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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

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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

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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/

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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

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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

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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

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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

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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