Presenter: Name: Amy Talbot

Title: Education Specialist, Elementary Libraries
Organization/School: Fairfax County Public Schools

Program Description
Not only are libraries the heart of a school, they are often the one “room” where all learners are welcome, including those assigned to general ed classrooms, special education classrooms, honors classrooms, career and technical education classrooms, English language acquisition classrooms, and more. Significant research indicates that inclusive practices in schools result in positive outcomes for ALL students , both those with diagnosed disabilities and without. Universal Design for Learning (UDL) principles and practices are the toolbox from which we can build libraries, classrooms, and curriculum that allow all students to learn alongside same-age peers, access standards-based curriculum, and pursue personal curiosities and inquiries with agency and joy.

UDL is based on principles that empower everyone to have agency over their own learning. It allows educators and learners to set clear goals, anticipate environmental barriers, create meaningful options, and fully embrace human variability.

Universal Design for Learning assumes three foundational principles. First, Learner Variability (neurodiversity) is the norm. Second, barriers to learning are in the *environment*, not in the learner. Third, using evidenced-based practices, we can design our spaces and instruction to acknowledge learner diversity; reduce learning barriers; and create learner agency and joy. And we can do this for ALL students, including those who have traditionally been served outside of general education classrooms.

Designing for universal learning and inclusion requires a shift in skillsets, mindsets and heartsets. Librarians in Fairfax County (VA) Public Schools are learning and leading from the library to break down barriers to inclusion and create spaces and instruction that supports learner agency. As the school division pursues a more inclusive schooling model, librarians are sharing from their longtime experiences both welcoming and teaching PK-12 students with a wide array of diagnosed disabilities, language levels, learning goals, and post-secondary plans in the library, often alongside their general education peers. School librarians know that inclusive and UDL practices are "necessary for some, but good for all". This session will introduce and inspire librarians new to Inclusion work and help experienced librarians further their skills and reach.

Learning Objectives
Upon completion of this session, attendees will be able to:
1. Understand and Articulate the Importance of Inclusion in School Libraries:
a. Explain how inclusive library practices align with the AASL Standards Framework for Learners, particularly in fostering inclusive learning environments and developing empathetic, ethical learners.
b. Articulate the research-based benefits of inclusive education for all students, including those with diverse learning needs, connecting it to the AASL standard of "Include."
2. Apply Universal Design for Learning (UDL) Principles:
a. Define the three core principles of UDL (engagement, representation, and action/expression) and describe the design of library activities, resources, and instruction that offer multiple means of engagement, representation, and action/expression, reflecting the AASL standard of "Include"
b. Identify potential barriers to learning within the library environment and apply UDL strategies to mitigate those barriers, in alignment with the AASL standard of "Include."
3. Create Inclusive Library Spaces and Practices:
a. Develop strategies to create a welcoming and accessible library environment for all learners, including those with disabilities, English language learners, and students from diverse backgrounds.
b. Be able to create UDL-guided lessons and library activities, connecting to the AASL standard of "Inquiry".
4. Foster Learner Agency and Joy:
a. Implement strategies to promote learner autonomy and self-directed learning within the library, aligning with the AASL standard of "Explore."
b. Be able to utilize the "necessary for some, good for all" mindset.
5. Enhance Professional Practice:
a. Reflect on current library practices and identify areas for improvement in relation to inclusion and UDL.
b. Develop a plan for implementing UDL strategies and fostering inclusion within their own school library settings.
c. Be able to share UDL and inclusion principles with colleagues.

Program Outline
Creating and Leading Inclusive School Libraries Using Universal Design for Learning (UDL) Principles
Session Goal: To introduce school librarians to the skillset, mindset, and heartset to create inclusive library environments using Universal Design for Learning (UDL) principles.
I. Introduction & Foundations
* Welcome & Icebreaker: A brief, engaging activity to foster connection and establish a collaborative learning environment.
* Setting the Stage: Overview of the session’s goals, aligning with AASL standards and emphasizing the library’s role in inclusive education.
* UDL Principles Overview: Introduction to the three core UDL principles: Engagement, Representation, and Action & Expression, highlighting their relevance to library practice.
* Establishing the "Necessary for Some, Good for All" Mindset: Exploring the power of inclusive practices for all learners.
II. UDL in Action
*UDL in Libraries Showcase: Interactive analysis of real library scenarios, identifying potential barriers to learning and collaboratively brainstorming UDL-based solutions.
*Storytelling with Inclusion & UDL: Expert Panel of Student and Educator Voices: Video clips featuring Fairfax County Public School students and educators and their diverse learning needs and goals, providing authentic perspectives and humanizing the impact of UDL.
* Tool Showcase & Try-It: Demonstration and hands-on exploration of assistive technologies and digital tools that support UDL implementation in the library.
* Choice Board Learning: Participants select from a variety of learning activities aligned with their interests and needs, including case study analysis, lesson plan adaptation, and technology exploration. Digital and physical choice boards will be provided.
III. Deepening Understanding & Planning for Implementation
* Developing Your UDL/Inclusion Elevator Pitch: Participants will create a concise, compelling statement articulating the value of UDL and inclusion in their school library.
* Creating Your "Dance Card": Participants develop a personalized action plan, including a list of connections, resources, and supports to facilitate deigning more inclusive libraries.
* Q&A and Wrap-Up: Open forum for questions and discussion, followed by a summary of key takeaways and resources for continued learning.
Session Design and UDL Implementation (Throughout the Entire Session)
1. Modeling UDL: The session itself will be designed using UDL principles, offering multiple means of engagement, representation, and action/expression.
2. Learner Autonomy and Personalization: Participants will have choice and control over their learning experiences.
3. Accessible Materials: Digital and physical handouts will be provided, ensuring accessibility for all participants.
Collaborative Learning: Individual and group activities will foster peer learning and knowledge sharing.
Creating and Leading Inclusive School Libraries Using Universal Design for Learning (UDL) Principles

Grade Level: Prek-2, 3-5, 6-8

Session Strand: Leadership & Advocacy

Description: Not only are libraries the heart of a school, they are often the one “room” where all learners are welcome, including those assigned to special education classrooms or English language acquisition classrooms. Research indicates that students in “self-contained” classrooms miss out on some of the myriad academic and social-emotional benefits that come from being educated alongside all their same-aged peers. Inclusive practices in schools result in positive outcomes for ALL students, both those with diagnosed disabilities and without. Universal Design for Learning (UDL) principles and practices are the toolbox from which we can build school libraries that allow all students to learn alongside same-aged peers, access standards-based curriculum, and pursue personal curiosities and inquiries with agency and joy.

Come explore how librarians can learn and lead from the school library to break down barriers to inclusion and create spaces and instruction that support all students.