In this conversation, Carrie and I talk about what in fact a Disability Cultural Center is, and what it is not. It is not your university’s Office of Disability Services. It is very different. We also discuss a little about the history of Disability Cultural Centers, why they are important, what they do, how UDL…

In this conversation we talk about the usefulness of reflection and feedback in various projects, and talk about a lot of collaborative projects that Joe has been implementing in his graduate courses, along with the fantastic work he has been doing to raise awareness and spread the effectiveness of Universal Design for Learning principles in…

This conversation focuses on disability, diversity, inclusion, belonging, and how UDL can be used a blueprint to engage High Impact Teaching Strategies to include a wide variety of students. You’ll also hear of quite a few resources that are listed on our website for this episode, so feel free to follow up on this conversation…

In this episode I speak with Meredith Jackson, the Leading Vocational Teacher at TAFE (Technical and Further Education), Queensland, and Jen Cousins, a Teaching and Learning Specialist in Accessibility and Inclusive Education at TAFE, South Australia.

In this episode, I speak with two CAST members. And when I say CAST members, I don’t mean a theater play or a Disney employee, but rather CAST, the non-profit that created and introduced the Universal Design for Learning guidelines to the world several decades ago. Originally, the acronym CAST stood for the Center for…

Today we will talk about her new project, Masterclasses, which are open to everyone worldwide. In today’s episode we will talk about what a UDL masterclass is and discuss three different topics that her UDL masterclasses cover. These topics include what it means to be a UDL-informed leader, what UDL-informed Course Design is, and the…

In this episode, Professor Temple Grandin talks about the different ways people think, how to teach a variety of learners, what advice she gives college professors, what advice she gives college students, and why she thinks we don’t need algebra (for some things at least) among other things!

Today our conversation focuses on how instructors can create inclusive educational spaces for neurodiverse learners in higher ed, creating community and supporting interpersonal connections.

Today’s conversation will focus on how the UDL guidelines dovetail with non-traditional grading, especially focussing on multiple means of engagement. In fact, we will look at the specific ways that alternative grading practices recruit learner interest, help sustain effort and persistence in multiple ways, and also serve to guide students through self-reflection.

In today’s conversation, we talk about why she founded the Neurodiversity Network and what it does for students, faculty, and staff at the University of Glasgow. We also look into the challenges that neurodiverse students find at universities and what strengths they bring! And finally we discuss what college instructors can do to support neurodiverse…