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Send us a text In this episode of Practical Access, Lisa Dieker and Rebecca Hines focus on providing science and math tools for teachers working with students of all abilities. They highlight the importance of making abstract concepts like data and computation more engaging and accessible. The discussion features practical, research-backed resources such as the PhET simulations, which have been federally funded and classroom tested for years. The episode is filled with tangible recommendations to help educators bring energy, clarity, and creativity into STEM instruction.  Key insights include: Use of Interactive Tools: Teachers can boost student engagement by integrating interactive digital platforms like PhET simulations to make science and math more visual and hands on. Accessibility through Flexibility: Flexibility in how content is delivered allows students to access science and math in ways that fit their learning style and pace. Emphasizing Conceptual Understanding: Focus should be placed on helping students grasp the why behind formulas and data rather than just memorizing steps or vocabulary. Positive Framing Matters: Teachers should model confidence and curiosity in STEM content. Avoid self limiting statements like I am not a math person in front of students. Start with What Works: Tap into free and research validated tools already available rather than reinventing the wheel. Resources that are time tested can save teachers energy and improve outcomes. We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@KUFLITECenter), Facebook (@Center for Flexible Learning through Innovations in Technology & education), or Instagram (@Practical_Access).  Resources:  Project RAISE: https://www.ucpcfl.org/projectraiseBlockly: https://developers.google.com/blocklyDesmos: https://www.desmos.com/

Send us a text In this episode of Practical Access, Lisa Dieker and Rebecca Hines reunite to kick off a new season focused on filling important gaps in the field of education. They introduce their collaborative work on the FLITE STEM Coaching project, a national initiative designed to support math and science coaches working alongside special education teachers. The conversation emphasizes the need for practical tools, collaborative strategies, and innovative coaching methods to bridge the divide between general education and special education. This season promises to offer insights that help educators strengthen support systems and improve student outcomes.  Key insights include: Bridging Coaching and Special Education: Effective STEM coaching requires understanding the unique needs of special education teachers and students. Coaches should build relationships and communicate clearly across roles to better align goals. Filling Practical Gaps: Many teachers are left without real classroom strategies to connect math and science content with student support needs. The FLITE STEM Coaching project is designed to fill this gap with tools and approaches that are both actionable and realistic. Coaching as Collaboration: Coaching should be a two way conversation. The most successful outcomes happen when coaches and teachers learn from each other and adapt strategies together, rather than rely on one size fits all models. Emphasizing the Why: STEM coaches are encouraged to focus not just on what to teach but why it matters. Helping teachers understand the reasoning behind instructional choices can improve student understanding and motivation. Celebrating Teacher Strengths: Instead of correcting mistakes or prescribing fixes, coaches should highlight what teachers are doing well and build from there. This strength based approach promotes trust and growth. We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@KUFLITECenter), Facebook (@Center for Flexible Learning through Innovations in Technology & education), or Instagram (@Practical_Access). 

Send us a text In this episode of Practical Access, hosts Lisa Dieker and Rebecca Hines welcome Dr. Honora Wall, an expert on dyscalculia, a math-related learning disability. Dr. Wall, founder of the Dyscalculia Training Research Institute (DTRI), sheds light on the unique challenges faced by individuals with dyscalculia, offering practical strategies for teachers and families to better support students struggling with math. Key takeaways include: Understanding Dyscalculia: Dr. Wall explains how dyscalculia differs from dyslexia and other neurodivergent traits, emphasizing that it's not a deficiency but a difference in brain wiring.Practical Classroom Strategies: Tips for identifying early signs, using real-time feedback, and incorporating supportive tools like visual aids and step-by-step guides to make math less intimidating.Reducing Math Anxiety: Families can focus on fun, low-pressure math activities like puzzles, card games, or discussions about tempo in music to create positive associations with math.Empowering Students: Dr. Wall highlights the importance of fostering a supportive, judgment-free environment where mistakes are viewed as opportunities for growth.Whether you're an educator or a parent, this episode offers valuable advice to help students overcome barriers and thrive. We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access).  Resources: The Dyscalculia Training Research Institute (DTRI) Website: https://www.thedtri.org/ Teaching Students with Dyscalculia: https://www.amazon.com/Teaching-Students-Dyscalculia-Honora-Wall/dp/1732760160 Honora Wall’s Podcast, What in the World is Dyscalculia: https://rss.com/podcasts/dyscalculia/ Honora Wall’s YouTube Channel: https://www.youtube.com/channel/UCqXKkHFgVlACI_NqM2J34pg 

Send us a text In this episode of Practical Access, hosts Lisa Dieker and Rebecca Hines welcome Dr. Sarah Bush, Lockheed Martin Eminent Scholar at the University of Central Florida and co-author of The Math Pact series. The conversation dives into strategies for making math education engaging for all students, including those with disabilities.  Dr. Bush discusses the synergy between high-leverage practices (HLPs), mathematics, and effective teaching practices (ETPs), emphasizing the importance of Universal Design for Learning (UDL) in both general and special education. She advocates for asset-based approaches to teaching, highlighting the need to leverage students’ strengths and avoid harmful deficit labels.  Key insights include:  Avoiding Deficit Labels: Shift focuses to students’ strengths and build on them to support areas of growth. Value in Math Education: Replace rigid teaching rules with flexible, meaningful practices, like emphasizing the true meaning of the equal sign and avoiding ineffective keyword strategies in problem-solving. Creating Positive Math Experiences: Teachers should cultivate an open, contextual approach to math, encouraging engagement and reducing negative associations. Dr. Bush stresses the importance of never framing oneself as “not a math person” in front of students. Dr. Bush also reflects on what makes an inclusive math classroom truly exceptional—empowered, confident teachers who foster a caring and nurturing environment, set high expectations, and provide tools for students to succeed.  This episode is packed with practical strategies for educators looking to create inclusive, effective math classrooms that inspire confidence and success in all learners.  We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access).  Resources:   Sarah Bush's Bio: https://ccie.ucf.edu/person/sarah-bush/  National Council of Teachers of Mathematics: https://www.nctm.org/   Math Pact Series: https://www.corwin.com/landing-pages/the-math-pact?srsltid=AfmBOorx3GL6RwftuSyi3uY6dwF96tn9h_QvrDpPNwoNrO9Da0RpG366  NCTM and CEC Position Statement on Teaching Mathematics to Students with Disabilities: https://www.nctm.org/uploadedFiles/Standards_and_Positions/Position_Statements/NCTM-CEC-Disabilities-Position-Statement-December2024.pdf  

Send us a text In this episode of Practical Access, hosts Lisa Dieker and Rebecca Hines dive into the critical role of assistive technology (AT) in math and science education with guest Dr. Tiffanie Zaugg. Dr. Zaugg is a former AAC Coordinator in the school district of Iowa and creator of EL, a chatbot designed to revolutionize teaching practices and enhance student learning experiences. Dr. Zaugg shares insights on using AT to support students with diverse needs. The discussion highlights: Framework for AT Use: Exploring the SETT Framework (Student, Environment, Tasks, Tools) to identify specific needs before selecting tools.AI and AT Innovations: Utilizing AI-driven tools like MathGPT and platforms like Microsoft's Math Solver to enhance accessibility and comprehension.Accessible Resources: Recommendations like the Inclusive 365 guide and leveraging built-in device features for speech-to-text, text-to-speech, and more.Teacher Empowerment: Strategies for new educators to build a basic AT toolkit, even in resource-limited settings, and the importance of shifting mindsets around AT as an essential, not optional, resource.Debates on Technology in Classrooms: Navigating trends like cell phone restrictions and their implications for students relying on mobile devices as AT.Dr. Zaugg also addresses resistance to AT use, offering practical ways to reframe its importance and promote its integration in classrooms. Whether you're a teacher, administrator, or parent, this episode provides actionable strategies to ensure students can thrive with the support of assistive technology. Tune in for a thoughtful discussion that reimagines how we approach learning in STEM through innovation and accessibility. We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access). Resources:  Tiffanie’s Chatbot, EL: https://www.canva.com/design/DAF4ZnhZ8TI/bGhftIi8zBjLuBFANJBP2w/view?utm_content=DAF4ZnhZ8TI&utm_campaign=designshare&utm_medium=link&utm_source=editor  Equatio: https://www.texthelp.com/products/equatio/  Math Solver: https://math.microsoft.com/en  MathGPT: https://math-gpt.org/  Inclusive 365: https://inclusive365.com/

Send us a text In this episode of Practical Access, hosts Lisa Dieker and Rebecca Hines are joined by Dr. Bree Jimenez, a professor of special education and chair of the Department of Educational Psychology at Baylor School of Education. Dr. Jimenez dives into her innovative work in making STEM education more accessible for students with disabilities. Key topics include: Inquiry-Based Learning: Dr. Jimenez discusses how inquiry-based and explicit instruction methods can complement each other to engage students with extensive support needs.Communication and Access: Strategies to ensure that students with communication challenges can actively participate in STEM lessons, including the use of assistive technology and alternate forms of expression.Building Classroom Routines: The importance of establishing consistent routines to help students focus on content rather than adjusting to new processes.Supporting Educators: Practical advice for general education teachers, including the use of Universal Design for Learning (UDL), peer support, and explicit instruction to foster global classroom cultures.Dr. Jimenez challenges the perceived divide between inquiry-based and explicit instruction, advocating for a blended approach to meet all student needs. She emphasizes the value of identifying essential skills and content in lessons while using UDL principles and systematic instruction to guide teaching. Through examples such as integrating engineering and STEM concepts, Dr. Jimenez underscores the potential for accessible STEM education to improve post-school outcomes. Her insights offer practical, research-backed strategies for building a global classroom culture where every student can thrive. We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access). Bree Jimenez Bio and Publications: https://edp.soe.baylor.edu/bree-jimenez 

Send us a text In this episode of Practical Access, hosts Lisa Dieker and Rebecca Hines welcome Joleigh Honey, a seasoned math educator and advocate for IEP (Individualized Education Program) goals in mathematics. Joleigh, with over 30 years of experience, shares insights into creating meaningful, grade-level math goals for students with disabilities. She emphasizes the importance of providing students with multiple, varied opportunities to access and demonstrate grade-level content, while also leveraging their unique strengths and experiences. Joleigh discusses strategies for teachers working with students at varying levels of academic ability, offering guidance on developing IEP goals that are neither too narrow nor too vague. She encourages a shift from focusing on students' deficiencies to building on their assets, enabling a deeper and more confident understanding of math. She also addresses parents, advising them on how to engage with IEP goals and support their children at home. The episode concludes with Joleigh’s recommendation of asset-based resources, including her co-authored book, Transforming Your Math Classroom Using Asset-Based Perspectives. This episode is a valuable listen for educators and parents alike, filled with practical advice on fostering success and confidence in math for all learners. We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access). Joleigh's Bio: https://www.nctm.org/About/President,-Board-and-Committees/Nominations-and-Elections/2023-Candidates/Joleigh-Honey/ Transforming Your Math Classroom Using Asset-Based Perspectives: https://us.corwin.com/books/assets-based-teaching-288055 

Send us a text In this episode of Practical Access, Dr. Michael Kennedy, professor at the University of Virginia and co-editor of the Journal of Special Education Technology, shares his expertise in high-leverage practices (HLPs). Known as an expert in the field, Dr. Kennedy provides insights into explicit instruction as a crucial approach for supporting students with disabilities in science education. He discusses the importance of using clear language, concrete examples, and repetition to make complex scientific concepts, such as meiosis and photosynthesis, more accessible.  The conversation explores effective ways to balance explicit vocabulary instruction with engaging, hands-on learning. Michael emphasizes using “anchor images,” relatable examples, and student-friendly language to help learners connect personally with the material. He also highlights the role of cognitive load in teaching and how reducing it can benefit both teachers and students, making science more global. Tune in for practical tips on integrating explicit instruction in science classrooms and supporting all students in building lasting, meaningful knowledge. We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access). Michael Kennedy’s Bio: https://education.virginia.edu/about/directory/michael-j-kennedy Vocab Support: https://www.vocabsupport.com/the-caps-team.html

Send us a text In this episode of Practical Access, Dr. Jonte’ Taylor, associate professor at Penn State, discusses the integration of arts into STEM education, creating an inclusive STEAM framework. Dr. Taylor emphasizes the importance of incorporating arts (the "A" in STEAM) as a tool for multimodal representation, aligning with Universal Design for Learning (UDL) to make science more accessible and engaging for all students, especially those with diverse needs. The conversation covers strategies for teachers to foster inclusive science classrooms. Dr. Taylor highlights the significance of rethinking engagement, making science relevant to everyday life, and using a flexible approach to instruction that adapts to individual student needs. He discusses supporting students with Emotional and Behavioral Disorders (EBD) in science classes, encouraging teachers to embrace active, hands-on learning, while also being sensitive to classroom dynamics. The episode concludes with advice for special education teachers collaborating with experienced science teachers, emphasizing the power of adaptability and co-ownership of all students’ success. Dr. Taylor’s insights remind educators that inclusive, inquiry-based science education is attainable through collaboration, intentionality, and courage. We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access). Jonte' Taylor's Bio: https://ed.psu.edu/directory/dr-jonte-taylor Publications:  https://www.researchgate.net/profile/Jonte-Taylor https://scholar.google.com/citations?user=qOuDFX4AAAAJ&hl=en

Send us a text In this episode of Practical Access, hosts Lisa Dieker and Rebecca Hines welcome Dr. Karen Karp, a professor emerita in mathematics education at the University of Louisville and recently a professor at Johns Hopkins University. Her scholarship lies at the intersection of mathematics education and special education. She is the author or co-author of numerous book chapters, articles, and books, including the U.S. Department of Education Institute of Science’s What Works Clearinghouse Practice Guide on Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades, and other titles such as Strengths-based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K-6, The Math Pact: Achieving Instructional Coherence within and Across Grades, and Elementary and Middle School Mathematics: Teaching Developmentally which has been translated into seven languages. She also was on the authoring team of the NCTM- CEC Joint Position Statement.  Dr. Karp is a former member of the board of directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators. In 2020, she was selected for the NCTM Lifetime Achievement Award for Distinguished Service to Mathematics Education. She also is a member of the U.S. National Commission on Mathematics Instruction. This summer she represented the United States as the Chair of the Topic Study Group on Teaching Mathematics to Students with Special Needs at the International Congress on Mathematical Education in Australia. She holds teaching/administrative certifications in elementary education, secondary mathematics, K-12 special education, and K-12 educational administration. Karp's scholarship stands out for its direct and visible impact on practicing mathematics teachers. Her work goes beyond theory, with her ideas being actively implemented in classrooms, shaping how mathematics is taught. In this podcast, Dr. Karp offers invaluable advice for general education teachers working with students with disabilities in math. She emphasizes the importance of early collaboration between general-ed and special-ed teachers, advocating for a proactive, rather than reactive, approach to math interventions. Throughout the conversation, Karp discusses strategies like using multiple representations in math instruction, focusing on the strengths of students rather than their perceived weaknesses, and ensuring that Individualized Education Programs (IEPs) are written with concepts and skills. She shares practical methods to engage and empower students to succeed in math, using examples such as the "Whole School Agreement" and success stories from students she's worked with. We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access). Karp’s bio and publications: https://www.mathbykarp.com/publications 

Send us a text In this episode of Practical Access, hosts Lisa Dieker and Rebecca Hines explore innovative educational tools with guest Bryan Dean, an innovation specialist at CAST. They focus on Corgi, a free digital graphic organizer designed to enhance student collaboration, engagement, and critical thinking. Built on a Google platform, Corgi includes features such as embedded teacher instructions, multimedia integration, and flexible permissions. Whether for middle school science projects or other subjects, Corgi’s versatility helps students visualize their ideas, collaborate, and easily revise their work. Bryan also shares how Corgi can be utilized by parents, homeschoolers, and pre-service teachers to foster deeper learning. If you're seeking a user-friendly, flexible tool to organize thoughts and lessons, this episode offers a fantastic introduction to Corgi’s potential in the classroom and beyond. We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on Twitter (@Accesspractical) or Instagram (@Practical_Access). Corgi website: https://corgi2.cast.org/login 

Send us a text In today's episode, Drs. Lisa Dieker and Rebecca Hines have a conversation with Sarah Powell. Sarah Powell is a Professor in the College of Education at the University of Texas at Austin and Associate Director of the Meadows Center for Preventing Educational Risk. Her research, teaching, and service focus on mathematics, particularly for students who experience mathematics differently. Powell discussed practical tips for teaching mathematics to students with disabilities. She emphasized the importance of understanding students' foundational math skills and using research-validated practices like vocabulary development and mathematical representations. Powell highlighted the need for extensive practice, suggesting that students who struggle with math may require 10 to 30 times more practice opportunities than typical students. She also mentioned the potential of AI in enhancing math education but stressed the importance of conceptual understanding. Powell concluded by reassuring new teachers that anyone can be an effective math teacher with the right knowledge and strategies. We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access). Powell’s bio: https://education.utexas.edu/faculty/sarah_powell/  Here's a free word-problem intervention developed by Powell and colleagues: https://www.piratemathequationquest.com/ Here is a website with many great free and downloadable math resources: https://mathspiral.com/  Powell’s Recent Publications: Rojo, M., Gersib, J. A., Powell, S. R., Shen, Z., King, S. G., Akther, S. S., Arsenault, T. L., Bos, S. E., Lariviere, D. O. & Lin, X. (2024). A meta-analysis of mathematics interventions: Examining the impacts of intervention characteristics. Educational Psychology Review, 36(9). doi:10.1007/s10648-023-09843-0. Powell, S. R., Moore, C. E., Vander Tuin, M., Fall, A.-M. & Roberts, G. (2024). Investigation of the initial feasibility of extended mathematics read-alouds used by kindergarten teachers. Frontiers in Education, 9(1379491). doi:10.3389/feduc.2024.1379491. Lin, X. & Powell, S. R. (2024). Development of a fraction vocabulary measure. Assessment for Effective Intervention, 49(3), 138–147. doi:10.1177/15345084231202407. Lariviere, D. O., Powell, S. R. & Akther, S. R. (2024). A synthesis of pre-algebraic reasoning interventions for students with mathematics difficulty in grade 6 through 8. Learning Disabilities Research and Practice, 39(1), 4–17. doi:10.1177/09388982231222179. 

Send us a text Summary:   In this episode of "Practical Access," hosts Lisa Dieker and Rebecca Hines are joined by Dr. Maggie Mosher, an assistant research professor at the Achievement and Assessment Institute at the University of Kansas. Dr. Mosher specializes in using evidence-based practices and innovative technologies to improve academic, social, emotional, and behavioral instruction for students, particularly those with high-incidence disabilities. The discussion covers various topics, including building relationships with students and families, setting goals, progress monitoring, and leveraging technology in education. Resources: https://www.researchgate.net/profile/Maggie-Mosher https://shorturl.at/klGOW https://voissadvisor.org/ https://www.projectvoiss.org/   Highlights:  - Building Relationships: Dr. Mosher emphasizes the importance of building strong relationships with students and families as a foundation for effective teaching and learning. She highlights the significance of getting to know students individually, understanding their goals, and collaborating with families to support students' academic and personal growth. -Personalized Instruction: The discussion underscores the importance of personalized instruction tailored to meet the unique needs of students, particularly those with high-incidence disabilities. Dr. Mosher advocates for individualized goal-setting and progress monitoring to ensure that instruction is meaningful and effective for every learner. - Practical Strategies: Practical strategies for teachers include minimizing teacher talk time, using graphic organizers, and making connections between learning objectives and real-world applications. These strategies help engage students, enhance understanding, and foster a positive learning environment. - Technology Integration: Dr. Mosher shares insights into the transformative role of technology in education, particularly tools like PDF readers and note-taking apps. These tools enable students to access information more effectively and manage tasks efficiently, thereby enhancing acc

Send us a text Summary: In this episode of "Practical Access," hosts Lisa Dieker and Rebecca Hines welcome special guest Dave Stewart Jr., a veteran high school teacher with nearly two decades of experience teaching English and history and his journey with AI. Dave also writes articles and books to support fellow educators in their classroom practices. The conversation delves into integrating AI tools like ChatGPT into the classroom environment. Dave shares his initial apprehensions about the impact of AI on teaching but highlights the practical applications he's discovered, such as using ChatGPT for brainstorming sessions and debates. Despite concerns about students potentially relying too heavily on AI for their work, Dave emphasizes the importance of maintaining focus on the central purpose of education: fostering critical thinking and independent learning. Resources: Dave Stuart Website: https://davestuartjr.com/about/  Highlights: - Exploring AI in Education: Dave Stewart Jr., an experienced high school teacher, joins hosts Lisa Dieker and Rebecca Heinz to discuss the integration of AI tools like ChatGPT in the classroom. - Practical Applications: Dave shares how he uses ChatGPT for brainstorming sessions and debates, dispelling concerns about over-reliance on AI and emphasizing its supplementary role in teaching. - Teacher as Coach: The conversation highlights the role of teachers as coaches in guiding students' learning journeys and fostering intrinsic motivation. - Cultivating Key Beliefs: Dave outlines five key beliefs educators should cultivate in students to promote meaningful learning experiences. 

Send us a text Summary: In this week's episode, we delve into the cutting-edge realm of virtual reality (VR) technology, specifically tailored to assist students in mastering problem-solving within social contexts through simulated scenarios mirroring real-world challenges. Our guest, Sean Smith, serves as the Principal Investigator for Project VOISS, alongside his role as a professor in the Department of Special Education at the University of Kansas. Sean provides valuable insights into the project's overarching goal: fostering knowledge and skills acquisition through evidence-based practices geared towards addressing social issues among middle school-aged students. VOISS stands as a groundbreaking computer-based VR platform, immersing students in diverse school environments such as classrooms, buses, and hallways. Here, they navigate through interactive social narratives and confront situations demanding problem-solving skills. Join us as we uncover the innovative strategies behind VOISS, aimed at empowering students with essential social competencies for navigating the complexities of the real world. Resources: VOISS Advisor: https://voissadvisor.org/   Sean Smith Email: [email protected]  Highlights: -Targeting Social Competence: Providing immersive experiences for individuals lacking social skills.  -Evidence-Based Practice: Focus on developing social knowledge and skills through proven methods.  -Simulated Educational Environment: Students engage in less immersive VR scenarios mimicking school challenges.  -Guided Interaction: Narrator and coach guide students through scenarios, interacting with avatars.  -Targeted Questions & Skill Transfer: Children are prompted to respond to questions tailored to individual growth needs. These questions help guide them to make decisions/ mistakes and gain consequences in a confined environment. They can learn from them and apply them in real-life situations.   -Domain Application: Receptive and expressive communication domains crucial, with applications in school, home, and community settings.  -Practical Classroom Implementation: Steps outlined for middle schoolers, aligning curriculum with targeted skills and domains.