Podcasts about Universal design

This special remastered episode of the Lawyerist Podcast features Stephanie's conversation with Geoff Woods, author of The AI-Driven Leader. We're re-releasing it due to positive feedback on the depth of this discussion, ensuring you'll gain new insights and "aha!" moments with every listen.  In this episode, we explore AI's transformative power, viewing it not as a threat, but as a liberator that enhances our work. We dive into the five core human skills to emphasize in an AI-driven world: strategic thinking, problem-solving, communication, collaboration, and creation. We demonstrate how to leverage AI strategically, from evaluating business plans to acting as a growth-minded board member, and you'll hear how we're integrating AI into our own leadership meetings.  Geoff shares real-world examples of using AI as a "thought partner" to stress-test major strategic decisions, even creating an "AI board of advisors." He also provides practical applications for lawyers, such as using AI to review NDAs, stress-test legal arguments, and role-play closing arguments with AI as your jury. To guide your own AI journey, Geoff outlines his "CRIT" framework (Context, Role, Interview, Task) for effective prompting and highlights the importance of understanding AI model settings for data privacy and confidentiality.  Listen to our other episodes on the AI revolution:  #555: How to Use AI and Universal Design to Empower Diverse Thinkers with Susan Tanner Apple Podcasts | Spotify | Lawyerist   #553: AI Tools and Processes Every Lawyer Should Use with Catherine Sanders Reach Apple Podcasts  Spotify  Lawyerist     #550: Beyond Content: How AI is Changing Law Firm Marketing, with Gyi Tsakalaki and Conrad Saam: Apple Podcasts | Spotify | Lawyerist    Have thoughts about today's episode? Join the conversation on LinkedIn, Facebook, Instagram, and X!  If today's podcast resonates with you and you haven't read The Small Firm Roadmap Revisited yet, get the first chapter right now for free! Looking for help beyond the book? See if our coaching community is right for you.  Access more resources from Lawyerist at lawyerist.com.  The AI-Driven Leader   Chapters/Timestamps:  0:00 - Episode Introduction and Why This Remastered Version is Special   1:22 - AI as the Next Big Shift for Lawyers   6:28 - Geoff Woods: Redefining Leadership in the AI Era   9:11 - The Five Core Human Skills Enhanced by AI   10:36 - Strategic AI: Beyond Basic Tasks   14:24 - AI as Your Strategic Thought Partner   19:47 - Navigating AI: Threat vs. Opportunity for Lawyers   20:56 - Practical AI Applications: NDA Review and Valuation   28:51 - Building Your AI Habit: The "CRIT" Framework   32:19 - AI Security and Data Privacy for Legal Professionals   34:40 - The Risk of Inaction and Building the Future Firm    

This special remastered episode of the Lawyerist Podcast features Stephanie's conversation with Geoff Woods, author of The AI-Driven Leader. We're re-releasing it due to positive feedback on the depth of this discussion, ensuring you'll gain new insights and "aha!" moments with every listen.  In this episode, we explore AI's transformative power, viewing it not as a threat, but as a liberator that enhances our work. We dive into the five core human skills to emphasize in an AI-driven world: strategic thinking, problem-solving, communication, collaboration, and creation. We demonstrate how to leverage AI strategically, from evaluating business plans to acting as a growth-minded board member, and you'll hear how we're integrating AI into our own leadership meetings.  Geoff shares real-world examples of using AI as a "thought partner" to stress-test major strategic decisions, even creating an "AI board of advisors." He also provides practical applications for lawyers, such as using AI to review NDAs, stress-test legal arguments, and role-play closing arguments with AI as your jury. To guide your own AI journey, Geoff outlines his "CRIT" framework (Context, Role, Interview, Task) for effective prompting and highlights the importance of understanding AI model settings for data privacy and confidentiality.  Listen to our other episodes on the AI revolution:  #555: How to Use AI and Universal Design to Empower Diverse Thinkers with Susan Tanner Apple Podcasts | Spotify | Lawyerist   #553: AI Tools and Processes Every Lawyer Should Use with Catherine Sanders Reach Apple Podcasts  Spotify  Lawyerist     #550: Beyond Content: How AI is Changing Law Firm Marketing, with Gyi Tsakalaki and Conrad Saam: Apple Podcasts | Spotify | Lawyerist    Have thoughts about today's episode? Join the conversation on LinkedIn, Facebook, Instagram, and X!  If today's podcast resonates with you and you haven't read The Small Firm Roadmap Revisited yet, get the first chapter right now for free! Looking for help beyond the book? See if our coaching community is right for you.  Access more resources from Lawyerist at lawyerist.com.  The AI-Driven Leader   Chapters/Timestamps:  0:00 - Episode Introduction and Why This Remastered Version is Special   1:22 - AI as the Next Big Shift for Lawyers   6:28 - Geoff Woods: Redefining Leadership in the AI Era   9:11 - The Five Core Human Skills Enhanced by AI   10:36 - Strategic AI: Beyond Basic Tasks   14:24 - AI as Your Strategic Thought Partner   19:47 - Navigating AI: Threat vs. Opportunity for Lawyers   20:56 - Practical AI Applications: NDA Review and Valuation   28:51 - Building Your AI Habit: The "CRIT" Framework   32:19 - AI Security and Data Privacy for Legal Professionals   34:40 - The Risk of Inaction and Building the Future Firm     Learn more about your ad choices. Visit megaphone.fm/adchoices

Elementary librarian Lauren Boop shares how Universal Design for Learning principles transformed her approach to designing a new library space for early childhood through second grade students. From accessible book displays to student-centered learning stations, discover how UDL creates intentional, barrier-free environments that enhance learner agency and outcomes.

In this engaging episode, Ron Martiello shares his deeply personal and evolving journey with mathematics. From proudly wearing Smurf stickers in elementary school after winning fast-fact games to becoming a passionate math coach and author, Ron reflects on the pivotal moments that shaped his perspective. He dives into the power of Universal Design for Learning (UDL) in creating accessible math instruction for all students and underscores the role of collective efficacy in transforming teaching practices. Throughout the conversation, Ron lifts up the importance of professional development and encourages educators to stay curious, collaborative, and open to change.TakeawaysRon Martiello has a diverse background in education, including roles as a teacher, administrator, and math coach.His journey with math has evolved from a love-hate relationship to a renewed passion for teaching.Professional development can significantly shift educators' perspectives on teaching math.Collective efficacy among educators can lead to improved student outcomes.Universal Design for Learning (UDL) is essential for making learning accessible to all students.Creating a common language in math instruction helps students connect concepts across grades.Teachers should be open to new ideas and approaches in their teaching.The importance of patience in the learning process for both students and educators.Engaging in conversations with colleagues can spark innovative teaching strategies.Continuous learning is vital for educators to adapt to changing educational landscapes.Connect with Ron.https://mathuniversallyspeaking.com/Listen to Ron's podcast: Math, Universally Speakinghttps://mathuniversallyspeaking.com/podcasts/Buy Ron's book:Conquering Math Myths with Universal Design: An Inclusive Instructional Approach for Grades K–8https://www.ascd.org/books/conquering-math-myths-with-universal-design?variant=124004

If you’ve ever been told your child is ‘defiant’, ‘rude’, or ‘lazy’—this episode is for you. Tania Waring is back to unpack how stress behaviours are misread as misbehaviour in classrooms. Drawing on her PhD research into co-regulation and inclusive education, Tania explains what’s really going on for ADHD and autistic students—and why the classroom itself can fuel or relieve their distress. We talk about why behaviour systems like marbles-in-the-jar and Dojo points don’t work for neurodivergent kids, and how regulation starts with the adult in the room. We cover practical ways teachers (and parents) can co-regulate, build trust, and support children in distress without punishing them for brain-based struggles. This episode is honest, emotional, and full of tools for both home and school. If you’ve ever felt alone advocating for your child—or if you’re a teacher desperate for something that actually works—this conversation will validate what you already know and help you name it out loud.

In this episode, I dive into a powerful variation of the station rotation model designed to maximize personalization and student agency. By using data to assign must-do stations and allowing students to choose from may-do options, teachers can tailor learning while giving students meaningful control over their experience. I share examples across subjects and tips for making this model work in your classroom. If you're ready to make your rotations more strategic, flexible, and student-centered, this one's for you. Available now! The Station Rotation Model and Universal Design for Learning: Elevating Tier 1 Instruction and Cultivating Learner Agency Bulk orders of 10+ Related Blog The Station Rotation Model: Must-Do vs. May-Do Stations

Universal Design for Learning (UDL) is an effective framework for creating flexible learning environments by designing learning experiences that give students choices in how they learn, what materials they use, and how they show their understanding. But can this framework be applied beyond the classroom as an engaging and innovative approach to solving enduring challenges within systems? WestEd's UDL Lab and "UDL Jams” use the principles of the UDL framework to bring people together in real time to collaboratively solve complex problems. Inspired by the improvisational and collaborative nature of jazz, these sessions create a space where participants bring their unique expertise to co-create meaningful, actionable solutions. In this episode of the Leading Voices podcast, host Danny Torres talks with Dr. Zach Smith, Senior Project Director, and Dr. Jose Blackorby, Director of Research and Learner Variability, both from WestEd's Special Education Policy and Practice team. They explain the origins of UDL, how their UDL Jam model works, and why this approach is gaining momentum among educators, system leaders, and innovators across sectors. Their conversation covers the following topics: How UDL framework inspired UDL Jams Sessions The four core questions guiding UDL application in learning and leadership Why jazz serves as a perfect metaphor for inclusive, improvisational collaboration Transcript Additional Resources WestEd's Universal Design for Learning (UDL) Jams Inspires Creative Problem Solving (Blog Post) CAST Universal Design for Learning Framework (Website)

Laura Maly-Schmidt, MYP Coordinator and Deputy Principal at the International School of Dusseldorf, shares her beginner's journey with Universal Design for Learning. Discover how she models UDL principles in leadership meetings, uses AI tools like LUDIA to create accessible materials, and takes practical first steps to support all learners while building an inclusive school culture.

The Station Rotation Model + UDL = Stronger Tier I Instruction In this episode, I'm announcing the release of my new book, The Station Rotation Model and Universal Design for Learning: Elevating Tier 1 Instruction and Cultivating Learner Agency. I wrote it to help educators tackle a challenge I hear all the time—how do we meet the needs of such diverse learners in a single classroom? When whole-group, teacher-paced instruction falls short, the Station Rotation Model paired with UDL offers a more sustainable, effective approach. Whether you're just getting started or looking to make your rotations more impactful, this book will help you differentiate with confidence, strengthen Tier I instruction, and design more inclusive, student-centered learning experiences. Available now! The Station Rotation Model and Universal Design for Learning: Elevating Tier 1 Instruction and Cultivating Learner Agency Bulk orders of 10+

In this conversation, Dr. Loui Lord Nelson discusses the connections between technical theater and Universal Design for Learning (UDL), emphasizing the importance of intentional design in educational environments. The conversation explores barriers to implementing UDL, the significance of emotional connections in learning, and the necessity of fostering collaboration and community among learners. Dr. Nelson highlights the role of educators in creating inclusive and supportive learning spaces that cater to the diverse needs of all students. In this conversation, Loui Lord Nelson, Ph.D., discusses the principles of Universal Design for Learning (UDL) and how to make learning more accessible and engaging for all students. She emphasizes the importance of context in learning, the use of metaphors like sunsets to explain UDL, and provides practical resources for educators looking to implement UDL strategies. The discussion also touches on the significance of designing for barriers and fostering learner agency, as well as the iterative nature of design in educational settings. Ready to learn more from our guest? https://theudlapproach.com/ Chapters 00:00 The Intersection of Technical Theater and UDL 04:09 Intentional Design in Learning Environments 11:14 Barriers to Implementing UDL 17:44 Emotional Connections in Learning 22:14 Fostering Collaboration and Community 30:33 Accessible Learning Resources 31:33 The Sunset Analogy for UDL 36:10 Starting Points for UDL Implementation 40:31 Understanding UDL Gears 46:42 Designing for Barriers and Agency 52:44 The Design Workflow and Reflection

AI is here to revolutionize your law firm, moving beyond simple prompts to actively handling your tasks. This Lawyerist Podcast episode is your essential guide. Zack Glaser sits down with Dr. Charreau Bell, a senior data scientist and assistant professor at Vanderbilt University, who's helping law students and faculty use AI in truly meaningful ways.  This isn't just theoretical—you'll get real clarity on what it means to use AI well in your firm, right now. We break down the crucial difference between merely using an AI model and actually "training" one, so you understand what's happening behind the scenes. You'll also learn when it's safe (and risky!) to send client data into cloud-based AI tools, and how you can even run powerful AI models right on your own computer for ultimate privacy.  But here's where it gets really exciting: we explore how AI is evolving beyond simple prompts into "agentic systems" that can plan, reason, and act on your behalf. Think of AI not just as a tool, but as a proactive assistant that can break down complex tasks and execute them using various "tools" you provide. This isn't just about automating simple tasks; it's about offloading work that previously required significant expertise, freeing you to focus on more creative and complex legal challenges.  If this episode sparks questions about the data in your firm and how you can leverage it, check out the “free small firm scorecard”. It's a quick assessment to help you get a data-driven view of your firm and identify areas for smart improvements as you embark on your AI journey.    Listen to our other episodes about Artificial Intelligence:   #555: How to Use AI and Universal Design to Empower Diverse Thinkers with Susan Tanner Apple Podcasts | Spotify | Lawyerist  #553: AI Tools and Processes Every Lawyer Should Use with Catherine Sanders Reach Apple Podcasts  Spotify  Lawyerist   #551: Becoming the AI Driven Leader, with Geoff Woods Apple Podcasts  Spotify  Lawyerist     Have thoughts about today's episode? Join the conversation on LinkedIn, Facebook, Instagram, and X!   If today's podcast resonates with you and you haven't read The Small Firm Roadmap Revisited yet, get the first chapter right now for free! Looking for help beyond the book? See if our coaching community is right for you.  Access more resources from Lawyerist at lawyerist.com    Chapters/Timestamps:  00:00 - Introduction: Beyond Simple AI Prompts  03:20 - How Data Science Helps Lawyers  04:32 - Automating Document Review and Information Extraction  07:10 - Understanding How AI Models Work (Training vs. Using)  13:25 - Secure AI: Running Models Locally and with Cloud Providers  17:16 - Training AI Models with Limited Data (Transfer Learning)  28:16 - The Power of Agentic AI Systems  34:24 - Interacting with Agentic AI and Security Considerations  38:21 - The Importance of Data Organization in the Age of AI  43:46 - The Future of AI: Automating the Unwanted 

AI is here to revolutionize your law firm, moving beyond simple prompts to actively handling your tasks. This Lawyerist Podcast episode is your essential guide. Zack Glaser sits down with Dr. Charreau Bell, a senior data scientist and assistant professor at Vanderbilt University, who's helping law students and faculty use AI in truly meaningful ways.  This isn't just theoretical—you'll get real clarity on what it means to use AI well in your firm, right now. We break down the crucial difference between merely using an AI model and actually "training" one, so you understand what's happening behind the scenes. You'll also learn when it's safe (and risky!) to send client data into cloud-based AI tools, and how you can even run powerful AI models right on your own computer for ultimate privacy.  But here's where it gets really exciting: we explore how AI is evolving beyond simple prompts into "agentic systems" that can plan, reason, and act on your behalf. Think of AI not just as a tool, but as a proactive assistant that can break down complex tasks and execute them using various "tools" you provide. This isn't just about automating simple tasks; it's about offloading work that previously required significant expertise, freeing you to focus on more creative and complex legal challenges.  If this episode sparks questions about the data in your firm and how you can leverage it, check out the “free small firm scorecard”. It's a quick assessment to help you get a data-driven view of your firm and identify areas for smart improvements as you embark on your AI journey.    Listen to our other episodes about Artificial Intelligence:   #555: How to Use AI and Universal Design to Empower Diverse Thinkers with Susan Tanner Apple Podcasts | Spotify | Lawyerist  #553: AI Tools and Processes Every Lawyer Should Use with Catherine Sanders Reach Apple Podcasts  Spotify  Lawyerist   #551: Becoming the AI Driven Leader, with Geoff Woods Apple Podcasts  Spotify  Lawyerist     Have thoughts about today's episode? Join the conversation on LinkedIn, Facebook, Instagram, and X!   If today's podcast resonates with you and you haven't read The Small Firm Roadmap Revisited yet, get the first chapter right now for free! Looking for help beyond the book? See if our coaching community is right for you.  Access more resources from Lawyerist at lawyerist.com    Chapters/Timestamps:  00:00 - Introduction: Beyond Simple AI Prompts  03:20 - How Data Science Helps Lawyers  04:32 - Automating Document Review and Information Extraction  07:10 - Understanding How AI Models Work (Training vs. Using)  13:25 - Secure AI: Running Models Locally and with Cloud Providers  17:16 - Training AI Models with Limited Data (Transfer Learning)  28:16 - The Power of Agentic AI Systems  34:24 - Interacting with Agentic AI and Security Considerations  38:21 - The Importance of Data Organization in the Age of AI  43:46 - The Future of AI: Automating the Unwanted  Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of The Real State, Alex and Jamie explore the real state of inclusion with special guest and co-author Garrett Mayersohn to celebrate the launch of Boundless: Real Stories and Practical Strategies for Inclusive Living. Together, they dive into the stories and strategies behind designing spaces that remove barriers for people of all abilities. From Alex's personal caregiving journey to Garrett's lived experience navigating the world with cerebral palsy, this conversation blends humor, insight, and real talk about the importance, and impact, of Universal Design. They unpack what most people misunderstand about accessibility, why ADA compliance isn't enough, and how better design benefits everyone. Timestamps: 00:00 – Intro: What Boundless is all about 04:15 – Garrett's journey and what cerebral palsy has taught him about design 08:32 – The real audience for this book—and why it's more than just professionals 15:10 – What is Universal Design, really? 21:40 – Real-life design fails and what they teach us 26:00 – The economics of inclusion: cost, risk, and return 35:00 – The movement ahead: What Boundless aims to change

The Universal Design for Learning (or UDL) framework is based on research on how students learn. In this episode, Tom Tobin, Lillian Nave, and Jennifer Pusateri join us to discuss the most recent evolution of the UDL guidelines.  Tom is a founding member of the Center for Teaching, Learning, and Mentoring at the University of Wisconsin, Madison, and the author of the forthcoming book, UDL at Scale: Adopting Universal Design for Learning across Higher Education, as well as Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education and several other works related to teaching and learning. Lillian is the Faculty and Educational Development Specialist for the Center for Excellence in Teaching and Learning for Student Success at Appalachian State University's Hickory Campus, a senior lecturer in first-year seminar, and the host of the ThinkUDL podcast. Jennifer is the Senior Universal Design Consultant at The University of Kentucky and has served as the co-chair of the international UDL in Higher Education Network. She is a member of the CAST National Faculty and is the author of Transform Your Teaching with Universal Design for Learning: Six Steps to Jumpstart Your Practice. Tom, Lillian, and Jennifer often serve as keynote speakers on UDL and other issues. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Det menneskelige habitat er BYLYDs serie på tre samtaler med nogle af Danmarks førende eksperter indenfor menneskelig arkitektur og design. Serien er tilrettelagt af Niels Bjørn, der gennemførte samtalerne i forbindelse med udarbejdelsen af hans bog Det menneskelige habitat - Hvordan arkitektur hindrer stress, ensomhed & eksklusion samt styrker tryghed, tilknytning & sundhed. Samtalen her er med Camilla Ryhl, der allerede som ung arkitektstuderende stødte på, at der manglede viden om, hvad god arkitektur er for mennesker med funktionsnedsættelser. Fordi vi som mennesker har forskellige kroppe, kræves der noget særligt at de fysiske omgivelser for at kunne tilgodese alles behov. Camilla Ryhls beslutning om at gøre universelt design til hendes arbejdsfelt førte hende ud på en forskningsrute, som først bragte hende til USA i en årrække og siden til Norge som professor. I mange år var Camilla Ryhl den eneste dansker, der arbejdede indenfor feltet, og hun er stadig i dag Danmarks førende ekspert. I 2024 udgav hun bogen Universal Design in Architecture, og hun er i dag forskningsdirektør i Bevica fonden, som arbejder for at bedre forholdene for mennesker med funktionsnedsættelser. I samtalen her får vi historien om Camilla Ryhls arbejde, erkendelser og det holistiske og komplekse menneskesyn, hun brænder for at få udbredt indenfor design og arkitektur.

Bengkel Duta LaunchPAD dan muhasabah peribadi saya mengenai Islam dan Pendidikan Inklusif berdasarkan Surah ‘Abasa dan kisah Abdullah ibn Umm Maktum RA:

Send us a text. We love to hear from our fans.SummaryIn this episode, Janet Engel interviews Peter Weedfald, Senior VP Sales and Brand Marketing and Harry Hessen, Associate VP Product Development and Design from Sharp Home Appliances, discussing their innovative products designed with universal design principles and aging in place in mind. They delve into the history and evolution of the microwave drawer, the introduction of the superheated steam oven, and the features of the radiant cooktop, emphasizing safety, convenience, and ergonomics for all users, especially the elderly.TakeawaysSharp focuses on universal design and aging in place.The microwave drawer was invented by Sharp to enhance kitchen safety.Products are designed to be user-friendly for all ages.Superheated steam cooking preserves nutrients in food.Low physical effort is a key design principle.Sharp has a strong commitment to innovation and quality.The microwave drawer has become a popular kitchen appliance.Ergonomics play a crucial role in product design.Sharp's products are made in Memphis, Tennessee.The company aims to educate consumers and designers about their products.Chapters00:00 Introduction to Sharp Home Appliances02:11 Understanding Universal Design and Aging in Place09:03 The Microwave Drawer: A Game Changer18:39 Innovations in Kitchen Appliances25:32 Market Trends and Consumer Insights31:10 Understanding Sharp's Market Position32:00 The Superheated Steam Oven: A Game Changer38:02 Innovative Cooking Techniques and Health Benefits43:02 Exploring the Radiant Cooktop Technology48:54 Universal Design and Aging in Place SolutionsSharp Appliance Video: https://riverside.fm/shared/exported-clip/d284929400423149e466Support the showwebsite: https://homedesignsforlife.com/Email: homedesignsforlife@gmail.com

In this episode of The Balance, I sit down with Ruba Abi Saab, Instructional Coach and Teaching and Learning Coordinator at Al Rayan International School in Accra, Ghana. Ruba shares how concept-based inquiry shapes her work with teachers and students, encouraging deeper thinking, empathy, and purposeful action. We talk about her passion for integrating service learning, graphic organizers, and play-based strategies in early years classrooms to foster both academic and emotional growth. Ruba also reflects on our work together implementing Universal Design for Learning and blended learning models, and the impact these approaches have had on teacher practice and student engagement. If you're looking to make learning more meaningful and inclusive, this conversation is full of insight and inspiration.

Want to make a real impact with your online course? This episode goes beyond the launch and explores the profound impact of creating inclusive learning experiences. Discover how prioritizing accessibility can expand your reach, enhance engagement, and align with your values.Learn how to:Understand the "Impact Over Income" philosophy: Prioritize value and create a natural boost in revenue.Embrace Universal Design for Learning (UDL): Design flexible learning experiences for everyone.Take intentional action towards inclusivity: Implement practical steps to welcome all learners.Weekly Action Item:Reflect on who might be unintentionally excluded from your current course design.Identify one or two small changes you can implement this week to make your course and business more inclusive.Consider exploring the Accessibility Mini Course for Online Creators: https://digitalcourse.pro/accessibilityTime Stamps:00:00 Introduction: The Importance of Accessibility in Online Courses00:43 The Impact of Accessibility on Course Success03:02 Real-Life Examples of Accessibility in Action05:47 Universal Design for Learning (UDL) Principles09:16 Prioritizing Accessibility for Greater Reach and Impact11:58 Taking Intentional Action Towards Inclusivity15:40 Common Misconceptions About Accessibility17:10 Conclusion: Embracing Accessibility as a Smart Business StrategyShow Resources: Check out all podcast episodes and full transcripts (www.digitalcoursecreatorguide.com/podcast)Follow me on Facebook (facebook.com/digitalcoursecreatorguide) and on Instagram (instagram.com/digitalcoursecreatorguide) for daily tips and ideasWork With Dr. Moira:Join Office Hours for support and mentoring to get your digital course done. (https://digitalcourse.pro/Office-Hours)Make sure that your content is accessible with The Accessibility Mini Course for Online Creators. (https://digitalcourse.pro/accessibility)

Sumayyah Emeh-Edu (she/her) from Embedded Consulting and I recap the latest 5 Things (good vibes in DEI) in just 15 minutes. This week our conversation is about equality in aisle five, Harvard holding its ground, billion-dollar frontline brilliance—and more!Here are this week's good vibes:Love Locked In, Court Be Damned​Harvard to Trump: Not Your CampusColor Blindness? Read Between the LinesFifteen Percent and Going StrongFrontline Ideas, Billion-Dollar ImpactGood Vibes to Go: Bernadette's GVTG: I've recently re-watched Wanda Sykes' last two Netflix standup specials. She will make you laugh and make you think….my favorite kind of comic. Watch and enjoy!Sumayyah's GVTG: Take care of yourself this Mental Health Awareness Month! Find joy, find connection, put the phone down. Look for the love.Read the Stories.Connect with Sumayyah Emeh-Edu.Subscribe to the 5 Things newsletter.Watch the show on YouTube. Join thousands of readers by subscribing to the 5 Things newsletter. Enjoy some good vibes in DEI every Saturday morning. https://5thingsdei.com/

In this episode of The Good Life EDU Podcast, we welcome back renowned UDL expert and author Dr. Katie Novak to discuss her latest work at the intersection of Universal Design for Learning (UDL) and artificial intelligence (AI) in education. Building on her keynote at the 2024 NeMTSS Summit and ahead of her upcoming presentations at the 2025 Future Ready Nebraska Conference, Katie introduces a four-step framework for lesson design that embraces AI as a tool that both supports and enhances educator creativity and expertise. Katie and Andrew discuss how AI can empower teachers to design inclusive, rigorous, and personalized learning experiences while fostering student agency and resilience. This timely conversation highlights practical strategies, real-world examples, and honest reflections on the challenges and opportunities AI presents in K-12 education today. If you're curious about how AI and UDL can work together to create stronger, more supportive classrooms—and how we can prepare students for a future shaped by these technologies—this is an episode you won't want to miss! Resources Referenced: Novak Education: https://www.novakeducation.com/ Future Ready Nebraska Conference Info and Registration: https://nefutureready.com/ Peninsula School District AI Integration Resources https://www.psd401.net/20062_4

What if the key to better legal work isn't just smarter tools but more inclusive ones? Susan Tanner, Associate Professor at the University of Louisville Brandeis School of Law, joins Zack Glaser to explore how AI and universal design can improve legal education and law firm operations. Susan shares how tools like generative AI can support neurodiverse thinkers, enhance client communication, and reduce anxiety for students and professionals alike. They also discuss the importance of inclusive design in legal tech and how law firms can better support their teams by embracing different ways of thinking to build a more accessible, future-ready practice. The conversation emphasizes the need for educators and legal professionals to adapt to the evolving landscape of AI, ensuring that they leverage its capabilities to better serve their clients and students.   Links from the episode:   NetDocuments NetDocuments Demo Request Listen to our other episodes about diversifying learning strategies and the AI revolution: #405: The Diverse Way People Think, with Temple Grandin: Apple Podcasts | Spotify | Lawyerist #551: Becoming the AI Driven Leader, with Geoff Woods: Apple Podcasts | Spotify | Lawyerist #550: Beyond Content: How AI is Changing Law Firm Marketing, with Gyi Tsakalaki and Conrad Saam: Apple Podcasts | Spotify | Lawyerist Have thoughts about today's episode? Join the conversation on LinkedIn, Facebook, Instagram, and X! If today's podcast resonates with you and you haven't read The Small Firm Roadmap Revisited yet, get the first chapter right now for free! Looking for help beyond the book? See if our coaching community is right for you.   Access more resources from Lawyerist at lawyerist.com. Chapters:  00:00 – Intro and Lawyerist's New Programs  03:50 – NetDocuments with Patric Thomas  10:49 – Meet Dr. Susan Tanner  12:30 – AI and Legal Ethics  13:30 – What is Universal Design for Learning?  20:59 – Applying Universal Design in Legal Practice  24:45 – Using AI to Support Diverse Thinkers  29:33 – AI as a Communication Partner  34:01 – Law Students and AI Adoption  38:04 – AI for Lawyer Productivity and Mental Health  44:00 – Enhancing Critical Thinking with AI  46:00 – Wrap-Up and Final Thoughts 

About the Guest(s):Nicole Eredics is a seasoned expert specializing in inclusive education, boasting over 25 years of experience in the field. Armed with degrees in elementary and special education, Nicole began her career as an inclusion teacher in British Columbia, Canada. She is the founder of the Inclusive Class and has been instrumental in implementing inclusive systems in over 150 schools across the United States since 2008. Also an esteemed author, her best-selling book "Inclusion in Action" is a vital resource for educators aiming to foster inclusive educational settings. Currently, Nicole offers her expertise as a national presenter and trainer for the Bureau of Education and Research, as well as an education and ed-tech consultant.Episode Summary:In this engaging episode of Think Inclusive, host Tim Villegas is joined by inclusive education expert Nicole Eredics. Eredics offers valuable insights into fostering inclusive education practices within school systems. The episode kicks off with an exploration of Nicole's rich history in education and her journey from advocating for inclusion in Canada to transforming schools across the United States. As the discussion unfolds, Nicole shares her experiences working with school districts, highlighting the advancements made in personalized instruction and the integration of technology to support diverse student needs. The conversation also delves into the complexities of standardized testing, the role of co-teaching models, and the substantial influence educators have on crafting positive educational experiences for all learners.As the dialogue deepens, Eredics underscores significant changes in education, particularly the growing emphasis on individual student needs and diversity awareness. These changes have sparked an evolution in instructional practices, the use of universal design for learning (UDL), and the availability of resources enhancing teachers' capabilities. However, Nicole also sheds light on the enduring challenges, like the rigidity of standardized systems and the struggles of grading students with varying needs. Offering tactical advice, she encourages educators to begin with small, manageable changes, such as observing their current classroom practices, while leveraging technology and collaboration to enhance their inclusive teaching methods.Complete show notes + transcript: https://mcie.org/think-inclusive/empowering-educators-navigating-inclusive-education-challenges-and-opportunities-with-nicole-eredics/Key Takeaways:-Inclusive education requires a nuanced understanding of personalized instruction and the commitment to supporting diverse learners within the general education classroom.-Recent advancements highlight increased awareness of diversity and personalized instruction among educators, yet challenges like standardized testing and rigid grading systems remain barriers.-Co-teaching and Universal Design for Learning (UDL) are increasingly being embraced as vital components of inclusive educational practices.-Technology, particularly AI, is transforming how educators tackle customized learning needs, offering streamlined solutions for adapting lessons and teaching approaches.-Effective inclusive systems are bolstered by insightful leadership from administrators who understand and value inclusive practices.Resources:Nicole's book: https://amzn.to/3GdExBrVisit Nicole's website: https://www.theinclusiveclass.com/Thanks to our sponsor, IXL: ixl.com/inclusive Hosted on Acast. See acast.com/privacy for more information.

What if the key to better legal work isn't just smarter tools but more inclusive ones? Susan Tanner, Associate Professor at the University of Louisville Brandeis School of Law, joins Zack Glaser to explore how AI and universal design can improve legal education and law firm operations. Susan shares how tools like generative AI can support neurodiverse thinkers, enhance client communication, and reduce anxiety for students and professionals alike. They also discuss the importance of inclusive design in legal tech and how law firms can better support their teams by embracing different ways of thinking to build a more accessible, future-ready practice. The conversation emphasizes the need for educators and legal professionals to adapt to the evolving landscape of AI, ensuring that they leverage its capabilities to better serve their clients and students.   Links from the episode:   NetDocuments NetDocuments Demo Request Listen to our other episodes about diversifying learning strategies and the AI revolution: #405: The Diverse Way People Think, with Temple Grandin: Apple Podcasts | Spotify | Lawyerist #551: Becoming the AI Driven Leader, with Geoff Woods: Apple Podcasts | Spotify | Lawyerist #550: Beyond Content: How AI is Changing Law Firm Marketing, with Gyi Tsakalaki and Conrad Saam: Apple Podcasts | Spotify | Lawyerist Have thoughts about today's episode? Join the conversation on LinkedIn, Facebook, Instagram, and X! If today's podcast resonates with you and you haven't read The Small Firm Roadmap Revisited yet, get the first chapter right now for free! Looking for help beyond the book? See if our coaching community is right for you.   Access more resources from Lawyerist at lawyerist.com. Chapters:  00:00 – Intro and Lawyerist's New Programs  03:50 – NetDocuments with Patric Thomas  10:49 – Meet Dr. Susan Tanner  12:30 – AI and Legal Ethics  13:30 – What is Universal Design for Learning?  20:59 – Applying Universal Design in Legal Practice  24:45 – Using AI to Support Diverse Thinkers  29:33 – AI as a Communication Partner  34:01 – Law Students and AI Adoption  38:04 – AI for Lawyer Productivity and Mental Health  44:00 – Enhancing Critical Thinking with AI  46:00 – Wrap-Up and Final Thoughts  Learn more about your ad choices. Visit megaphone.fm/adchoices

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

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

In this episode, Stacey interviews Melanie about her upcoming book (co-authored with Maggie Beattie Roberts), tentatively titled THE WRITING BRAIN: FOUNDATIONAL SKILLS OF WRITTEN EXPRESSION. The book emphasizes developing foundational writing skills through research- and evidence-based instructional methods. We discuss the five guiding principles featured in the book: Cognitive Load Theory, Neurological Response to Learning, The Zone of Proximal Development, Universal Design for Learning, and the Gradual Release Model. Melanie explains how their book helps teachers identify and address individual students' writing challenges. She also shares insights about the collaborative writing process with Maggie. GO DEEPER:Cognitive Load Theory: Sweller, J. Cognitive Load During Problem Solving: Effects on Learning. Cogn. Sci. 1988, 12, 257–285. [Google Scholar] [CrossRef]Zone of Proximal Development - Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University PressGradual Release Theory- Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317-344.Thanks to our affiliate, Zencastr! Use our special link (https://zen.ai/mqsr2kHXSP2YaA1nAh2EpHl-bWR9QNvFyAQlDC3CiEk) to save 30% off your first month of any Zencastr paid plan. Send us a textPlease subscribe to our podcast and leave us ratings/reviews on your favorite listening platform.You may contact us directly if you want us to consult with your school district. Melanie Meehan: meehanmelanie@gmail.com Stacey Shubitz: stacey@staceyshubitz.com Email us at contact@twowritingteachers.org for affiliate or sponsorship opportunities.For more about teaching writing, head to the Two Writing Teachers blog.

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

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

Dr. Andy Kahn of Understood.org returns to 3Ps in a Pod to talk about what to know about students with learning and thinking differences and also how mentors can help teachers in supporting these students, all on this third episode of our series on More Than Mentoring. Dr. Kahn asks both teachers and mentors to have a working knowledge of our classroom and students in a holistic and meaningful way. Mentoring cannot only help teachers prepare for the content and logistical elements of what needs to be delivered in the classroom but also for the emotional aspect as well. Mentoring is a way to support a growth mindset, set teachers on a path for success, and set students on a successful path of learning and growing as well, he shares. 3Ps Host Juliana Urtubey, NBCT, and Dr. Kahn also explore Universal Design of Learning and how this approach can support early career teachers as well. Dr. Kahn provides realistic examples of how UDL can be applied to our practice to support learners and mentees and create environments that help to remove the stigma some students experience and lower demands teachers may experience. Dr. Kahn reinforces the idea of modeling what we expect from our learners. He asks us to stay mindful of modeling how we navigate through moments of need or dysregulation and navigate executive functions; we are establishing the environment that we hope our learners and mentees will feel comfortable demonstrating back. Dr. Kahn asks us to evaluate our practice: if we are asking mentees or learners to do more than we are willing to do ourselves, then we need to reassess and determine what we are asking and why. Dr. Kahn leaves us with thoughts around flexibility that unlock learning opportunities that will serve our students in ways that help them feel safe, engaged and support lifelong learning.  Continue your learning After listening to this episode, use this reflection guide to further explore how you can connect this episode to your work. Learn more about the resources mentioned in this podcast at understood.org. Learn more about the Arizona K12 Center at azk12.org.

Dr. Cathery Yeh, Supporting Neurodiverse Students in Elementary Mathematics Classrooms ROUNDING UP: SEASON 3 | EPISODE 14 What meaning does the term neurodiverse convey and how might it impact a student's learning experience?  And how can educators think about the work of designing environments and experiences that support neurodiverse students learning mathematics?  In this episode, we discuss these questions with Dr. Cathery Yeh, a professor in STEM education from the University of Texas at Austin.  BIOGRAPHY Dr. Cathery Yeh is an assistant professor in STEM education and a core faculty member in the Center for Asian American Studies from the University of Texas at Austin. Her research examines the intersections of race, language, and disability to provide a nuanced analysis of the constructions of ability in mathematics classrooms and education systems. TRANSCRIPT Mike Wallus: What meaning does the term neurodiverse convey and how might that language impact a student's learning experience? In this episode, we'll explore those questions. And we'll think about ways that educators can design learning environments that support all of their students. Joining us for this conversation is Dr. Cathery Yeh, a professor in STEM education from the University of Texas at Austin.  Welcome to the podcast, Cathery. It's really exciting to have you with us today. Cathery Yeh: Thank you, Mike. Honored to be invited. Mike: So, I wonder if we can start by offering listeners a common understanding of language that we'll use from time to time throughout the episode. How do you think about the meaning of neurodiversity? Cathery: Thank you for this thoughtful question. Language matters a lot. For me, neurodiversity refers to the natural variation in our human brains and our neurocognition, challenging this idea that there's a normal brain. I always think of… In Texas, we just had a snow day two days ago. And I think of, just as, there's no two snowflakes that are the same, there's no two brains that are exactly the same, too. I also think of its meaning from a personal perspective. I am not a special educator. I was a bilingual teacher and taught in inclusive settings. And my first exposure to the meaning of neurodiversity came from my own child, who—she openly blogs about it—as a Chinese-American girl, it was actually really hard for her to be diagnosed. Asian Americans, 1 out of 10 are diagnosed—that's the lowest of any ethnic racial group. And I'll often think about when… She's proud of her disabled identity. It is who she is. But what she noticed that when she tells people about her disabled identity, what do you think is the first thing people say when she says, “I'm neurodivergent. I have ADHD. I have autism.” What do you think folks usually say to her? The most common response? Mike: I'm going to guess that they express some level of surprise, and it might be associated with her ethnic background or racial identity. Cathery: She doesn't get that as much. The first thing people say is, they apologize to her. They say, “I'm sorry.” Mike: Wow. Cathery: And that happens quite a lot. And I say that because–and then I connected back to the term neurodiversity—because I think it's important to know its origins. It came about by Judy Singer. She's a sociologist. And about 30 years ago, she coined the term neurodiversity as an opposition to the medical model of understanding people and human difference as deficits. And her understanding is that difference is beautiful. All of us think and learn and process differently, and that's part of human diversity. So that original definition of neurodiversity was tied to the autism rights movement. But now, when we think about the term, it's expanded to include folks with ADHD, dyslexia, dyscalculia, mental health, conditions like depression, anxiety, and other neuro minorities like Tourette syndrome, and even memory loss. I wanted to name out all these things because sometimes we're looking for a really clean definition, and definitions are messy. There's a personal one. There's a societal one of how we position neurodiversity as something that's deficit, that needs to be fixed. But it's part of who one is. But it's also socially constructed. Because how do you decide when a difference becomes a difference that counts where you qualify as being neurodiverse, right? So, I think there's a lot to consider around that. Mike: You know, the answer that you shared is really a good segue because the question I was going to ask you involves something that I suspect you hear quite often is people asking you, “What are the best ways that I can support my neurodiverse students?” And it occurs to me that part of the challenge of that question is it assumes that there's this narrow range of things that you do for this narrow range of students who are different. The way that you just talked about the meaning of neurodiversity probably means that you have a different kind of answer to that question when people ask it. Cathery: I do get this question quite a lot. People email it to me, or they'll ask me. That's usually the first thing people ask. I think my response kind of matches my pink hair question. When they ask me the question, I often ask a question back. And I go, “How would you best educate Chinese children in math?” And they're like, “Why would you ask that?” The underlining assumption is that all Chinese children are the same, and they learn the same ways, they have the same needs, and also that their needs are different than the research-based equity math practices we know and have done 50–60 years of research that we've highlighted our effective teaching practices for all children. We've been part of NCTM for 20 years. We know that tasks that promote reasoning and problem solving have been effectively shown to be good for all. Using a connecting math representation—across math representations in a lesson—is good for all. Multimodal math discourse, not just verbal, written, but embodied in part who we are and, in building on student thinking, and all those things we know. And those are often the recommendations we should ask. But I think an important question is how often are our questions connecting to that instead? How often are we seeing that we assume that certain students cannot engage in these practices? And I think that's something we should prioritize more. I'm not saying that there are not specific struggles or difficulties that the neurodiversity umbrella includes, which includes ADHD, dyslexia, autism, bipolar disorder, on and on, so many things. I'm not saying that they don't experience difficulties in our school environment, but it's also understanding that if you know one neurodiverse student—you know me or my child—you only know one. That's all you know. And by assuming we're all the same, it ignores the other social identities and lived experiences that students have that impact their learning.  So, I'm going to ask you a question. Mike: Fire away. Cathery: OK. What comes to your mind when you hear the term “neurodiverse student”? What does that student look like, sound like, appear like to you? Mike: I think that's a really great question. There's a version of me not long ago that would have thought of that student as someone who's been categorized as special education, receiving special education services, perhaps a student that has ADHD. I might've used language like “students who have sensory needs or processing.” And I think as I hear myself say some of those things that I would've previously said, what jumps out is two things: One is I'm painting with a really broad brush as opposed to looking at the individual student and the things that they need. And two is the extent to which painting with a broad brush or trying to find a bucket of strategies that's for a particular group of students, that that really limits my thinking around what they can do or all the brilliance that they may have inside them. Cathery: Thank you for sharing that because that's a reflection I often do. I think about when I learned about my child, I learned about myself. How I automatically went to a deficit lens of like, “Oh, no, how are we going to function in the world? How's she going to function in the world?” But I also do this prompt quite a lot with teachers and others, and I ask them to draw it. When you draw someone, what do you see? And I'll be honest, kind of like drawing a scientist, we often draw Albert Einstein. When I ask folks to draw what a neurodiverse student looks like, they're predominantly white boys, to be honest with you. And I want to name that out. It's because students of color, especially black, brown, native students—they're disproportionately over- and under-identified as disabled in our schooling. Like we think about this idea that when most of us associate autism or ADHD mainly as part of the neurodiversity branch and as entirely within as white boys, which often happens with many of the teachers that I talk to and parents. We see them as needing services, but in contrast, when we think about, particularly our students of color and our boys—these young men—there's often a contrast of criminalization in being deprived of services for them. And this is not even what I'm saying. It's been 50 years of documented research from the Department of Ed from annual civil rights that repeatedly shows for 50 years now extreme disproportionality for disabled black and Latinx boys, in particular from suspension, expulsion, and in-school arrests. I think one of the most surprising statistics for me that I had learned recently was African-American youth are five times more likely to be misdiagnosed with conduct disorder before receiving the proper diagnosis of autism spectrum disorder. And I appreciate going back to that term of neurodiversity because I think it's really important for us to realize that neurodiversity is an asset-based perspective that makes us shift from looking at it as the student that needs to be fixed, that neurodiversity is the norm, but for us to look at the environment. And I really believe that we cannot have conversations about disability without fully having conversations about race, language, and the need to question what needs to be fixed, particularly not just our teaching, but our assessment practices. For example, we talk about neurodiversities around what we consider normal or abnormal, which is based on how we make expectations around what society thinks. One of the things that showed up in our own household—when we think about neurodiversity or assessments for autism—is this idea of maintaining eye contact. That's one of the widely considered autistic traits. In the Chinese and in the Asian household, and also in African communities, making eye contact to an adult or somebody with authority? It is considered rude. But we consider that as one of the characteristics when we engage in diagnostic tools. This is where I think there needs to be more deep reflection around how one is diagnosed, how a conversation of disability is not separate from our understanding of students and their language practices, their cultural practices. What do we consider normative? Because normative is highly situated in culture and context. Mike: I would love to stay on this theme because one of the things that stands out in that last portion of our conversation was this notion that rather than thinking about, “We need to change the child.” Part of what we really want to think about is, “What is the work that we might do to change the learning environment?” And I wonder if you could talk a bit about how educators go about that and what, maybe, some of the tools could be in their toolbox if they were trying to think in that way. Cathery: I love that question of, “What can we as teachers do? What's some actionable things?” I really appreciate Universal Design for Learning framework, particularly their revised updated version, or 3.0 version, that just came out, I think it was June or July of this year. Let me give you a little bit of background about universal design. And I'm sure you probably already know. I've been reading a lot around its origins. It came about [in the] 1980s, we know from cast.org. But I want to go further back, and it really builds from universal design and the work of architecture. So universal design was coined by a disabled architect. His name was Ronald Mace. And as I was reading his words, it really helped me better understand what UDL is. We know that UDL— Universal Design for Learning and universal design—is about access. Everybody should have access to curriculum. And that sounds great, but I've also seen classrooms where access to curriculum meant doing a different worksheet while everybody else is engaging in small group, whole group problem-based learning.  Access might mean your desk is in the front of the room where you're self-isolated—where you're really close to the front of the board so you can see it really well—but you can't talk to your peers. Or that access might mean you're in a whole different classroom, doing the same set of worksheets or problems, but you're not with your grade-level peers.  And when Ronald Mace talks about access, he explained that access in architecture had already been a focus in the late 1900s, around 1998, I think. But he said that universal design is really about the longing. And I think that really shifted the framing. And his argument was that we need to design a place, an environment where folks across a range of bodies and minds feel a sense of belonging there. That we don't need to adapt—the space was already designed for you. And that has been such a transformative perspective: That it shouldn't be going a different route or doing something different, because by doing that, you don't feel like you belong. But if the space is one where you can take part equally and access across the ways you may engage, then you feel a sense of belonging. Mike: The piece of what you said that I'm really contemplating right now is this notion of belonging. What occurs to me is that approaching design principles for a learning environment or a learning experience with belonging in mind is a really profound shift. Like asking the question, “What would it mean to feel a sense of belonging in this classroom or during this activity that's happening?” That really changes the kinds of things that an educator might consider going through a planning process. I'm wondering if you think you might be able to share an example or two of how you've seen educators apply universal design principles in their classrooms in ways that remove barriers in the environment and support students' mathematical learning. Cathery: Oh gosh, I feel so blessed. I spend… Tomorrow I'm going to be at a school site all day doing this. UDL is about being responsive to our students and knowing that the best teaching requires us to listen deeply to who they are, honor their mathematical brilliance, and their agency. It's about honoring who they are. I think where UDL ups it to another level, is it asks us to consider who makes the decision. If we are making all the decisions of what is best for that student, that's not fully aligned with UDL. The heart of UDL, it's around multiple ways for me to engage, to represent and express, and then students are given choice. So, one of the things that's an important part of UDL is honoring students' agency, so we do something called “access needs.” At the start of a lesson, we might go, “What do you need to be able to fully participate in math today?” And kids from kindergarten to high school or even my college students will just write out what they need. And usually, it's pretty stereotypical: “I want to talk to someone when I'm learning.” “I would like to see it and not just hear it.” And then you continually go back and you ask, “What are your access needs? What do you need to fully participate?”  So students are reflecting on their own what they need to be fully present and what they believe is helpful to create a successful learning environment. So that's a very strong UDL principle—that instead of us coming up with a set of norms for our students, we co-develop that. But we're co-developing it based on students reflecting on their experience in their environment. In kindergarten, we have children draw pictures. As they get older, they can draw, they can write. But it's this idea that it's an ongoing process for me to name out what I need to be fully present. And oftentimes, they're going to say things that are pretty critical. It's almost always critical, to be honest with you, but that's a… I would say that's a core component of UDL. We're allowing students to reflect on what they need so they can name it for themselves, and then we can then design that space together. And along the way, we have kids that name, “You know what? I need the manipulatives to be closer.” That would not come about at the start of me asking about access needs. But if we did a lesson, and it was not close by, they'll tell me. So it's really around designing an environment where they can fully participate and be their full selves and feel a sense of belonging. So, that's one example.  Another one that we've been doing is teachers and kids who have traditionally not participated the most in our classrooms or have even engaged in pullout intervention. And we'll have them walk around school, telling us about their day. “Will you walk me through your day and tell me how you feel in each of these spaces, and what are your experiences like?” And again, we're allowing the students to name out what they need. And then they're naming out… Oftentimes, with the students that we're at, where I'm working in mostly multilingual spaces, they'll say, “Oh, I love this teacher because she allows us to speak in Spanish in the room. It's OK.” So that's going back to ideas of action, expression, engagement, where students are allowed a trans language. That's one of the language principles.  But we're allowing students and providing spaces and really paying close attention to: “How do we decide how to maximize participation for our students with these set of UDL guidelines? How we are able to listen and make certain decisions on how we can strengthen their participation, their sense of belonging in our classrooms.” Mike: I think what's lovely about both of those examples—asking them to write or draw what they need or the description of, “Let's walk through the day. Let's walk through the different spaces that you learn in or the humans that you learn with”—is one, it really is listening to them and trying to make meaning of that and using that as your starting point. I think the other piece is that it makes me think that it's something that happens over time. It might shift, you might gain more clarity around the things that students need or they might gain more clarity around the things that they need over time. And those might shift a little bit, or it might come into greater focus. Like, “I thought I needed this” or “I think I needed this, but what I really meant was this.” There's this opportunity for kids to refine their needs and for educators to think about that in the designs that they create. Cathery: I really appreciate you naming that because it's all of that. It's an ongoing process where we're building a relationship with our students for us to co-design what effective teaching looks like—that it's not a one size fits all. It's disrupting this idea that what works for one works for all. It's around supporting our students to name out what they need. Now, I'm almost 50. I struggle to name out what I need sometimes, so it's not going to happen in, like, one time. It's an ongoing process. And what we need is linked to context, so it has to be ongoing. But there's also in the moments as well. And it's the heart of good teaching in math, when you allow students to solve problems in the ways that make sense to them, that's UDL by design. That's honoring the ideas of multiplicity in action, expression. When you might give a context-based problem and you take the numbers away and you give a set of number choices that students get to choose from. That is also this idea of UDL because there's multiple ways for them to engage. So there are also little things that we do that… note how they're just effective teaching. But we're honoring this idea that children should have agency. All children can engage in doing mathematics. And part of learning mathematics is also supporting our students to see the brilliance in themselves and to leverage that in their own teaching and learning. Mike: Yeah. Something else that really occurred to me as we've been talking is the difference between the way we've been talking about centering students' needs and asking them to help us understand them and the process that that kind of kicks off. I think what strikes me is that it's actually opening up the possibilities of what might happen or the ways that a student could be successful as opposed to this notion that “You're neurodiverse, you fit in this bucket. There's a set of strategies that I'm going to do just for you,” and those strategies might actually limit or constrict the options you have. For example, in terms of mathematics, what I remember happening very often when I was teaching is, I would create an open space for students to think about ways that they could solve problems. And at the time, often what would happen is kids who were characterized as neurodiverse wouldn't get access to those same strategies. It would be kind of the idea that “This is the way we should show them how to do it.” It just strikes me how different that experience is. I suspect that that was done with the best of intentions, but I think the impact unfortunately probably really didn't match the intent. Cathery: I love how you're being honest. I did the same thing when I was teaching, too, because we were often instructed to engage in whole-group instruction and probably do a small-group pullout. That was how I was taught. And when the same kids are repeatedly pulled out because we're saying that they're not able to engage in the instruction. I think that part of UDL is UDL is a process, realizing that if students are not engaging fully in the ways that we had hoped, instead of trying to fix the child, we look at the environment and think about what changes we need to make in tier one. So whole-group instruction, whole-group participation first to see how we can maximize their participation. And it's not one strategy, because it depends; it really depends. I think of, for example, with a group of teachers in California and Texas now, we've been looking at how we can track participation in whole-group settings. And we look at them across social demographics, and then we started to notice that when we promote multimodal whole-group participation, like kids have access to manipulatives even during whole-group share out. Or they have visuals that they can point to, their participation and who gets to participate drastically increase. So there's many ways in which, by nature, we engage in some narrow practices because, too, oftentimes whole group discussion is almost completely verbal and, at times, written, and usually the teacher's writing. So it's going back to the idea of, “Can we look at what we want our students to do at that moment? So starting on the math concept and practices, but then looking at our students and when they're not participating fully, it's not them. What are the UDL principles and things that I know and strategies that I have with my colleagues that I can make some small shifts?” Mike: You know, one of the things that I enjoy most about the podcast is that we really can take a deep dive into some big ideas, and the limitation is we have 20 minutes to perhaps a half hour. And I suspect there are a lot of people who are trying to make meaning of what we're talking about and thinking about, “How might I follow up? How might I take action on some of the ideas?” So I want to turn just for a little while to resources, and I'm wondering if there are resources that you would suggest for a listener who wants to continue learning about universal design in a mathematics classroom? Cathery: Oh, my goodness, that's such a hard question because there's so many. Some good ones overall: I would definitely encourage folks to dive into the UDL guidelines—the 3.0 updates. They're amazing. They're so joyful and transformative that they even have, one of the principles is centering joy in play, and for us to imagine that, right? Mike: Yes! Cathery: What does that mean to do that in a math classroom? We can name out 50 different ways. So how often do we get to see that? So, I would highly encourage folks to download that, engage in deep discussion because it was a 2.2 version for, I think, quite a few years. I would also lean into a resource that I'm glad to email later on so it's more easily accessible. I talked about access needs, this idea of asking students, asking community members, asking folks to give this opportunity to name out what they need. It's written by a colleague, Dr. Daniel Reinholz and Dr. Samantha Ridgway. It's a lovely reading, and it focuses specifically in STEM but I think it's a great place to read. I would say that Dr. Rachel Lambert's new book on UDL math is an excellent read. It's a great joyful read to think about. I'm going to give one shout out to the book called the Year of the Tiger: An Activist's Life. It's by Alice Wong. I encourage that because how often do we put the word activism next to disability? And Alice Wong is one of the most amazing humans in the world, and it's a graphic novel. So it's just joyful. It's words with poetry and graphic novel mixed together to see the life of what it means to be a disabled activist and how activism and disability goes hand in hand. Because when you are disabled and multi-marginalized, you are often advocating for yourself and others. It's amazing. So I'll stop there. There's endless amounts. Mike: So for listeners, we'll link the resources that Cathery was talking about in our show notes. I could keep going, but I think this is probably a great place to stop. I want to thank you so much for joining us. It's really been a pleasure talking with you. Cathery: Thank you. Thank you. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org

Join us for this episode of the IASP Leadership podcast.  A weekly podcast production containing short, sweet, nuggets of Wednesday wisdom for our leadership growth.  In this episode, we hear from our Assistant Principal Liaison and Associate Principal at Chesterton High School, Mrs. Kristen Peterson, and guest Michelle Roach, Assistant Principal/programmer at Benjamin Bosse High School. They are joining us for our “through the Assistant Principal Lens” series today to share their expertise on the Universal Design for Learning Framework, otherwise known as UDL.

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

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

This week, we share a clip from the latest episode of the Courage My Friends podcast series.  In this episode, host Resh Budhu sat down with author and storyteller Carolyn Roberts, dean of the Centre for Preparatory and Liberal Studies at George Brown College, Susan Toews, and director of Student Well-Being and Support at George Brown College, Alex Irwin to discuss this year's upcoming Mental Health Conference. This year's conference theme is Thriving Together in the Classroom: Creating the Conditions for Student Well-Being.  About our guests Carolyn Roberts uses her voice to support Indigenous resurgence through education. She is a St'at'imc and Sto:lo woman belonging to the Thevarge family from N'quatqua Nation and the Kelly Family from the Tzeachten Nation and under the Indian Act she is a member of the Squamish Nation. Carolyn is a speaker, author, Indigenous academic, and a faculty member in UBC Teacher Education and NITEP programs. She has been an educator and administrator for over 20 years in the K-12 system. Carolyn's work is grounded in educating about Indigenous people and the decolonization of the education system. She works with pre-service teachers to help build their understandings in Indigenous history, education, and ancestral ways of knowing, to create a brighter future for all Indigenous people and the seven generations yet to come. She is also the author of Re-Storying Education: Decolonizing Your Practice Using a Critical Lens (2024).  Alex Irwin is an accomplished educator with broad experience managing people and projects and developing innovative education programming for a wide range of students, both domestically and overseas. He is director of Student Well-Being and Support at George Brown College, where he oversees counselling, accessible learning services, deaf and hard of hearing services, and the college's peer wellness programming. He is also a clinical social worker, with a history of working at community-based mental health and treatment centres. Susan Toews has over 35 years of experience in education, with the last 18 years of her career at George Brown College, where she has served in leadership positions in both academic roles and service areas. She is currently the Dean, Centre for Preparatory and Liberal Studies. Susan is a strong advocate for a whole campus/whole student approach to student mental health and believes in the wide application of Universal Design for Learning, as it provides guidance for creating accessible, inclusive and engaging student-centered learning opportunities – critical to student well-being. Susan holds an M.Ed. from OISE/University of Toronto and, as a committed lifelong learner, continually engages in professional development in education, including graduating from UBC's Organizational Coaching program in 2024. For online registration, conference fees and information about the February 27, 2025 conference, please click this link.  Listen to the full episode here, on Needs No Introduction – home of the Courage My Friends podcast series.  If you like the show please consider subscribing on Apple Podcasts, Spotify, YouTube or wherever you find your podcasts. And please, rate, review, share rabble radio with your friends — it takes two seconds to support independent media like rabble. Follow us on social media across channels @rabbleca. 

In today's Double Tap, Steven Scott and Shaun Preece break down the biggest accessibility stories from CES 2025 in Las Vegas! We're joined by Anat Nulman, an expert in assistive technology and founder of Assistive.Consulting, who shares her insights into AI-powered mobility devices, smart home tech, and groundbreaking wearables designed for blind and visually impaired users.We explore game-changing innovations, including eSight Go, a wearable that enhances vision for those with macular degeneration, and .Lumen, a head-mounted navigation device using haptic feedback to guide users along safe paths. Plus, we discuss Glidance, an AI-powered autonomous guide device, and the WeWalk Smart Cane 2, which now integrates voice-controlled navigation.Also on the show: accessible smart locks, the revolutionary Lotus Ring, and the Mouthpad—a mouth-controlled interface for quadriplegic users.

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

“We recognize that there's a problem. We are losing teachers every day, our funding, our budgets. We cannot rely solely on teachers to advocate for themselves. We need to be the community members who stand up and advocate for our teachers, advocate for our schools, and advocate for our kids. Our community relies on all of us to come together for the greater good.” —Larkin O'Leary Education has the power to shape the future, yet our current system often falls short of its transformative promise. Outdated practices and a lack of support for teachers and students are holding them back from reaching their full potential. It's time to completely rethink education and put inclusive, flexible, and student-focused approaches at the forefront.Larkin O'Leary is the founder of Common Ground Society and an advocate for inclusive education. Her personal journey of raising a child with Down syndrome has fueled her mission to create a more empowering and supportive world for individuals with diverse needs.Tune in as Heather and Larkin dive deep into the major issues plaguing our education system, the game-changing power of Universal Design for Learning, and the crucial role of community support for teachers and students. You won't want to miss this one!Connect with Heather: WebsiteFacebook InstagramLinkedInEpisode Highlights:01:35 What is Common Ground Society? 06:29 The Universal Design for Learning14:32 Challenges in the School System 17:34 Future of Education and Specialty Schools 26:46 The Impact of Trauma  27:30 Inclusion and Mindset Shift  42:25 Advocacy and Community SupportResources: PodcastLife Conversations With a Twist: My Why Behind Starting A Nonprofit with Larkin O'leary Support the show

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

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

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

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

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

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

Last week, we kicked off our first theme of the year with a broad look at student-led IEPs. We discussed who student-led IEPs are for and provided a a brief overview of what the process looks like before, during, and after the meeting. If you missed episode 193, go back and catch up...it's a great foundation for today's discussion, so be sure to check it out! This week, I'm excited to continue the discussion of student-led IEPs with a conversation with Dr. Daniel Biegun who is here to build relationships and spread the word about engaging and equitable instruction. We're taking a closer look at how student-led IEPs can foster genuine ownership and essential life skills and exploring ways to help students feel like active participants rather than passive attendees.Highlights:Emphasize “Nothing about me without me”—students should be spoken to directly about their goals and strengths to build trust and confidenceAll students, regardless of communication style or cognitive ability, can meaningfully participate in their IEP meetings with the right supports in placeSupport non-verbal students by practicing introductions, offering choice-based questions, or creating visual slide decks to share their inputMany students report initially feeling confused about their IEP meetings until they understood that their voices mattered, shifting their perception of the processStarting student-led IEPs early helps develop key life skills such as communication, collaboration, decision-making, and self-advocacy over timeYour challenge:  Whenever your next scheduled meeting is, turn over a little bit of control to the student.  Then celebrate when it is a success!About Daniel:As an educational specialist for the Virginia Department of Education's Training & Technical Assistance Center at Old Dominion University, Daniel's areas of focus include transition, self-determination, Universal Design for Learning, and content instruction for students with intellectual disabilities.  In 2020, Daniel founded his company, Visionary Teaching, as a means of offering engaging & innovative professional learning opportunities to practitioners across the country. Connect with Daniel:Website: www.visionaryteaching.comEmail: daniel@visionaryteaching.comX: https://x.com/daniel_biegunLinkedin: https://www.linkedin.com/in/danielbiegun/Hey special educator…Do you feel like you're just barely keeping your head above water? Like you're stuck in the same old routines, wondering how to make a bigger impact in your classroom? Well, I've got something special just for you. I'm excited to offer a unique opportunity to take your teaching to the next level. I'm ready to step outside my district to offer individualized coaching calls designed to offer person Sign up to be notified each time a new episode airs and get access to all the discounts!Don't forget to leave a review of the show!Follow JenniferInstagramTPT

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

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

Jonathan Mooney, author and advocate, explores the neurodiversity movement, scaling advocacy, Universal Design in education, and intergenerational trauma, offering thought-provoking insights and inspiring reflections. Learn more about your ad choices. Visit megaphone.fm/adchoices

Providing more autonomy can increase students' intrinsic motivation. In this episode, Chris Hromalik joins us to discuss ways of increasing student autonomy within the UDL framework. an Assistant Professor of Spanish and Distance Learning Instruction and Design at SUNY Oswego. He is also the Project Manager of the Universal Design for Learning at SUNY Project. In this role he provides Universal Design for Learning professional development across the SUNY system. Chris is also the recipient of a SUNY Chancellor's Award for Excellence in Scholarship and Creative Activities. His research focuses on UDL as well as statistical analysis on applied linguistics and education. A transcript of this episode and show notes may be found at http://teaforteaching.com.

In today's episode of the Hardcore Self Help Podcast, I sit down with psychologist, professional speaker, and author Dr. Matt Zakreski to explore the concept of neurodiversity and how to create a more supportive world for neurodivergent individuals. Drawing from both personal and professional experiences, Dr. Matt shares his journey as someone who is gifted and ADHD, and how that shaped his understanding and advocacy for neurodivergent folks. We discuss what neurodiversity truly means, highlight differences between neurotypical and neurodivergent brains, and break down why it's crucial to avoid framing neurodivergent individuals as “failed neurotypicals.” Dr. Matt provides practical strategies for understanding executive functioning challenges, improving communication, and fostering more inclusive environments both in schools and in everyday life. Whether you're neurodivergent yourself, raising a neurodivergent child, or simply looking to become a better ally, this episode is packed with insights and guidance to help you understand, accept, and celebrate neurological differences. Chapters: 00:15 — Introduction: Send in Your Questions & Introducing Dr. Matt Zakreski 02:00 — Defining Neurodiversity and Neurodivergence 08:00 — The Performance Cliff: When School Outpaces Natural Ability 11:00 — Common Threads: Executive Functioning and Pragmatic Language in Neurodivergence 17:00 — Brain-Based Differences: Sensory Input, Basal Ganglia, and Emotional Intensity 21:00 — Universal Design in Education: Creating Systems That Work for All 24:00 — Shame, Emotionality, and the Reality of ADHD 28:00 — Inattentive vs. Hyperactive: Recognizing Subtle Signs and Misdiagnoses 33:00 — Rethinking Assessment: Moving Beyond DSM Checklists 38:00 — Why Specialists and Relationships Matter in Mental Health Care 41:00 — Making Therapy Work for Kids: Meeting Them Where They Are 43:00 — The Neurodiversity Playbook: Tools, Strategies, and Action Points 48:00 — Intention vs. Impact: Communicating Clearly and Compassionately 52:00 — Practical Tips for Executive Functioning in Daily Life 54:00 — Final Takeaways: Building Community and Embracing Your Unique Brain About the Podcast I'm Dr. Robert Duff, a clinical psychologist and the host of the Hardcore Self Help Podcast. My mission is to break down complex mental health topics into approachable, actionable advice. Each episode dives deep into mental health, personal development, and practical strategies for thriving. Whether through expert interviews, audience Q&A, or practical tips, this show is all about making meaningful changes without unnecessary jargon or fluff. Guest Links: The Neurodiversity Playbook by Dr. Matt Zakreski: https://www.drmattzakreski.com/the-neurodiversity-playbook Dr. Matt Zakreski's Website: https://www.drmattzakreski.com/ Instagram: https://www.instagram.com/drmattzakreski/ Connect With Me: Website: https://www.duffthepsych.com/ Instagram: https://www.instagram.com/duffthepsych/ YouTube: https://www.youtube.com/c/DuffThePsych #Neurodiversity #ADHD #Gifted #TwiceExceptional #Autism #ExecutiveFunction #InclusiveEducation #MentalHealth #SelfHelp #PersonalDevelopment