# data[].attributes.body
Professional learning and coaching supporting inclusive practices and meaningful participation for students with disabilities.

# data[].attributes.attachment_link.readable_text
We are committed to upholding human dignity by challenging exclusionary practices through systemic change and advocacy, ensuring all students, particularly those with disabilities, have the access, support, and opportunities needed to achieve fair outcomes and a true sense of belonging.

# data[].attributes.attachment_link.description
We are committed to upholding human dignity by challenging exclusionary practices through systemic change and advocacy, ensuring all students, particularly those with disabilities, have the access, support, and opportunities needed to achieve fair outcomes and a true sense of belonging.

# data[].attributes.headline
Universal Design for Learning (UDL) Guidelines

# data[].attributes.subject
Universal Design for Learning (UDL) Guidelines

# data[].attributes.body
Frameworks and practical tools to support flexible, accessible learning environments that meet the needs of all students.

# data[].attributes.attachment_link.readable_text
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

# data[].attributes.attachment_link.description
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

# data[].attributes.body
Professional development and practical resources focused on Universal Design for Learning (UDL), inclusion, and equitable instructional practices.

# data[].attributes.attachment_link.title
The Ultimate Guide to Universal Design for Learning (UDL)

# data[].attributes.attachment_link.description
Resources and guides breaking down what is universal design for learning, why implement UDL, and how to get started with UDL. Your essential guide to UDL.

# data[].attributes.body
Resources and tools supporting inclusive school transformation and equitable educational systems.

# data[].attributes.body
Resources and advocacy tools supporting inclusive education and belonging for students with disabilities.

# data[].attributes.attachment_link.readable_text
The Inclusive Education Project ("IEP") is a 501(c)3 non-profit organization that connects families in California with pro bono legal aid. We seek to spread awareness of parent rights and resources through workshops, seminars, fundraising events and the Inclusive Education Project Podcast.

​

We are here to make a difference, one child at a time.

We are a team of Civil Rights Attorneys on a mission to educate and empower our community to ensure all children are given equal opportunities.

​

We provide legal advocacy, education and community for the families of children living with a disability.

THE IEP PODCAST

We believe education is the key to building an inclusive society and ensuring that all students are given an equal opportunity.

The Inclusive Education Project Podcast, hosted by Special Education and Civil Rights attorneys, Amanda Selogie and Vickie Brett, offers a fresh, smart perspective on what it takes to truly make our educational systems and communities inclusive.

Tune in each week as Amanda and Vickie share insight on topics ranging from education reform to advocating for equal rights for all students, and participating in modern activism. This show will also offer user-friendly resources to help you and your family navigate the educational playing field.

Note: The Inclusive Education Project National Podcast Tour has been postponed due to COVID-19.

However, we will still be publishing weekly podcast episodes through this time.

If you are interested in sponsoring or hosting a live podcast recording event in 2021 please email connect@iepcalifornia.org

I highly recommend their informative podcasts. I wish I had heard them years ago!

Vickie and Amanda are very informative and have increased my ability to advocate for others!

The amount of knowledge you will receive is amazing. They truly understand and care about children!

FOLLOW US ON SOCIAL MEDIA

RESOURCES & PARTNERS

# data[].attributes.attachment_link.description
The Inclusive Education Project ("IEP") is a 501(c)3 non-profit organization that connects families in California and New Mexico with pro bono legal aid. We seek to spread awareness of parent rights and resources through workshops, seminars, fundraising events and the IEP Podcast.

# data[].attributes.body
A DSE spotlight conversation about adapted physical education, inclusion, and access to movement for students with disabilities.

# data[].attributes.attachment_link.title
DSE Spotlight: APE-Adapted Physical Education

# data[].attributes.body
A short video exploring how disability inclusion and community belonging have evolved over time.

# data[].attributes.attachment_link.title
The Evolution of Inclusion: The past and future of education

# data[].attributes.headline
Quick Tips For a More Inclusive Classroom

# data[].attributes.subject
Quick Tips For a More Inclusive Classroom

# data[].attributes.body
Everyone is welcomed, everyone is valued.

# data[].attributes.attachment_link.readable_text
Most of us know that creating a more inclusive learning environment is a good thing. But figuring out what steps to take to benefit our marginalized students without singling them out as being different is a challenge. That's why we put together a few ideas to help you facilitate a more inclusive classroom.

1. Incorporate less commonly heard points of view in lessons.

Too often marginalized voices go unheard and discounted, especially in schools. Offer your students a wider view of the world (and maybe even some role models that share their experience) by incorporating magazine articles, books, and speeches by people who aren't white, cisgender, straight men.

2. Go deeper on "heritage days".

It's great to celebrate other cultures, but make sure you're not reducing them to stereotypes. Instead, introduce books by authors of your target culture. Bring in guest speakers who can speak to their own experiences, rather than trying to do it all yourself.

3. Educate kids on why their language matters.

No matter what age you're teaching, kids often don't understand the power of words. Help them understand that what they say can have a profound effect on others -for better or for worse.

4. Don't ignore when students use harmful language-even when they're not using slurs.

Every few years there's a new popular phrase that minimizes the real experience of others and causes harm, even if it's not widely seen as a slur. When I was in high school that phrase was "that's gay," but now it seems to be "I'm triggered." When you hear students throwing this around, interrupt their behavior and take advantage of the teachable moment. Let them know that there's a good chance someone they care about has trauma in their background.

5. Use Comic Sans, Ariel, or Dyslexie for your handouts.

A simple change you can make in your classroom is to use a different font-several are easier for students with different types of disabilities like dyslexia to read.

6. Make sure your field trips are accessible.

You may not have students with visible disabilities like wheelchairs in your class, but you may still have someone with a bad knee or a phobia who just isn't going to be able to do that vertical cave trip with 426 stairs you have planned. Take a few steps at the beginning of the school year to find out if the field trips you have in mind will work for the students you have. And if they won't, look for another way to accommodate them.

7. Keep some "toys"-even fidget spinners-available.

Everybody hates fidget spinners right now, but devices like them help students who struggle to pay attention in class focus more easily. Keeping a few around could make a big difference in your overall classroom behavior-but don't be afraid to set boundaries if students are abusing them!

8. Don't police gender.

Just don't do it. If one of your male students wants to play with dolls, let them. If you have a female student named Charlie don't point out that it's a name for boys. Your students aren't hurting anyone and are well on their way to creating a more inclusive world by ignoring gender rolls and rules.

We've all been there. A student seems bent on creating problems in your classroom so you snap and kick them out instead of taking the time to get at what might be underlying the issues and finding a long-term solution. That student may have an undiagnosed learning disability or severe problems at home. Spend a little bit of extra time figuring out what's driving the behavior in the first place. Then figure out how to turn the consequences into an age-appropriate teachable moment. Click here for classroom resources.

10. Keep consequences consistent.

As important as it is to find out what's underlying students' poor classroom behavior, it's equally important to ensure that students know exactly what's going to happen if they do X. Often students with behavioral issues have unpredictable home environments. A predictable classroom may be their only safe haven. Keep the rules and consequences consistent, even when you'd rather do the kid a favor and let them off easy, and you'll begin building trust.

11. Offer your notes or PowerPoints to students.

Students who struggle with hearing issues can benefit from having a written reference available to them so that they don't miss out on critical details.

12. Interrupt when students police or shame each other.

Students often say things that aren't nice to each other. Instead of ignoring it when students make fun of each other for smelling funny or dressing different, let them know that behavior isn't okay and be sure to follow through if it persists.

13. Avoid using students differences for "teachable moments".

I'm a firm believer in providing students with the "why" whenever possible, but when a student is teasing another for dressing in ill-fitting or hand-me-down clothes it's not appropriate to point out that the student they're teasing may be low-income. Simply letting students know that the behavior is inappropriate and won't be tolerated is sufficient.

14. Offer a wider variety of options in your classroom library.

The books in your library may be the only things that expose your students to different ideas and people. Be sure to include books by diverse authors and that feature characters from a range of backgrounds.

15. Avoid using language like "mom or dad" in reference to your students' households.

You don't always know who your students might be going home to. Assuming everyone lives with a mom or a dad or a mom and dad can be really alienating for kids in foster care, living with other relatives, or who come from LGBTQ households.

16. Support students in creating affinity spaces.

Sometimes marginalized students need a place to get away from people who don't share their experiences. Help your students start a Black Student Union or a Queer Center on campus.

17. Support students in creating pride organizations.

Create spaces for members of marginalized communities and their allies to take on social change in their communities, at their school, or even just to show support for one another. For students who are looking to celebrate their Native heritage or disability status in this way, offer your classroom or guidance in making it happen.

18. Work with your principal to change school culture.

Often the students are way ahead of the rest of us in creating inclusive cultures on campus, so working with high level administrators to change the tone from the top down can make a big difference in bringing the whole campus on board.

19. Use your professional development days to gain more diversity and inclusion training.

There are a lot of great conferences that address issues around creating more inclusive communities, whether they focus on rape culture or explicitly on creating more inclusive education, consider using some of your time to learn more about how to better support your students.

20. Teach the material in a variety of ways-play to your kids' strengths.

Every teacher knows not all students learn the same way. Introduce students to material in a variety of ways to help improve learning outcomes and make sure every student has the best possible chance of understanding the material.

21. Allow your students to develop their own milestone projects.

Major projects are a great way to give students something to be proud of and to synthesize what they've learned. But often teachers elect to assign identical projects to each student, rather than letting students take ownership and develop a project that plays to their strengths. Some students may fare better with a paper than a poster and still others may need to build something to truly grasp the information. Plus you don't have to read the same five pages 30 times over.

22. Let marginalized students have the floor-but don't force it on them.

You've seen it happen. You bring up black activists during one of your lessons and every head turns to the lone black student in your class. Don't be one of them. If that student wishes to share, by all means let them speak. But if they look like they'd rather be invisible, draw your students' attention back to the material.

23. Genuinely care about and consider other factors in your students' lives.

Your students come from a wide range of situations. It's important to consider how their experiences might be affecting their classroom performance and plan accordingly. For example, if most of your students access internet at the library rather than at home, consider giving more class time for internet-based research.

24. Plan activities for your students to share more about themselves-but don't put them on the spot!

Sometimes your best resource for gaining new insights can be your marginalized students. Invite them to show off their lives during "heritage days" or lessons about disabilities if they are comfortable doing so.

25. Give space for preferred pronouns, but avoid requiring students to share.

Asking every student to share their preferred pronoun at the beginning of the semester can force a closeted student to either out themselves or misgender themselves. Neither is what you were going for. Instead, offer your pronouns as an invitation for other to share theirs, but don't demand it if someone refrains.

26. Keep in mind where a student is coming from when addressing issues.

It's crucial to remember that when a student isn't turning homework in on time, it likely doesn't mean the student is lazy or disorganized. It could mean the student needs accommodations for a disability or is taking in a lot of household responsibility that doesn't give adequate time to do schoolwork.

27. Plan activities for your students to think about and show appreciation for each other.

Have students share what they like and admire about each other a few times a year to build a more positive community.

We hear about it every spring. Students (usually girls) get turned away from prom or kicked out of class for wearing clothes deemed "distracting" to others. This unfairly puts the responsibility for other students' focus (or lack thereof) on individual students' wardrobe choices. Instead, insist that the faculty identify what the ultimate goals in creating a dress code are, and go from there.

29. If you're teaching about religions, spend equal time on each that you cover.

If your school is anything like the one I grew up in, most of your students probably identify as Christian. It can be tempting to use that as a basis for examining all religions. However, if you spend a lot of time on one faith and not a lot of time on others, the one you focus on could seem more legitimate or "better" to students.

30. Learn as much as you can about what students from different backgrounds might be experiencing at home.

You may be the most well-intentioned teacher out there, but if you don't back it up by doing your own homework and reading widely, you're going to have a hard time understanding where your students may be coming from.

31. Refrain from having class-wide celebrations that involve food during times students may not be able to partake.

If you've got Muslim students in your class and you hold a food-based celebration during Ramadan, chances are that student is going to feel excluded from the festivities. Check the calendar to make sure your classroom celebration doesn't conflict with religious celebrations that include fasting.

32. Be aware of any food allergies before planning a food-related event.

Ask students and/or parents if there are any dietary restrictions.Make sure any food served to the class adheres or that large pot-luck style events include options for everyone.

33. Offer snacks for students who may be missing meals.

The free and reduced lunch program makes a huge difference for millions of kids living with food insecurity. Unfortunately, the program doesn't cover missing meals or the fact that lunch is the only meal these students get. Keeping your classroom armed with some affordable healthy snacks could make a huge different in your students' nutrition.

34. Keep handouts for local social services readily available.

Sometimes your students will be going through things they'd rather not share. Ideally their parents will know what's going on and how to navigate support, but often that's not the case. Have a few handouts pointing them in the right direction. Place them somewhere visible so students can grab them without drawing attention to themselves.

35. Avoid segregating students by gender.

Again you may have closeted or non-binary students in your classroom who could feel alienated by being asked to identify in this way. Instead consider assigning students numbers or dividing into groups based on shirt color instead.

Avoid phrases like "ladies and gentlemen" and encourage classroom guests to do the same. Refraining from using binary language your classroom is really affirming to non-binary learners and avoids erasing their experiences.

37. Celebrate your students' diversity, but please don't tokenize.

It can be tempting to ask a student of color to share a favorite dish from the place of their heritage, but not all students are so keen to share. Whatever their reasoning, it's okay for students not to want to be labeled "the _____ kid." Make sure you're celebrating them as multi-dimensional members of your community and doing it on their terms.

38. If possible, offer important documents in your students' and parents' primary languages.

Not all students or parents speak English fluently. Sometimes it's more important that the information is received than language skills are practiced. When this happens, providing the information in students' and parents' primary language can avoid misunderstandings.

39. Think of IEPs and other support plans as opportunities to do better by your students-not as impositions on your time.

Sometimes it can feel overwhelming to be asked to accommodate several different students' needs all at once. Instead of letting it get to you and allowing you to resent your students, make sure you're thinking of IEPs as an effective communication tool that help you be better at your job.

40. Help students identify their own learning outcomes-and support them in meeting them.

We all have our goals for our students, but sometimes what we had in mind and where the students really are are two very different matters. Work with your students early and often to adjust their own goals and give them ownership over learning.

Especially when you have students who are frequently disruptive in class, it can be difficult to see the positive attributes that student brings with them every day. Take time regularly to acknowledge the skills and positive attributes of every student- not just the ones that are easy to work with.

42. Work with administrators to establish gender neutral bathrooms around campus.

For students who are trans or non-binary, going to the bathroom can be confusing or downright dangerous. Having bathrooms in convenient places around campus where any student can go free from harassment is vital to keeping all students healthy.

43. Spend more attention with feminine-presenting students in math and science.

Studies show that when teachers are spending what they perceive to be an inordinate amount of time with femme students in science and math classes they barely break even. S o don't be afraid to tip the scales and try this experiment out yourself. You might be surprised.

44. Avoid even positive stereotypes of different groups.

Just as believing your students are less able to do something can harm them, believing your students are naturally more capable than they really are can lead to spending disproportionately less time with them. Be sure you're not letting the "model minority" stereotype impede your ability to help all your students succeed.

Spend some time after you get your class list checking pronunciations on YouTube. Be sure to ask every student how to say their name- even if you're pretty sure you know. Asking every student avoids drawing attention to students with more challenging names and gives you a chance to be sure you're right. You never know when a student with a conventional spelling will have an unconventional pronunciation.

46. Use content warnings.

Content warnings let your students know that you respect them as people and gives them a chance to prepare emotionally if some of the material you'll be covering might hit a little too close to home.

47. Make E-readers available.

There are some free e-readers available on the internet that can make a big difference to students who may benefit from audio learning or who struggle with reading due to poor eyesight, a disability, or interrupted education.

48. See if your school can spring for audiobooks.

Again, giving students the option to listen rather than read can significantly improve retention and may drastically improve outcomes for students with some disabilities.

49. Make space for differently abled students.

If you regularly employ movement breaks into your day, be sensitive to students who may need adaptations or individualized activities. Or better yet, choose activities that won't single them out.

50. Supplement your curriculum.

Make sure your curriculum doesn't center around a European male point of view. Be sure to include content about and by people with different perspectives.

# data[].attributes.attachment_link.title
50 Tips and Tricks to Facilitating a More Inclusive Classroom

# data[].attributes.attachment_link.description
Everyone is welcomed, everyone is valued.

# data[].attributes.headline
Technology Resource Center of Marin (TRC)

# data[].attributes.subject
Technology Resource Center of Marin (TRC)

# data[].attributes.body
Assistive technology and AAC support, consultations, and resources for students with disabilities and their families in Marin County.

# data[].attributes.attachment_link.title
Technology Resource Center Marin | Official Site for the Technology Center of Marin County

# data[].attributes.attachment_link.description
Empowering Marin County Special Education Students through Technology

# data[].attributes.body
CDE content lead on UDL, AT, AAC.

# data[].attributes.attachment_link.readable_text
The Open Access Project is based in the foundational belief that with access to quality curriculum & instruction, students with disabilities can engage, actively participate, and learn within inclusive settings.

The pathway includes:

implementing the principles of universal design for learning (UDL) across all learning environments;

incorporating digital tools and/or accessible technologies (AT) into the design of instruction and measurement of learning; and

providing access to augmentative alternative communication (AAC) strategies and supports and a commitment to building communication competence for students with complex communication needs.

Click here for a Quick Overview of the Open Access Project to print and share.

Reach out with questions, comments or ideas or to inquire about participating in an Open Access project.

Find out what's currently happening or what's coming up within our network.

In this space you can search for handouts, tools, presentations, and quarterly and annual reports related to our projects.

# data[].attributes.attachment_link.title
Open Access 2.0 | Learning and Participation for All Students

# data[].attributes.attachment_link.description
Providing Accessibility through UDL, AT, and AAC

# data[].attributes.body
Tools and strategies to strengthen family engagement and partnerships in early childhood and educational settings.

# data[].attributes.attachment_link.description
Seeds of Partnership provides assistance on behalf of the California Department of Education, Special Education Division to support the direction, initiatives and activities that are a part of the State Performance Plan (SPP) related to the Individuals with Disabilities Education Act (IDEA) Indicators.

# data[].attributes.body
Short videos exploring the benefits and importance of inclusion for young children with and without disabilities.

# data[].attributes.attachment_link.description
In this video, you will learn what the literature tells us about high-quality inclusion. This video is based on Dr. Phil Strain’s keynote, A Brief Overview of 40 Years of Inclusion Research at the 2019 OSEP Leadership Conference. Closed captioning is available in English, Spanish, and Korean.

# data[].attributes.body
MAP-Making Access Possible. California resources and guidance supporting inclusion and belonging in early childhood education settings.

# data[].attributes.attachment_link.description
"When inclusive [practice] is fully embraced, we abandon the idea that children have to become 'normal' in order to contribute to the world. Instead, we search for and nourish the gifts that are inherent in all people.

# data[].attributes.headline
Early Childhood Technical Assistance Center (ECTA)

# data[].attributes.subject
Early Childhood Technical Assistance Center (ECTA)

# data[].attributes.body
Resources and tools supporting inclusive practices, early intervention, and participation for young children with disabilities.

# data[].attributes.attachment_link.title
ECTA Center: Improving Systems, Practices and Outcomes

# data[].attributes.attachment_link.description
The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement numbers H326P170001 and H326P220002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

# data[].attributes.body
Tools and strategies to strengthen family engagement and partnerships in early childhood and educational settings.

# data[].attributes.attachment_link.description
Seeds of Partnership provides assistance on behalf of the California Department of Education, Special Education Division to support the direction, initiatives and activities that are a part of the State Performance Plan (SPP) related to the Individuals with Disabilities Education Act (IDEA) Indicators.

# data[].attributes.body
Recorded trainings and professional learning resources focused on inclusive practices, meaningful participation, and supporting students with disabilities in general education settings.

# data[].attributes.attachment_link.title
Supporting Innovative Practices - Archived Virtual Events

# data[].attributes.headline
National PTA Position Statement on the Education of Children with Disabilities

# data[].attributes.subject
National PTA Position Statement on the Education of Children with Disabilities

# data[].attributes.body
National PTA guidance supporting inclusive education, access, and meaningful participation for students with disabilities.

# data[].attributes.attachment_link.title
Position Statement - The Education of Students with Disabilities

# data[].attributes.attachment_link.description
PTA believes that all children have the right to a quality public education. PTA is committed to the belief that all children can learn and that school and family collaboration is essential to successful academic and developmental growth.

# data[].attributes.body
A National PTA webinar with strategies for planning accessible and inclusive meetings and events for families and community members.

# data[].attributes.body
A practical guide for parents about how to respond in the moment and talk with children about people with disabilities in their community — including both visible and invisible disabilities.

# data[].attributes.attachment_link.title
"I Notice You Noticing"- Encountering Disability In Our Community

# data[].attributes.body
A practical checklist from Cornell University to help schools and organizations create more accessible and inclusive meetings and events.

# data[].attributes.attachment_link.readable_text
This information was developed by the Cornell Human Resources department and is adapted below. For updates to this information, please see their checklist (pdf).

Making Meetings & Events Accessible

It is our expectation that all meetings and events sponsored by Cornell are accessible to individuals with disabilities. Taking care to create an accessible event benefits not only individuals with visible or known disabilities, but also helps to ensure that all participants/attendees, including individuals with non-obvious disabilities and/or chronic health conditions, and people of all ages and body types, are able to fully engage in the program.

1. Ask!

When you send out the invitation or notice, include a welcome message to let invitees know they can contact the planner regarding accommodations.

Your message might include text such as:

"We strive to host inclusive, accessible events that enable all individuals, including individuals with
disabilities, to engage fully. To be respectful of those with allergies and environmental sensitivities, we ask that you please refrain from wearing strong fragrances. To request an accommodation or for inquiries about accessibility, please contact (name, email, phone)."

One or two days before your event or meeting, send out a reminder about refraining from wearing strong
fragrances.

Another approach is to include a checklist in your meeting RSVP. For example:

I will need the following accommodations in order to participate:
___ Assistive listening device
___ Captioning
___ Reserved front row seat
___ Large print
___ Advance copy of slides to be projected
___ Wheelchair access
___ Wheelchair access to working tables throughout room
___ Scent-free room
___ Lactation room
___ Gender neutral bathroom
___ Diet Restrictions. List: __________________
___ Other: _____________________________

Make sure you follow up on all requests received. If it appears you will be unable to meet a specific request, follow up with the individual who made the request to determine whether an alternative arrangement can be made.

2. Check Venue in Advance

Look for these features when inspecting your meeting/event space:

Visibility - Consider those with impaired sight

Clear signage (identifying location and directions); well-lit meeting space and adjacent areas; projection screen visible from all seating (if using projection).

Acoustics - Consider those with hearing impairment

Public address (PA) system; roving microphone; limit unnecessary background music; seating available near presenter for lip reading;
availability of assistive listening devices. Is there well-lit space for an interpreter if needed?

Mobility - Consider those who may be in a wheelchair or have other mobility impairments

Accessible parking near venue; proximity to bus stop; ramp and/or elevator access; accessible bathrooms; barrier-free pathways; wide doorways and aisles to accommodate wheelchairs/scooters; no loose cables across walking areas.

Technology - Consider those who may need to use adaptive devices

Electrical outlets in accessible seating areas to accommodate devices, laptops, etc.; extra space or work surface

Zoom

Zoom provides accessibility options. Please visit the Zoom website for assistance in making this option more accessible.

Service Animals - Consider access and space for service dogs

Comfortable space for service animals to rest during event; accessible toileting and watering facilities nearby.

3. At Event

Ensure that presenters are aware of HR's commitment to disability - inclusive meetings, and ask them to prepare and deliver their presentations with accessibility in mind.

Designate

At larger events or events with scheduled accommodations, designate someone to be responsible for accommodations as well as help
with seating, ensuring captioning and other technology is working, maintaining clear pathways, or other needs.

Presentations

Provide presenters with a checklist requesting that they:

submit materials in advance so that they can be forwarded to individuals who may not be able to view screens or flip charts;

verbally describe visual materials (e.g., slides, charts, etc.);

have printed copies available (in larger font);

avoid using small print on presentations that can't be seen from a distance;

ensure speakers (including those asking questions) always use a microphone;

activate captions on any video used in the presentation;

encourage hourly breaks; and

organize breakout group activities to maximize distance between groups (e.g. each group going to a corner of the room or side rooms).

Have someone onsite who helps to ensure follow-through on all of the above.

Q&A

Make sure to repeat questions posted by audience before responding, especially if there is not a roving microphone available. Presenters or audience members may express confidence that they are loud enough and do not need a microphone. Regardless, ask them to speak into one.

Food

Clearly indicate allergens and gluten-free, vegan, vegetarian, or other options.

4. Questions?

Have questions about accommodations or accessibility for your event?

Review other sections of this website on accessible event planning.

Other useful websites that can help make your event or large meeting inclusive:

# data[].attributes.attachment_link.title
Accessible Meeting and Event Checklist – Accessibility Information

# data[].attributes.attachment_link.description
This information was developed by the Cornell Human Resources department and is adapted below. For updates to this information, please see their checklist (pdf).

# data[].attributes.body
A National PTA webinar exploring ableism, disability awareness, and building more inclusive school communities.

# data[].attributes.headline
Inclusive Playgrounds vs. Accessible Playgrounds

# data[].attributes.subject
Inclusive Playgrounds vs. Accessible Playgrounds

# data[].attributes.body
An overview of the difference between accessibility and true inclusion in playground design and why both matter for children and families.

# data[].attributes.headline
Why Is Inclusion in Playgrounds Important?

# data[].attributes.subject
Why Is Inclusion in Playgrounds Important?

# data[].attributes.body
Explores the social, developmental, and community benefits of inclusive playgrounds for children of all abilities.

# data[].attributes.attachment_link.title
Inclusion In Playgrounds: Why Is It Important? - Kids Included Together

# data[].attributes.attachment_link.description
Learn how an inclusive and accessible playground is beneficial for all children and their parents. All kids want to play. As every educator and child advocate knows, play is so essential in childhood that the United Nations High Commission for Human Rights declares it as every child’s right. But the unfortunate reality is that not all playgrounds in America are inclusive or even accessible for all children to play in.

# data[].attributes.body
A practical guide to designing playgrounds that support accessibility, participation, and belonging for children of all abilities.

# data[].attributes.body
Tools and strategies to strengthen family engagement and partnerships in early childhood and educational settings.

# data[].attributes.attachment_link.description
Seeds of Partnership provides assistance on behalf of the California Department of Education, Special Education Division to support the direction, initiatives and activities that are a part of the State Performance Plan (SPP) related to the Individuals with Disabilities Education Act (IDEA) Indicators.

# data[].attributes.body
Parent training, workshops, and 1:1 support navigating special education and disability systems.

# data[].attributes.attachment_link.readable_text
A Message to Our Matrix Community

We wanted to let you know there are some changes happening at Matrix Parent Network and Resource Center. Recently our Executive Director, Steve Diamond, made a decision to end his position at Matrix and take a Program Director position at a larger organization in Marin. We wish Steve the best and thank him for all the work he did at Matrix during his 2.5 year tenure.

The Board of Directors will begin the process of searching for a new Executive Director in the coming weeks. In the meantime, we have rehired Beth Schecter, MPH, MBA, an experienced Interim leader. We welcome Beth back to Matrix and are pleased she can join us at this critical time. Visit Beth's website to learn more about her work or connect with her via email: beths@matrixparents.org

We appreciate your patience during the next few weeks as we all settle into our new situation and as the Board determines its next steps and timeline. We have all learned flexibility during this pandemic and our staff has been incredibly nimble in continuing to provide high quality and much needed support to our parent community.

As we begin to come back to the office and to our community in-person, we are grateful for our resilient Matrix families. We will continue offering online trainings that empower families of children with special needs, and hope you will also join one of our online support group s.

In Collaboration,
Colleen Arnold, Matrix Board President

Upcoming Events

Join a Community Advisory Committee
Attend CAC (Community Advisory Committee) or SEAC (Special Education Advisory Committee) meetings.

# data[].attributes.attachment_link.description
We wanted to let you know there are some changes happening at Matrix Parent Network and Resource Center. Recently our Executive Director, Steve Diamond, made a decision to end his position at Matrix and take a Program Director position at a larger organization in Marin.

# data[].attributes.body
Information about special education services, programs, and supports available across Marin County school districts.

# data[].attributes.body
A practical guide for parents about how to respond in the moment and talk with children about people with disabilities in their community — including both visible and invisible disabilities.

# data[].attributes.attachment_link.title
"I Notice You Noticing"- Encountering Disability In Our Community