Today, we dive into the architecture of the inclusive classroom, focusing on how to intentionally create multiple access points for authentic participation. Our guest is Sam Drazin, Founder and Executive Director of Changing Perspectives, and the facilitator of the course, Inclusive Classrooms by Design. Drawing on his profound lived experience with Treacher Collins Syndrome , Sam challenges educators to move beyond simple compliance to design learning environments rooted in empathy, disability awareness, and inclusion. We explore the difference between sympathy and true empathy, the power of Universal Design for Learning (UDL), and one simple strategy for making change sustainable.

💬 Quotes from the Episode:

• "So the teacher's judgment might be, well, you just pay attention, it's not that hard, right? So how are we able to remove that judgment?" 💡

• "Any new opportunities that we make available for one student can support all students." 🌍

• "I say, Mike, would you like to share? And that gives Mike the choice... I know that Mike was thinking about what I asked because his hand is on his heart." ❤️

• "What we're asking folks to do is think about their practice and consider what is 10% of what they do that they could change." 📊

  
  

📌 Key Insights:

• Empathy is Action: True empathy involves four steps: perspective-taking, staying out of judgment, recognizing connections, and communication. The biggest barrier to tangible action is the failure to remove personal biases and judgments.

  
  

• The Curb Cut Effect: Use the Universal Design for Learning (UDL) framework. Accommodations should not be seen as exceptions for one student, but as "universal accommodations" made available to all, benefiting the whole community, much like a ramp on a sidewalk.

  
  

• Assessment for Agency: Create nonverbal modes of formative assessment. Strategies like having students put their hand on their heart to signal readiness, or holding up fingers corresponding to numbered answer options, allow students with varied needs (e.g., selective mutism, processing delays) to demonstrate knowledge without complex social or executive demands.

  
  

• The 10% Rule: Inclusive change can feel overwhelming. To ensure sustainability, focus on making small micro-changes—just 10% of your current practice—because collective 10% changes create exponential new opportunities for students.

🛑 Conclusion:

Sam Drazin provides a powerful and practical guide for transforming your classroom into a truly inclusive space where every student can succeed. Remember: this work is about changing systems, not just students! Ready to commit your 10%? Find details on the full course, Inclusive Classrooms by Design, at isss.edu/events. You can also connect with Sam and his organization at changingperspectivesNow.org. Go make a positive impact! 🌟