Inclusion by Design: Entry Points for Everyone

The August 2026 issue of The Inclusive Educator Journal explores what it means to intentionally design learning environments where all students have meaningful opportunities to participate, learn and succeed. Through research, classroom practice and professional reflection, contributors examine Universal Design for Learning (UDL), assistive technology, multilingual learners, and responsive approaches to inclusive teaching.

This issue encourages educators to look beyond individual accommodations and consider how thoughtful, flexible design can remove barriers before they arise. From preparing future teachers to confidently use assistive technology, to recognizing students’ home languages and lived experiences as strengths, the articles offer practical and reflective entry points for educators committed to creating more inclusive classrooms.

The issue also features book reviews highlighting resources connected to universal design, student well-being and executive functioning, along with tributes honouring the life and legacy of longtime CIE executive member Carol Knott.