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(bright rock music)
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Welcome to the "Accessible Learning Experience,"
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where we help you turn learning barriers
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into learning opportunities.
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On this episode, we're joined by three of the authors
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of "Inclusive Learning 365:
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Edtech Strategies for Every Day of the Year."
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They are Mike Marotta, Beth Poss, and Chris Bugaj.
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We had also hoped to have Karen Janowski on the podcast,
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but we experienced some connectivity issues.
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You can find out more about each of the authors
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of this book at inclusive365.com.
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Now let's listen in as CAST TA specialist Maggie Pickett
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has a great conversation with the authors
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on topics such as the importance of an inclusive mindset,
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how to build an inclusive strategies toolkit,
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and their vision for a more inclusive future.
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I am thrilled to be sitting here today
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with the authors of "Inclusive Learning 365:
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Edtech Strategies for Every Day of the Year."
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So the work that we do is emotional work,
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and we wanna know why you do the work that you do,
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what makes you wake up in the morning,
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what makes you put your shoes on and walk out the door.
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Mike, let's start with you.
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What's your accessibility story?
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Why'd you get started in the field?
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Thanks, Maggie.
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So why did I get started in the field?
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It's so interesting to look back.
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When I started hearing you asked this question,
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it made me start looking out the window
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and just kind of thinking about it.
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Many moons ago, far too many than I would like to admit,
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but it's 30-plus years ago, I actually got into this field,
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but by training, I'm an engineer.
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And when I started in this field,
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I had for many years prior to that,
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I had been in and out
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of a local center for people with physical disabilities,
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mostly because my mom worked there.
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And so as a child, I had been there a lot
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and I liked that idea of troubleshooting
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and helping solve problems.
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And moving forward as an engineer, that became
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the kind of the cornerstone of my AT journey,
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if you will, my assistive tech journey is looking
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for solutions to problems.
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And it's so interesting to think about where you start
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and then where you end up.
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And I've had who knows how many titles throughout the year.
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They've been rehab engineer, rehab technologist,
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assistive technology specialist.
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I've moved through kind of all of those I've gone through
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and I've kind of settled on this title
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that I've given myself because at one point
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I was doing a lot of consulting privately and I, you know,
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when you buy your own business card,
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you get to call yourself whatever you want,
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and I became an inclusive technology evangelist.
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and I really like the idea of that just kind of the one
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who's kind of shouting from the rooftop
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about how you can do this, it's possible to do this.
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It's not scary and hard, just start.
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And I think that flows really nicely with the concept
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of our book as we put that together,
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this idea of little bits of learning
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to make yourself better every day.
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And so it's been a long, strange journey,
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but it's been pretty great as I've gotten to this point.
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Beth?
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I'm sitting here thinking about this
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and I feel like my why has changed.
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I've been in this field,
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in the field of education working with individuals
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with disabilities for over 35 years.
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And I was trying to pinpoint like the point
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where inclusion became
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the tipping point for me, right?
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That piece that was like, this is where it all is.
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And it actually was a parent
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who I was fortunate enough to work with
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for many, many years, work with her child and work with her.
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And she was the most amazing advocate for her child
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who had significant physical
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and speech and language disabilities.
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And this parent insisted in the nicest way possible
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that her daughter be fully included,
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be fully included in general education,
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despite the fact that, you know,
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the schools were not really seeing competency there, right?
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They weren't seeing this student as being appropriate.
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They wanted to put her in the most restricted settings.
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And this parent said, "Nope, not happening."
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And I feel like I got to go on her journey with her
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and see it work and see
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it never made her daughter
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less physically or speech and language-impacted,
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but it made her daughter an important part
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of the learning community and an important part
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of the community that's evolved.
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I think that's where like my passion for inclusion came from
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is because a parent pushed me to change my thinking
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and brought me on her journey with her.
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The push for inclusion came
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with the recognition
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that technology and assistive technology
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could facilitate the inclusion
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of this child
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in typical classrooms.
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And without it, we couldn't do as much, right?
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It never made anything perfect.
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It wasn't perfect,
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but it gave her the means to participate,
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to be engaged, to develop friendships.
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And so that was a really powerful means
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of driving my quest, so to speak,
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of being an inclusive
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education advocate.
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Thanks, Beth. Chris?
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So I think, well, I think,
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I guess I would start by saying
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that my background is a speech language pathologist.
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So is Beth, right?
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And my early interest
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in accessibility and inclusion
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came from the aspect of language
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and learning language and how did we learn language.
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About three years into my career,
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I was asked to be one of the founding members
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of the assistive technology team in our district,
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and that really broadened the horizons.
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I was something who for,
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to someone who's experiencing this podcast right now,
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if you're an administrator or anyone that is in a role
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where you can influence others in a very direct way,
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one of the best ways you can empower people
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is by not telling them what to do,
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but asking them what to do.
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I think everyone on our team from years ago,
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I guess over 20 years ago now,
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when we started our assistive technology team,
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we were just told like, "Help.
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Figure it out. You guys, you tell us.
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You tell us what to do."
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And there was this sense of like,
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it was a little startup in our school district
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to help bring about new ideas about how technology could
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at the time provide accommodations for people.
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Now I start to wonder if the name
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of this podcast shouldn't be, or maybe this segment,
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"The Evolution of Accessibility,"
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because that's how I thought of technology at first
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was, like, someone is having trouble do something,
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give them technology to help them do that thing, right?
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But now how I think of myself
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as an inclusive design facilitator,
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which means I help educators look at that technology
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and design ways to make it as an option for everybody.
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And that I think is the same evolution
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our whole team has gone on,
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is that move away from assistive technology,
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meaning this thing we provide to an individual
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to help them accomplish
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to inclusive design.
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How do we design so that everybody has options
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to use this thing, right?
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And I certainly have seen,
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I think we would all agree maybe
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that many companies that provide technology
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have sort of seen that move too, right?
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Where they start to provide more options within their suite
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of tools built around people with disabilities,
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but then that we all tend to use, right?
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I mean, the latest thing like that
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that comes to mind is like dark mode, you know?
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Every tool now has dark mode.
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Well, that's just high contrast that people
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who have visual impairments have been using for a long time.
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But maybe that's now just the default setting
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for a lot of things.
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And if you don't have that,
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maybe that's just an example of something
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that you would add to your technology.
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So that's how I think of it now.
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That's like it's how I got started to where I am now.
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One of the reasons we are such advocates for inclusion
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is because there isn't this real divide
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of general ed and special ed.
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That's a human-made construct.
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So there might be kids that would qualify
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for special education and therefore they have the right
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to have accommodations, right?
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But there might be a whole other set of kids
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that for whatever reason,
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did not cross the magical line of being eligible
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for special education
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who also needs those same technologies.
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And that's why we shift, sort of like
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the learner that Beth is talking about.
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That's how we can shift to be thinking, well,
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if we provide options to everybody, we catch anybody,
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whether you're in special ed or general ed or just ed.
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Wow, those are all such powerful stories.
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And I'm sure all of those stories have fed into this time
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and space where you are today, authors of this book.
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So when you all sat down to write this book,
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what was your goal?
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Really, we sat down,
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we're thinking about this, you know,
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in all of our work together,
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we're forever working to encourage people
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to look to inclusivity, to look to accessibility
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and finding ways to in a sense demystify that.
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Sometimes I feel like educators
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struggle at times to kind of almost wrap their brains
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around what this means
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to be more accessible in your instruction,
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to be more inclusive in your instruction,
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and it feels almost unattainable at times.
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And so when we thought about the book,
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we thought about this idea of, well,
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how can we make this feel simpler?
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How can we make this bite size?
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How can we make this something that is not asking you
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to learn a bunch at once,
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but instead spreads the learning
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across a longer period of time?
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And in fact, that's the whole idea
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of behind "Inclusive Learning 365."
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It's a little bit of learning every day of the year
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in order to be better and more inclusive
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with the instruction that you provide.
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I love that. That's so powerful.
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Thinking about those little nuggets, if you will,
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and demystifying this, what can be a huge massive concept
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for folks to kind of take on.
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But at the beginning of the book, Beth,
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there's a section that says in capital letters,
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"Read this first!" exclamation point.
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"Do not skip this part."
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Based on this messaging, I mean the concepts laid out here
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in this part of the book are really important.
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There are a variety of concepts,
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but the ones presented on creating inclusive mindset
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and culture in a school,
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why are these things so important?
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So we are really passionate about the idea
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of an inclusive mindset that without that,
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everything else can just sort of fall to the wayside, right?
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If you don't really believe in the power of inclusion,
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and one of the things we often ask when we do trainings
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is what is inclusion and what is it not?
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And we get all sorts of different answers.
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A lot of times our response is
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that inclusion
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is the fight against exclusion, right?
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And understanding that if we are not thinking that way,
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talking the talk, walking the walk,
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we're not going to move the needle.
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What we often find, however,
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is with a lot of the people that we talk about
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and probably the people that are picking up the book,
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is that they are already well on their way
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to having a very inclusive mindset,
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and the book for them is gonna be about strategies,
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how to further it.
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But what we almost always see
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is that when we ask people
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to rate their mindset and then their school
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or their district's mindset, there's a disparity.
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Their mindset is inclusive
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and they rate their district's mindset
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or their school's mindset as less inclusive.
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And so it really becomes about changing that school culture
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and being the bearer,
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if you will, of inclusivity into that school culture
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and making it a part of school culture.
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And so yeah, we want everybody to read that part first.
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Don't just dive into the strategies.
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They're great and they're wonderful,
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but without that sort of background piece,
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it might not be as powerful for you to be a change agent
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with the larger school community that you're in.
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Creating change agents.
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Really, really powerful.
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So we had the opportunity earlier this winter
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to kind of do a explore learning series.
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During that series, and in the book,
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you discussed using action words to plan
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or design learning opportunities for kids.
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Chris, can you tell us a little bit more about that?
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Sure, Maggie.
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Well, the name of the book is "Inclusive Learning."
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It's 365 Strategies, right?
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Strategies was right in the title.
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And we had to really think what does that mean?
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Even before writing the book,
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we had done many presentations together
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or had chatted together and we used all sorts
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of different words like functions and features.
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I mean, this podcast is about accessibility.
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And when you say the word accessibility
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and you think about the tools
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that help you provide accessibility,
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you think of the word tool
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and you think of the word feature
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and you think of the word function of the technology.
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So what does that all mean?
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And what we came to as authors together
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was strategies start with verbs.
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It's not about the tool necessarily,
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but what you can do with the tool.
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So when we think about the strategy,
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we think it starts with an action word.
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It's something you do.
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So you are enlarging text, right?
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That's an action word.
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You are listening to text,
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you are decreasing the number of hits it takes
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to get to content.
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Whatever the action is that's really at the heart
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of what we want educators to do.
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The change that they can make is change the actions
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around what they're planning for the learners
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that they are developing their experiences for.
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Oh, that's great.
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So again, it's almost demystifying,
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almost taking away the wonder
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of how do we make this accessible
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to actually putting it in action.
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Well, and Maggie, can I just say one other thing too?
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There is one verb that we intentionally tried not to use.
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So it was sort of a rule for ourselves,
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but a little r not a big R for the rule.
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And that is, we tried not to use the word using.
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Using QR codes to blah, blah, blah, blah, blah, right?
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That is just a sort of,
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it wasn't getting to the real action,
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that's just using a tool, right?
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It's like what can the tool really do for you
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to help provide more options
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for the learners that we're designing, for.
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Really getting some clarity in the those action words.
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Awesome. So we've got the book, right?
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But building new skills as an educator,
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it's something that takes intentionality and time,
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which is in high demand, right?
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How can we as coaches,
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as trainers, as leaders,
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help educators and support them
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to build their inclusive strategy toolkit, if you will?
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Maggie, I love this question.
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I love everything about this question because I think,
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isn't that always
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a quick answer that people give us?
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"Well, I don't have time to do that.
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I don't have time to do that.
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I have so much I need to do and so little time."
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And that's true.
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I mean, I'm sure we could all spend the rest
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of our time right now talking
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about all the things we have to do today,
364
00:17:14.970 --> 00:17:17.190
but I really love that word intentionality
365
00:17:17.190 --> 00:17:21.450
and thinking about how someone approaches this.
366
00:17:21.450 --> 00:17:24.090
What I always feel like is so powerful
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about our idea of leading with strategy
368
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is that there could be opportunities
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as people leaf through the book
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to find things they're already doing,
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but never quite tagged it as an inclusive strategy.
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And I think that's a really great moment for people too,
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to recognize, "Hey, I am doing some things."
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Everybody needs a little positive reinforcement sometimes.
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Like, "Oh, I'm doing these things already, this is great,
376
00:17:51.780 --> 00:17:55.047
but how can I go a little further with that?"
377
00:17:56.280 --> 00:17:57.210
One of the other things
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00:17:57.210 --> 00:17:59.730
that I feel was really helpful in the book
379
00:17:59.730 --> 00:18:01.920
as we were throwing it together was thinking
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about the indexes that we put in the back of the book.
381
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And one of the indexes,
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even though the book is strategy first, tool second,
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there is this approach to it
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if you go to the back of the book,
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there is an index that lists tools
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00:18:19.830 --> 00:18:22.800
and what pages they show up on for different strategies.
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And I feel like that's a really powerful on-ramp
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for some people too,
389
00:18:27.720 --> 00:18:31.380
because they may have just enough time in their day
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to use Google Docs better than they are now.
391
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How could I use Google Docs to be more inclusive?
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00:18:37.470 --> 00:18:41.370
I don't have time to learn a brand new thing,
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00:18:41.370 --> 00:18:46.370
but I have time to use something I already know
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00:18:46.500 --> 00:18:49.080
more inclusively or to be accessible
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with the instruction I put together
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using a tool I'm already familiar with.
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00:18:53.010 --> 00:18:56.490
And I think that is a really great way
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to build someone's toolkit.
399
00:18:59.640 --> 00:19:02.490
And really we might, and in some cases even be building
400
00:19:02.490 --> 00:19:03.510
what we might be doing.
401
00:19:03.510 --> 00:19:05.670
It's kind of just fleshing it out a little bit more.
402
00:19:05.670 --> 00:19:07.320
These are tools I already have.
403
00:19:07.320 --> 00:19:11.880
Now I have these creative inclusive ways to use them
404
00:19:11.880 --> 00:19:15.423
to meet more of the needs of the learners in my environment.
405
00:19:16.440 --> 00:19:20.220
I was just gonna add one more thing to what Mike said,
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00:19:20.220 --> 00:19:23.820
like that was so powerful about the way that you can build
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00:19:23.820 --> 00:19:25.650
your toolkit with just like one more thing
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00:19:25.650 --> 00:19:26.880
that you're gonna add on,
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00:19:26.880 --> 00:19:30.660
but also the idea that because of the way
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00:19:30.660 --> 00:19:33.210
the book is organized and being cognizant
411
00:19:33.210 --> 00:19:37.140
of the lack of time that educators have these days
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00:19:37.140 --> 00:19:41.850
is that it's that that ability to just find one piece
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00:19:41.850 --> 00:19:46.680
in there and if you would low hanging fruit, right?
414
00:19:46.680 --> 00:19:49.530
Like, you don't have to reach all the way up
415
00:19:49.530 --> 00:19:51.540
to the top highest branch.
416
00:19:51.540 --> 00:19:54.330
You can find something really practical
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00:19:54.330 --> 00:19:59.010
that you can do with what you have tomorrow.
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00:19:59.010 --> 00:20:03.780
And that's how we can empower educators
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00:20:03.780 --> 00:20:08.130
to build that toolkit without feeling this sense
420
00:20:08.130 --> 00:20:10.650
of overwhelming like, I agree with all of this,
421
00:20:10.650 --> 00:20:12.150
but I just can't do it.
422
00:20:12.150 --> 00:20:13.380
This is so powerful.
423
00:20:13.380 --> 00:20:15.570
It's giving people actionable real world,
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00:20:15.570 --> 00:20:18.840
like, I can do this right now opportunities
425
00:20:18.840 --> 00:20:21.510
to really kind of build those skills.
426
00:20:21.510 --> 00:20:23.250
It's not this pie-in-the-sky stuff
427
00:20:23.250 --> 00:20:26.313
that sometimes our educators get confronted with.
428
00:20:27.210 --> 00:20:30.810
It's really actionable, which is what we need.
429
00:20:30.810 --> 00:20:33.990
But let's do pie-in-the-sky for just a minute.
430
00:20:33.990 --> 00:20:37.420
So if we were to think 10 years down the road
431
00:20:38.430 --> 00:20:41.550
and each one of you could paint your pie-in-the-sky picture
432
00:20:41.550 --> 00:20:43.170
of what education looks like
433
00:20:43.170 --> 00:20:44.883
when you walk into any classroom,
434
00:20:46.050 --> 00:20:48.240
what would you see in these classrooms
435
00:20:48.240 --> 00:20:52.080
if it were your pie-in-the-sky kind of moment?
436
00:20:52.080 --> 00:20:54.450
What do you wanna see happening in classrooms for kids?
437
00:20:54.450 --> 00:20:55.983
And let's do a round robin.
438
00:20:57.679 --> 00:20:59.253
Who wants to start us off.
439
00:21:01.050 --> 00:21:02.790
When I think about this question, Maggie,
440
00:21:02.790 --> 00:21:06.570
my first comment is this is is slightly off-center
441
00:21:06.570 --> 00:21:08.340
and maybe a little bit of a wise guy,
442
00:21:08.340 --> 00:21:10.680
but why does that learning in 10 years
443
00:21:10.680 --> 00:21:13.203
have to be defined by the classroom it's in?
444
00:21:14.250 --> 00:21:17.040
And so maybe that would be my pie-in-the-sky
445
00:21:17.040 --> 00:21:19.650
is that we're learning all the time.
446
00:21:19.650 --> 00:21:24.210
I think one of the interesting aspects
447
00:21:24.210 --> 00:21:28.650
of learning during the pandemic was seeing how the shift
448
00:21:28.650 --> 00:21:31.320
in the learning environment
449
00:21:31.320 --> 00:21:35.850
was a good positive move for some learners
450
00:21:35.850 --> 00:21:38.100
and then it was a struggle for others.
451
00:21:38.100 --> 00:21:39.750
And so we saw these interesting things.
452
00:21:39.750 --> 00:21:42.540
I know that there's there's a young man
453
00:21:42.540 --> 00:21:45.480
that I work in his district around here.
454
00:21:45.480 --> 00:21:46.530
I used to work in the district,
455
00:21:46.530 --> 00:21:48.450
I don't work there this year, but I did before,
456
00:21:48.450 --> 00:21:50.347
And I remember his mom saying to me,
457
00:21:50.347 --> 00:21:54.240
"I wish he could be at home learning all the time for school
458
00:21:54.240 --> 00:21:56.970
because he's moving around throughout the day."
459
00:21:56.970 --> 00:21:58.320
He's walking around their house
460
00:21:58.320 --> 00:21:59.940
with a Chromebook in front of him,
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00:21:59.940 --> 00:22:02.850
actively participating in every class,
462
00:22:02.850 --> 00:22:05.820
but doing it in a manner that works for him.
463
00:22:05.820 --> 00:22:09.480
That learning had been modified to work for him.
464
00:22:09.480 --> 00:22:10.800
And so I guess my big word
465
00:22:10.800 --> 00:22:13.920
that I would say would be flexibility, just an increase
466
00:22:13.920 --> 00:22:16.860
and always looking for the next way
467
00:22:16.860 --> 00:22:18.390
we could be more flexible in thinking
468
00:22:18.390 --> 00:22:20.340
about what does our learning environment
469
00:22:20.340 --> 00:22:22.770
look like for learners.
470
00:22:22.770 --> 00:22:25.890
I really, instead of like what I'm gonna see,
471
00:22:25.890 --> 00:22:28.980
it's what if I was, like, listening, right?
472
00:22:28.980 --> 00:22:33.980
If I was listening to the way that adults
473
00:22:33.990 --> 00:22:36.000
in a school building were talking,
474
00:22:36.000 --> 00:22:40.950
I wanna hear them instead of using words like those kids
475
00:22:40.950 --> 00:22:45.877
or your kids, I wanna to hear my kids and our kids
476
00:22:46.800 --> 00:22:50.830
so that when there are students
477
00:22:51.930 --> 00:22:53.760
with an IEP,
478
00:22:53.760 --> 00:22:55.500
it doesn't belong to somebody else,
479
00:22:55.500 --> 00:23:00.123
it belongs to that general education classroom teacher.
480
00:23:01.980 --> 00:23:03.690
That inclusiveness,
481
00:23:03.690 --> 00:23:08.100
the language that we use is so, so important.
482
00:23:08.100 --> 00:23:09.950
So I wanna hear that language change.
483
00:23:11.130 --> 00:23:13.930
All right Maggie, well I guess I'll wrap it up for us
484
00:23:15.908 --> 00:23:19.590
with tying the pie-in-the-sky to a practical strategy.
485
00:23:19.590 --> 00:23:20.970
So if you really wanna know
486
00:23:20.970 --> 00:23:25.970
what the authors think the vision might be like for,
487
00:23:26.280 --> 00:23:28.380
gosh, I hope it's not 10 years away.
488
00:23:28.380 --> 00:23:31.083
I hope it's five years away or less.
489
00:23:32.010 --> 00:23:36.737
We actually wrote 366 strategies.
490
00:23:36.737 --> 00:23:40.560
There's a 366th strategy in the book
491
00:23:40.560 --> 00:23:43.743
that sort of outlines the vision of where we'd like to go,
492
00:23:45.000 --> 00:23:45.833
what we'd like to see.
493
00:23:45.833 --> 00:23:47.850
And some of the things that we include there
494
00:23:47.850 --> 00:23:52.260
are, like, a significant decrease in standardized tests.
495
00:23:52.260 --> 00:23:55.020
Mike brought up the pandemic, right?
496
00:23:55.020 --> 00:23:57.480
It's one of the first things we cut during the pandemic
497
00:23:57.480 --> 00:24:01.620
was like, yep, don't need those and who missed them, right?
498
00:24:01.620 --> 00:24:03.750
But now they're back.
499
00:24:03.750 --> 00:24:07.473
So something like that is a great example.
500
00:24:08.520 --> 00:24:10.830
Thinking about reshifting from grade levels
501
00:24:10.830 --> 00:24:13.020
and grade level content just to making it
502
00:24:13.020 --> 00:24:15.540
more learner-centered and learner-focused.
503
00:24:15.540 --> 00:24:18.210
So those are some ideas of what's in the,
504
00:24:18.210 --> 00:24:19.320
I don't wanna spoil it all.
505
00:24:19.320 --> 00:24:23.820
Go look at what we wrote really wrote as strategy 366,
506
00:24:23.820 --> 00:24:26.010
but in it's a practical way to get there,
507
00:24:26.010 --> 00:24:29.073
marrying that pie-in-the-sky to how to get there.
508
00:24:30.480 --> 00:24:33.600
One way we advocate for doing that
509
00:24:33.600 --> 00:24:36.720
is to look at your learning environment.
510
00:24:36.720 --> 00:24:38.550
Mike said, "Why classroom?
511
00:24:38.550 --> 00:24:41.010
Why not learning spaces or learning environment?"
512
00:24:41.010 --> 00:24:45.090
And how can we take that physical space
513
00:24:45.090 --> 00:24:48.480
or a virtual space and make it more flexible.
514
00:24:48.480 --> 00:24:53.313
If we can take that space and make it more flexible,
515
00:24:54.210 --> 00:24:56.880
the next question educators ask is, "Well,
516
00:24:56.880 --> 00:24:58.620
what else can I make more flexible?
517
00:24:58.620 --> 00:25:01.264
Like, that seemed to really work to support the learners."
518
00:25:01.264 --> 00:25:04.230
So if you think about a physical space,
519
00:25:04.230 --> 00:25:06.390
do we have different heights in seating?
520
00:25:06.390 --> 00:25:10.440
Are kids invited to sit on the floor or stand if they want?
521
00:25:10.440 --> 00:25:13.980
Are there different types of lighting that's available?
522
00:25:13.980 --> 00:25:17.700
Not everyone has the buzz or the drone
523
00:25:17.700 --> 00:25:20.700
of the fluorescent lights above.
524
00:25:20.700 --> 00:25:24.150
Is there different spaces that they can work
525
00:25:24.150 --> 00:25:27.180
so they could work individually or in pairs
526
00:25:27.180 --> 00:25:29.610
or small groups or in full groups.
527
00:25:29.610 --> 00:25:33.867
And can your environment shift to embrace those different,
528
00:25:37.920 --> 00:25:39.810
different groups of learning from individual
529
00:25:39.810 --> 00:25:41.280
to small to whole?
530
00:25:41.280 --> 00:25:43.830
And those sorts of ideas of looking
531
00:25:43.830 --> 00:25:48.330
at your physical space starting there.
532
00:25:48.330 --> 00:25:53.220
And that, there is an actual roadmap for how to do that.
533
00:25:53.220 --> 00:25:56.610
If most places listening right now to this podcast
534
00:25:56.610 --> 00:25:58.200
or reading the transcript
535
00:25:58.200 --> 00:26:02.700
were to look at the special education classrooms,
536
00:26:02.700 --> 00:26:06.037
the segregated classrooms that still exist and go,
537
00:26:06.037 --> 00:26:07.587
"Wow, look at those classrooms.
538
00:26:08.520 --> 00:26:12.150
The autism programs, they actually have soft lighting.
539
00:26:12.150 --> 00:26:15.000
They have multiples flexible seating.
540
00:26:15.000 --> 00:26:17.490
They have different places that you can shift
541
00:26:17.490 --> 00:26:19.530
to go from individual cubby work
542
00:26:19.530 --> 00:26:21.990
to small group work to whole group work."
543
00:26:21.990 --> 00:26:23.370
They can be a template
544
00:26:23.370 --> 00:26:27.000
for how we could design the learning spaces beyond, right?
545
00:26:27.000 --> 00:26:29.010
And then once you do that,
546
00:26:29.010 --> 00:26:31.950
you could say the shift happens to say, "Hmm,
547
00:26:31.950 --> 00:26:34.770
what if we put learners with disabilities
548
00:26:34.770 --> 00:26:36.630
at the center of our design?"
549
00:26:36.630 --> 00:26:39.300
Let's design for them and then everyone else
550
00:26:39.300 --> 00:26:40.350
comes along with that
551
00:26:40.350 --> 00:26:42.330
'cause it's just gonna benefit everybody else
552
00:26:42.330 --> 00:26:45.330
as opposed to how it probably works now,
553
00:26:45.330 --> 00:26:47.850
which is, oh, we designed some sort of thing
554
00:26:47.850 --> 00:26:49.830
and then we adapt it for kids
555
00:26:49.830 --> 00:26:51.870
that that doesn't work for, right?
556
00:26:51.870 --> 00:26:53.820
In 10 years, what if we designed,
557
00:26:53.820 --> 00:26:57.090
if we thought our educational experiences started
558
00:26:57.090 --> 00:27:00.030
with people with disabilities and then we moved from there.
559
00:27:00.030 --> 00:27:02.130
I think I hit my like button 20 times
560
00:27:02.130 --> 00:27:03.450
while you all were talking.
561
00:27:03.450 --> 00:27:06.630
Such powerful messages and, you know,
562
00:27:06.630 --> 00:27:10.470
taking it from pie-in-the-sky into really actionable stuff.
563
00:27:10.470 --> 00:27:12.960
Thank you, and I flipped to my book
564
00:27:12.960 --> 00:27:15.753
and I looked at the 366th strategy.
565
00:27:16.680 --> 00:27:18.360
Yes, yes.
566
00:27:18.360 --> 00:27:21.160
I wanna start my list right now. Make a stop doing list.
567
00:27:22.170 --> 00:27:25.200
Well, let's wrap things up and we really wanna make sure
568
00:27:25.200 --> 00:27:29.460
that anybody listening to the podcast or Chris, as you said,
569
00:27:29.460 --> 00:27:32.250
reading the transcript could get a hold of you all
570
00:27:32.250 --> 00:27:35.880
or know where to find you on social media and whatnot.
571
00:27:35.880 --> 00:27:38.190
So can you share with us
572
00:27:38.190 --> 00:27:40.320
where folks can find you and follow you?
573
00:27:40.320 --> 00:27:43.350
Sure, so our website
574
00:27:43.350 --> 00:27:46.140
is inclusive365,
575
00:27:46.140 --> 00:27:49.230
so the number 365.com.
576
00:27:49.230 --> 00:27:52.680
And you can find pretty much all of our information
577
00:27:52.680 --> 00:27:56.220
about us as individuals on there.
578
00:27:56.220 --> 00:27:59.520
You can follow us as a book
579
00:27:59.520 --> 00:28:04.200
on Twitter @inclusive365 also.
580
00:28:04.200 --> 00:28:08.730
And on Instagram @inclusive365book.
581
00:28:08.730 --> 00:28:13.730
We have a Facebook page Inclusive 365 Book as well.
582
00:28:15.270 --> 00:28:18.694
And then all of us are of course on Twitter
583
00:28:18.694 --> 00:28:22.350
and Instagram and social media as individuals as well.
584
00:28:22.350 --> 00:28:23.670
But starting off with those,
585
00:28:23.670 --> 00:28:26.850
the book sites are probably a really good place
586
00:28:26.850 --> 00:28:29.520
that you can get in touch with any one of us
587
00:28:29.520 --> 00:28:33.510
that you wanted to touch base with us.
588
00:28:33.510 --> 00:28:34.620
Wonderful. Thanks, Beth.
589
00:28:34.620 --> 00:28:39.150
And the learning series that we all got to work with you on
590
00:28:39.150 --> 00:28:41.970
is available on sites.cast.org.
591
00:28:41.970 --> 00:28:44.310
For anybody who's interested,
592
00:28:44.310 --> 00:28:46.980
that webinar series is up live on the website.
593
00:28:46.980 --> 00:28:49.980
So go check it out, it's a lot of fun to watch.
594
00:28:49.980 --> 00:28:51.870
And it's a three-part series.
595
00:28:51.870 --> 00:28:53.670
Thank you all for joining us today.
596
00:28:53.670 --> 00:28:56.160
It was a lot of fun having this conversation.
597
00:28:56.160 --> 00:28:57.570
We appreciate your time.
598
00:28:57.570 --> 00:28:59.400
Thanks for tuning in to this episode
599
00:28:59.400 --> 00:29:01.440
of the "Accessible Learning Experience,"
600
00:29:01.440 --> 00:29:02.910
brought to you by the National Center
601
00:29:02.910 --> 00:29:05.760
on Accessible Educational Materials at CAST.
602
00:29:05.760 --> 00:29:09.390
You can find us on the web at aem.cast.org.
603
00:29:09.390 --> 00:29:11.010
There you'll find show notes we link
604
00:29:11.010 --> 00:29:14.280
to all of the resources mentioned on each episode.
605
00:29:14.280 --> 00:29:16.800
Thanks again for listening and remember,
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00:29:16.800 --> 00:29:20.030
accessibility is everyone's responsibility.
607
00:29:20.030 --> 00:29:23.030
(bright rock music)
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00:29:36.660 --> 00:29:38.760
The contents of this podcast were developed
609
00:29:38.760 --> 00:29:40.170
under a cooperative agreement
610
00:29:40.170 --> 00:29:42.330
with the US Department of Education.
611
00:29:42.330 --> 00:29:44.910
However, those contents do not necessarily represent
612
00:29:44.910 --> 00:29:47.160
the policy of the US Department of Education,
613
00:29:47.160 --> 00:29:48.690
and you should not assume endorsement
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00:29:48.690 --> 00:29:49.990
by the federal government.