remove barriers to curiosity: Create environments where teachers can respond in the moment without calling facilities for a work order Make movement matter: Balance gross motor and fine motor experiences throughout the day—even the hallways can serve learning Design for adaptability: Treat schools like museums—plan for environments to evolve with changing pedagogy and technology over 50+ years Budget smarter, not bigger: You don't need massive investments to start—make small bets, experiment with a corner or underused classroom first When learners thrive, communities flourish: This is the heart of radically student-centered design About Anne Fullenkamp: Anne Fullenkamp, Associate AIA, LEED AP, Senior Director of Creative Experiences, Children's Museum of Pittsburgh With more than 25 years of experience in the museum design and architectural fields, Anne is responsible for design and execution of museum experiences at the Children's Museum of Pittsburgh. In her role as Senior Director of Creative Experiences, she oversees the Museum's permanent exhibits and collections, artist residencies, traveling exhibit program, design consulting and other business development programs, leading complex design teams consisting of artists, scientists and researchers.  Since joining the Museum of Pittsburgh in 2006, Anne has served as lead designer, contributing to the on-going development of the Museum's Play with Real Stuff design philosophy for informal learning environments that advocates for authenticity in all museum experiences.  In addition, she is leading the Museum's universal design initiative, working with cultural organizations in Pittsburgh to advise on best practices for update the physical amenities to help make the city a hub for accessibility in the arts. As part of this work, she was part of the team to coordinate the implementation of Universal Design practices on the Museum campus, that resulted in MuseumLab, a major capital project on campus, receiving isUD certification from the University at Buffalo, School of Architecture and Planning's Center for Inclusive Design and Environmental Access (IDEA Center). Anne is the point person for ongoing research with the IDEA Center in the application of universal design principles on our campus.  Likewise, she has received training from in the IDEA Center in the practice of universal design and continues to pursue continuing education opportunities in the discipline.  In recent years, Anne's work in inclusive design practices has expanded to include her design consulting work with K-12 schools. As part of the Museum's vision to transform education, Anne serves as an experience consultant for school districts, teachers and architects to help maximize the informal learning opportunities within the formal school environment, focusing specifically on the convergence of social-emotional learning and STEAM curriculum with overall health and wellbeing of the school community.   Learn More About Kay-Twelve: Website: https://kay-twelve.com/ LinkedIn: https://www.linkedin.com/company/kay-twelve-com/ Instagram: https://www.instagram.com/kay_twelve/ Episode 305 of the Better Learning Podcast Kevin Stoller is the host of the Better Learning Podcast and Co-Founder of Kay-Twelve, a national leader for educational furniture. Learn more about creating better learning environments at www.Kay-Twelve.com. For more information on our partners: Association for Learning Environments (A4LE) - https://www.a4le.org/ Education Leaders' Organization - https://www.ed-leaders.org/ Second Class Foundation - https://secondclassfoundation.org/ EDmarket - https://www.edmarket.org/ Catapult @ Penn GSE - https://catapult.gse.upenn.edu/ Want to be a Guest Speaker? Request on our website

Ready to move beyond one-size-fits-all courses? We explore a practical path to adaptive learning that uses the content and tools you already have—no massive rebuilds, no mystery AI required. By focusing on three simple levers—sequence, pacing, and practice—we demonstrate how to direct learners to the right support at the right time and convert feedback into fuel for mastery.The goal is simple: design smart checkpoints, not clones, and honor learner differences without inflating complexity. If you're an instructional designer, educator, or L&D leader looking for higher pass rates, faster time to mastery, and more confident learners, this guide to adaptive learning will help you start small and win early. Subscribe, share this with a colleague who builds courses, and leave a review to tell us which module you'll pilot first.

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.

In this episode of the podcast, we are joined by the brilliant Nici Foote to discuss the importance of joy in learning, the challenges faced by neurodiverse students, and the need for personalised education. Nici shares her journey in education, emphasising the significance of creating engaging and inclusive learning environments. The conversation explores the role of play, the messiness of learning, and the impact of time constraints on effective teaching. We also dig into Universal Design for Learning (UDL) as a framework for meeting diverse student needs and the importance of collaborative planning among educators.Chapters00:00 Introductions01:14 Nici's Journey in Education03:50 Navigating Barriers in Education06:36 Bringing Joy into Learning11:13 The Importance of Messy Learning15:06 Personalising Education for Every Student23:12 Cultural Learning Experiences25:34 Universal Design for Learning (UDL) Explained30:26 The Importance of Engagement in Learning37:05 Barriers to Implementing UDL40:15 Rethinking Time in Education43:11 The Myth of Limiting AbilitiesFind out more about Nici's amazing work at unbarrier.me and connect with her on LinkedInThanks so much for joining us again for another episode - we appreciate you.Ben & Steve xChampioning those who are making the future of education a reality.Follow us on XFollow us on LinkedInCheck out all about EdufuturistsWant to sponsor future episodes or get involved with the Edufuturists work?Get in touchGet your tickets for Edufuturists Uprising 2026

Forget the headset hype: real learning impact starts with a clear problem, a focused outcome, and a modality that actually fits the job. We dig into how to choose between VR for safe practice, AR for in-the-flow guidance, and MR for complex 3D collaboration—then show exactly how to design the actions, decisions, and feedback loops that change behavior on the job. No fluff, no jargon, just a practical roadmap for building immersive experiences that matter.If you've been looking for a practical playbook to design with purpose, not pixels, this one's for you. Subscribe, share with a teammate, and leave a quick review to tell us your top takeaway—and which modality you're testing next.

Tara Williams, PhD: Innovative Collegiate Consultants - Supporting Neurodivergent Students Transitioning from K-12 to College. This is episode 817 of Teaching Learning Leading K12, an audio podcast, Dr. Tara Williams is the founder of Innovative Collegiate Consultants and a tenured chemistry professor at College of the Canyons in Santa Clarita, California.  With a PhD in Synthetic Inorganic Chemistry from the University of Sussex, she has spent over twenty years teaching and more than a decade supporting neurodivergent students as they transition from K–12 to college.  Her team specializes in executive functioning coaching and academic support grounded in Universal Design principles to help students build confidence and self-advocacy.  Dr. Williams is currently writing a book about her educational journey and her work with neurodivergent college students, set for release next year. Great conversation! Awesome thoughts and ideas! So much to think about! Thanks for listening. Please share! Before you go... You could help support this podcast by Buying Me A Coffee. Not really buying me something to drink but clicking on the link on my home page at https://stevenmiletto.com for Buy Me a Coffee or by going to this link Buy Me a Coffee. This would allow you to donate to help the show address the costs associated with producing the podcast from upgrading gear to the fees associated with producing the show. That would be cool. Thanks for thinking about it.  Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? Thank you! You are AWESOME! Connect & Learn More: https://innovativecollegiateconsultants.com/ https://www.linkedin.com/in/tara-williams-phd/ https://www.facebook.com/iccedservices# Length - 56:32

What if hope isn't just a feeling – but a teachable skill that can transform learning? In this episode, we explore the powerful intersection of hope science and Universal Design for Learning (UDL) with Brenda Green, a former math teacher turned educational leader from CAST.Learn how the UDL framework creates the conditions for hope to flourish by honoring learner variability, removing barriers in design (not in students), and providing flexible options for engagement, representation, and expression.Whether you're new to UDL or looking to deepen your practice, this conversation offers practical strategies you can start using tomorrow: from creating choice boards to designing goals that don't embed the means, to gathering student feedback that amplifies their voice. Most importantly, you'll understand how small, intentional shifts in lesson design can create meaningful change – building not just academic success, but the agency and belonging every student deserves.Ready to redesign learning with hope at the center? Listen in!Resources:CHC OnlineCHC's Catherine T. Harvey Center for Clinical ServicesCHC's Resource LibrarySign up for our Virtual Village email list to receive our latest episodes and recent CHC updates. Visit Voices of Compassion online for full show notes including additional resources. Find us on Facebook, Twitter, Instagram and LinkedIn and visit our YouTube channel for videos. Subscribe and leave us a review wherever you listen! We love to hear from you - email us at podcast@chconline.org.Santo Rico by Twin Musicom is licensed under a Creative Commons Attribution 4.0 license. https://creativecommons.org/licenses/by/4.0/Artist: http://www.twinmusicom.org/

In today's episode, hosts Liz Garden and Dr. Scott McLeod talk with Dr. Kristan Rodriguez about what it takes to create schools where every learner can succeed. From understanding student variability and building systems that work to shifting from compliance to authentic engagement, this conversation explores practical strategies for implementing Universal Design for Learning in your school. Dr. Kristan Rodriguez is the owner of Commonwealth Consulting Agency, LLC and has been a professional development provider for over 20 years. Liz Garden is principal of Henry P. Clough Elementary school in Mendon Massachusetts, and serves as fellow at the NAESP Center for Innovative Leadership. Scott McLeod is professor of educational leadership at the University of Colorado, Denver, and a fellow at the NAESP Center for Innovative Leadership.

Inclusive education doesn't happen by accident—it takes intentional systems, shared mindsets, and sustained collaboration. In this episode of The Good Life EDU Podcast, host Andrew Easton is joined by Allison Kelberlau (Assistant Director of Student Services, ESU 3), Eileen Heller (Education Consultant, Professional Learning, ESU 3), and Jill Guenther (Nebraska MTSS Regional Support Lead, Region 2) to unpack the story and impact of ESU 3's Inclusive Practices Academy (IPA). The conversation traces the origins of the IPA from statewide coherence efforts led by the Nebraska Department of Education's Office of Special Education, through its design and implementation, and into what the work looks like now in year two. Together, the group explores how mindset, systems and structures, and instructional practices intersect to support meaningful inclusion for students with disabilities—and how ESUs can model the very collaboration they hope to see in schools. Listeners will hear how the academy brings general education teachers, special educators, related service providers, and building leaders together around: Universal Design for Learning (UDL) as a foundational framework Co-planning and co-teaching as levers for inclusive practice Data-informed decision-making tied directly to classroom instruction Action planning that bridges professional learning and daily practice The critical role of building leadership in sustaining inclusive systems The episode also highlights what the ESU 3 team learned themselves through cross-department collaboration—and why inclusive professional learning must be designed with the same care and flexibility we expect in classrooms. Whether you work in a service agency, district leadership role, or classroom, this conversation offers both inspiration and practical entry points for advancing inclusive education—starting wherever you are.

Katie Novak is an internationally recognized education consultant, author, and expert in Universal Design for Learning. She teaches at the University of Pennsylvania and leads Novak Education, helping schools and districts disrupt inequitable systems and embrace inclusive practices. Katie is also a mom of four and a passionate advocate for public education.In this episode, Katie explains why UDL should be seen as a mindset rather than a checklist and how it can dismantle systemic inequities. She uses vivid analogies—like camping trips and tax filing—to illustrate flexibility and access in learning environments. Katie also shares her personal journey from being a struggling student to becoming an education leader, thanks to one teacher's high expectations. The conversation explores the nuances of inclusion versus inclusive practice, the importance of systemic support for educators, and why high expectations and hope matter most for students.Complete show notes and transcript: https://mcie.org/think-inclusive/katie-novak-on-why-udl-is-not-the-goal-but-the-tool-for-equity-1315/