In this episode, we sit down with Kris Astle from SMART Technologies and Dr. Matt Harrison from the University of Melbourne to explore research centered on neurodivergent student voices. We discuss why these learners are rarely consulted in technology design and delivery, and how their feedback shaped 36 actionable recommendations. Together, we unpack how Universal Design for Learning (UDL) principles intersect with neurodiversity-affirming practices, ensuring technology truly supports agency, inclusion, and success. TranscriptResources:Dismantling barriers for neurodivergent learners Research in Action: How to Get Started in Your Classroom 36 Recommendations for Inclusive Classroom Experiences UDL Guidelines 

What exactly is the CITES Framework? It is certainly not another initiative!  In this episode, we dive into the Center on Inclusive Technology & Education Systems (CITES) and explore how it stands apart from but aligned with other frameworks. Our guest, Mia Laudato, shares why building an inclusive technology ecosystem is essential for schools, how districts can take their first steps toward creating one, and where AI fits into the bigger picture. Spoiler alert: it’s not all about high-tech tools — it’s about designing systems that remove barriers and create access for every learner. TranscriptResources: Center on Inclusive Technology and Education Systems  AT Guidance Myths and Facts Graphics and Game 

In this episode, we dive into the critical topic of digital literacy, unpacking the difference between misinformation (false information shared without harmful intent) and disinformation (deliberately deceptive content). We discuss practical strategies educators and learners can use to navigate today’s overwhelming information landscape. Whether you're teaching students or sharpening your own skills, this episode offers timely insights to help you filter fact from fiction in an age of digital overload. TranscriptResources: CAST Website UDL-Con International CAST Canvas Course 

In this inspiring episode, we sit down with Carol Allen, a renowned UK educator and the keynote speaker for the UDL-Con International Conference. Carol shares powerful stories from her decades of experience supporting all learners—especially students with disabilities. With warmth, humor, and deep insight, she reflects on what it truly means to design learning that includes everyone. TranscriptResources:UDL GuidelinesUDL-Con International 2025

In this episode, we sit down with the team from LEGO® Education to explore the intersection of Universal Design for Learning (UDL), accessibility, and hands-on, playful learning. Hear the inspiring journey that led them to embrace UDL principles in their work—and how those principles shaped the development of LEGO Education Science, their newest K–8 product. Discover how this innovative resource invites every learner into science through curiosity, creativity, and collaboration. From classroom experiences to design decisions, this conversation is packed with insights on how UDL helps unlock learning for all students—brick by brick. TranscriptResources:Lego Education  UDL Guidelines Lego Education Spike 

In this episode, the hosts dive into the heart of what makes technology truly inclusive. They explore how Universal Design for Learning (UDL) can shape tech tools that work for all learners, not just some. Through conversations about human-centered design, they discuss when technology becomes assistive—and why that label matters. Tune in for a thoughtful look at designing tech that doesn’t just include but empowers. TranscriptResources:CAST Website  Procurement contract language CITES UDL Guidelines 

With guest podcast host, Allison Posey, this episode features Andratesha Fritzgerald, author of Antiracism and Universal Design for Learning. In honor of Black History Month, Andratesha shares how storytelling shapes education, inspires action, and creates meaningful learning experiences for all students. Together, they’ll explore the educators, experiences, and lessons that have fueled their passion for teaching and learning, and how UDL serves as a tool for creating more dynamic, responsive, and supportive learning environments. TranscriptResources: Building Blocks of Brilliance CAST UDL Guidelines Live recording with full conversation 

This conversation with Dr. Hillary Goldthwait-Fowles explores the intersection of Universal Design for Learning (UDL) and mental health, discussing how inclusive educational practices can support student well-being. The conversation highlights how UDL supports can help reduce stress, anxiety, and barriers to learning. TranscriptResources: A Heart on Fire: 100 Meditations on Loving Your Neighbors Well Wakelet: AT Supports for Mental Health Hooray for Diffendoofer Day 

We chatted with Makenzie, a freshman high school student and a passionate advocate for students with dyslexia. She shares her journey of raising awareness through speaking to students and educators across the midwest, and presenting at national conferences. Makenzie discusses her experiences in the classroom, the importance of supporting neurodiverse learners, and her vision for a future where all students have access to the resources they need to succeed. TranscriptResources: CAST Website Accessibility at CAST 

Discover how Universal Design for Learning (UDL) transforms teaching in this episode of Learning Through UDL Stories, hosted by Allison Posey. Special guest Jennifer L. Pusateri, author of Transform Your Teaching with Universal Design for Learning: Six Steps to Jumpstart Your Practice, shares six practical steps to help educators integrate UDL into their classrooms. Whether you’re new to UDL or looking to refine your approach, Jennifer offers actionable insights that educators can apply immediately. Tune in to explore real-world strategies and learn how to create flexible, student-centered learning environments.TranscriptResources:  Transform Your Teaching with Universal Design for Learning: Six Steps to Jumpstart Your Practice  Jennifer Pusateri website  Universal Design for Learning 

Kick off the new year with hosts Kelli Suding, Luis Pérez, and Bryan Dean as they dive into the latest in Universal Design for Learning (UDL), accessibility, and the evolving role of assistive (artificial) intelligence. In this episode, they discuss emerging trends, real-world applications, and strategies for creating more inclusive learning experiences. Don't miss this insightful conversation on breaking down barriers! TranscriptResources: Accessibility at CAST⁠ CAST Website  UDL-Con International 2025  

Welcome to Season 4 of The Learning Experience powered by CAST! Join hosts Kelli Suding, Luis Pérez, and Bryan Dean as they bring you inspiring conversations and real-world examples of breaking down barriers to learning. Each episode explores the latest innovations in accessibility and Universal Design for Learning (UDL), helping to create more equitable learning experiences for all. Hit subscribe and join us on this journey!  S04E00_Transcript.docxResources:CAST website at cast.org

In April 2024, the United States Department of Justice issued a final rule requiring state and local governmental entities — including early childhood, elementary, secondary, and postsecondary institutions — to ensure web or mobile app-based digital learning resources are appropriate for and usable by students with disabilities. Join CAST’s AEM Center to break down the updates and requirements and what that means for schools. Note: This is a podcast version of an AEMing for Access session on the Title II updates. 4 Key Takeaways: Don’t wait to start ensuring your website and documents are accessible and following the Web Content Accessibility Guidelines (WCAG) 2.1 AA. Take into consideration your current contracts with vendors and new contracts to ensure accessibility is part of your procurement process.  Know your baseline, what is already accessible, what is not accessible this will help you prioritize where to start. Visit ⁠⁠⁠⁠⁠⁠⁠aem.cast.org⁠⁠⁠⁠⁠⁠⁠ for show notes. If you’re getting value out of this podcast, please share it with others and let us know by providing a rating and commenting wherever you get your podcasts! The contents of this podcast were developed under a cooperative agreement with the US Department of Education, #H327Z190004. However, those contents do not necessarily represent the policy of the US Department of Education and you should not assume endorsement by the Federal Government. Project Officer: Rebecca Sheffield, Ph.D.

We are excited to bring you this episode to wrap up Season 3 of the Accessible Learning Experience with a discussion of the updated Universal Design for Learning (UDL) Guidelines. Universal Design for Learning is the framework CAST has pioneered over the last 40 years to assist educators in optimizing teaching and learning so that it works for everyone, and accessibility is a foundational component of UDL. We are lucky to have with us on this episode Jenna Gravel and Nicole Tucker Smith, who have led a community-focused, accessible and transparent process for ensuring the updated guidelines reflect the best thinking in the field as well as in the research literature.  Visit ⁠⁠⁠⁠⁠⁠aem.cast.org⁠⁠⁠⁠⁠⁠ for show notes. If you’re getting value out of this podcast, please share it with others and let us know by providing a rating and commenting wherever you get your podcasts! The contents of this podcast were developed under a cooperative agreement with the US Department of Education, #H327Z190004. However, those contents do not necessarily represent the policy of the US Department of Education and you should not assume endorsement by the Federal Government. Project Officer: Rebecca Sheffield, Ph.D.

The correctional setting is one that is often overlooked when it comes to accessibility and inclusive learning opportunities, but it is a setting where these are most needed. On this episode, we are excited to welcome CAST Career and Technical Education and UDL trainer Donald Walker to the podcast. Donald is joined by Jennifer Montag, Director of Disability Services at Marion Technical College, which offers a number of programs that take place in a correctional setting. As Jennifer explains, programs that provide access to educational opportunities in correctional settings can have a positive impact not only on the lives of the individuals enrolled in those programs, but on the community that receives them once their term is over. In essence, we all benefit when those in corrections are able to grow and improve their lives through education.   Visit ⁠⁠⁠⁠⁠aem.cast.org⁠⁠⁠⁠⁠ for show notes. If you’re getting value out of this podcast, please share it with others and let us know by providing a rating and commenting wherever you get your podcasts! The contents of this podcast were developed under a cooperative agreement with the US Department of Education, #H327Z190004. However, those contents do not necessarily represent the policy of the US Department of Education and you should not assume endorsement by the Federal Government. Project Officer: Rebecca Sheffield, Ph.D.

We are so excited to bring you this interview with Jordyn Zimmerman, a passionate educator and disability advocate who is currently the Head of Product Strategy at the Nora Project. Jordyn was diagnosed as autistic at a young age, but she did not receive access to augmentative and alternative communication (AAC)  until the age of 18. Her own lived experience  fuels her beliefs about leveraging tools and supports to drive change around inclusion for all learners.  Among her many accomplishments, Jordyn has twice been appointed to the Presidential Committee for People with Intellectual Disabilities and her work has been published in the Boston Globe and the New York Times.  Note: You will hear some long pauses between the question and Jordyn’s answer because we’ve done our best to preserve the authenticity of Jordyn’s communication experience.  (00:00) Introduction (01:21) Question 1 Accessibility Story (06:55) Question 1 Response (07:52) Question 2 Empowering Factors (18:18) Question 2 Response (20:05) Question 3 Impact of Technology (26:55) Question 3 Response (27:44) Question 4 Accessible Educational Materials (33:32) Question 4 Response (34:12) Question 5 Advice to Educators (41:33) Question 5 Response (42:30) Question 6 Contact Information (45:33) Question 6 Response (46:26) Closing Visit ⁠⁠⁠⁠aem.cast.org⁠⁠⁠⁠ for show notes. If you’re getting value out of this podcast, please share it with others and let us know by providing a rating and commenting wherever you get your podcasts! The contents of this podcast were developed under a cooperative agreement with the US Department of Education, #H327Z190004. However, those contents do not necessarily represent the policy of the US Department of Education and you should not assume endorsement by the Federal Government. Project Officer: Rebecca Sheffield, Ph.D.

A key goal for this podcast is to share the lived experience of learners who use and benefit from providing accessible educational materials and technologies. In that spirit, this month we are lucky to have Connor Joyce on the podcast. Connor is a student at Gettysburg College double majoring in Emerging Threats in National Security and Political Science and minoring in History. In 2018 he was awarded the first copy of Pennsylvania House Resolution Bill No. 1044, which designated October as dyslexia awareness day in the Commonwealth, and in 2021, he received the Pennsylvania Governor's Civic Engagement Award for his work in the community.  Visit ⁠⁠⁠aem.cast.org⁠⁠⁠ for show notes. If you’re getting value out of this podcast, please share it with others and let us know by providing a rating and commenting wherever you get your podcasts! The contents of this podcast were developed under a cooperative agreement with the US Department of Education, #H327Z190004. However, those contents do not necessarily represent the policy of the US Department of Education and you should not assume endorsement by the Federal Government. Project Officer: Rebecca Sheffield, Ph.D.

The federally-funded Technical Assistance centers based at CAST are always working on new resources to help the field implement best practices in the provision and effective use of high-quality accessible materials and technologies. This month, we are pleased to share two new resources from the AEM Center. Michelle Soriano shares information about a new Family’s Guide to Accessible Educational Materials designed to help parents and caregivers work with their child’s teachers and education team to make sure each child receives the AEM they need in a timely manner. Kelli Suding then introduces a new Online Learning Series on Accessible Materials and Technologies, which are delivered through Canvas and are ready for you all to add to your professional development offerings. But first, we have the pleasure of introducing our new AEM Center Project Director, Dr. Elizabeth Barker. Elizabeth brings a wealth of experience with accessibility and has a rich background in special education as well. We are thrilled to have her on our small but mighty team! Visit ⁠⁠aem.cast.org⁠⁠ for show notes. If you’re getting value out of this podcast, please share it with others and let us know by providing a rating and commenting wherever you get your podcasts! The contents of this podcast were developed under a cooperative agreement with the US Department of Education, #H327Z190004. However, those contents do not necessarily represent the policy of the US Department of Education and you should not assume endorsement by the Federal Government. Project Officer: Rebecca Sheffield, Ph.D.

Diana Garcia-Mejia is a Pre-K teacher of students with visual impairments who is passionate about accessibility and inclusion for all students. On this episode, Diana shares many practical tips and ideas for ensuring young learners with visual impairments get off to a strong start in their educational journey. That includes learning about braille and other supports, including assistive technology, as early as possible. The conversation with AEM Center Technical Assistance Specialist Luis Perez touches on the importance of involving families in braille education for young learners, ensuring representation by providing role models for young learners with visual disabilities to emulate and be inspired by, and much more. Stay tuned to the end to learn about an exciting project Diana was involved in: What I Can Be Is Up to Me, an accessible children’s book featuring characters who are blind or visually impaired.  Visit ⁠⁠aem.cast.org⁠⁠ for show notes. If you’re getting value out of this podcast, please share it with others and let us know by providing a rating and commenting wherever you get your podcasts! The contents of this podcast were developed under a cooperative agreement with the US Department of Education, #H327Z190004. However, those contents do not necessarily represent the policy of the US Department of Education and you should not assume endorsement by the Federal Government. Project Officer: Rebecca Sheffield, Ph.D.

For our final episode of 2023, we are excited to welcome Loui Lord Nelson to the podcast. Loui, who herself is a master podcaster and the creator of the popular UDL in 15 minutes podcast, is an international UDL educator, consultant, speaker, and author. She has worked with schools, districts, universities, and ministries of education around the world to support UDL implementation and research, and you will hear about some of those experiences in this episode. Loui will share her UDL journey which began at Bartholomew Consolidated School Corporation (BCSC) in Columbus, Indiana, her insights on the importance of accessibility for UDL practitioners, and her tips for getting started with accessible podcasting as a way to grow the UDL community by sharing the work of the many great educators she has met on her UDL journey. Visit ⁠aem.cast.org⁠ for show notes. If you’re getting value out of this podcast, please share it with others and let us know by providing a rating and commenting wherever you get your podcasts! The contents of this podcast were developed under a cooperative agreement with the US Department of Education, #H327Z190004. However, those contents do not necessarily represent the policy of the US Department of Education and you should not assume endorsement by the Federal Government. Project Officer: Rebecca Sheffield, Ph.D.