I’m going to be digging into this as I start thinking about teaching composition this fall.

Sarah Silverman@sarahesilverman.bsky.social · 2w ago

Feel free to check out this post which summarizes a recent workshop on "low-tech teaching and accessibility"! beyondthescope.substack.com/p/workshop-s...

Feel free to check out this post which summarizes a recent workshop on "low-tech teaching and accessibility"! beyondthescope.substack.com/p/workshop-s...

Workshop summary: Low-tech teaching and accessibility

An overview with commentary

beyondthescope.substack.com

Really appreciate Sarah Silverman sharing slides and handouts on Low-tech teaching and accessibility #HigherEd #Accessibility sarahemilysilverman.com/2026/06/01/w...

Workshop and discussion invitation: Low-tech teaching and accessibility

This workshop took place on July 21, 2026. Please feel free to access the materials: Workshop slides Workshop handout What Depending on your perspective, a “no/low-tech” classroom might…

sarahemilysilverman.com

I really enjoyed having this conversation with @lilliannave.bsky.social I'm really interested in continuing this conversation with any interested folks, so feel free to reach out! www.podbean.com/media/share/...

Thinking more about low-tech teaching and accessibility, I wrote about a theme of my recent conversations: What does low-tech mean to the instructors who are newly considering it, and importantly for the accessibility conversation, what does it *not* mean? beyondthescope.substack.com/p/what-is-me...

What is meant (and not meant) by low-tech pedagogy?

Happy “beginning of summer” to everyone, whatever summer looks like for you!

beyondthescope.substack.com

A little bit about my new book project, from my blog beyondthescope.substack.com/p/book-in-pr...

Book in progress: Access Friction

How do we teach inclusively when access needs conflict?

beyondthescope.substack.com

Some thoughts about the emerging "back to analog" trend in teaching. I admit I'm somewhat intrigued by some of these ideas, and I add my own questions on how we can explore this in a way that includes a robust rather than cursory engagement w/accessibility beyondthescope.substack.com/p/the-analog...

The analog teaching and learning trend, disability, and access friction

Thinking about how recent interest in lower-tech teaching and learning can engage with accessibility

beyondthescope.substack.com

A more casual post for my newsletter, pulling together some threads from 2 years of blogging on group activities and neurodiversity beyondthescope.substack.com/p/unlayering...

Unlayering group activities

Tying together some threads on neurodiversity and group work

beyondthescope.substack.com

A “why” post: why are “written instructions” a common suggestion for supporting neurodivergent students? open.substack.com/pub/beyondth...

Why are "written instructions" a common suggestion for supporting neurodivergent students?

Or, why "listening carefully" doesn't always work

open.substack.com

I wrote this guide to engaging teaching a few years ago but we spruce it up now and then - this edition has updated links to work of @sarahesilverman.bsky.social @drtolunoah.bsky.social & others and addressed what I felt was some ableist advice from 2019-Sarah! We, and the field, evolve.

Chronicle of Higher Education@chronicle.com · 7mo ago

To have any hope of learning the material, students need to involve themselves in your course. Here's how to get them engaged: https://chroni.cl/45MlVlS

I was thinking about writing something up about how I use "base groups" in classes. Turns out Sarah does almost exactly the same thing and has some excellent reflection on it.

Sarah Silverman@sarahesilverman.bsky.social · 8mo ago

A year-end post: reflecting on the use of sustained groups in collaborative activities (rather than switching up groups frequently). beyondthescope.substack.com/p/you-again-...

A year-end post: reflecting on the use of sustained groups in collaborative activities (rather than switching up groups frequently). beyondthescope.substack.com/p/you-again-...

You, again? On sustained groups for collaborative work

A question that I often ask myself at moments of taking stock (after a course, conference, trip, etc.) is: Who did you really get to know during this experience?

beyondthescope.substack.com

A post with a taste of my "Working with Neurodivergent Instructors" workshop: What can go wrong (and right) when a team discusses a neurodivergent participant's behavior beyondthescope.substack.com/p/that-one-p...

That one participant with so many questions

A case study of neurodivergence, label, and stigma from a recent workshop

beyondthescope.substack.com

A new post, somewhat different from my usual themes: my experiences with independent scholarship, or my very long answer to what I do for work open.substack.com/pub/beyondth...

An honest perspective on independent scholarship

Or, my answer to “What do you do for work?”

open.substack.com

A new post: Perhaps of interest if you think about peer rejection for neurodivergent students, and some possible ways to address it. Also if you like talking about books with other people beyondthescope.substack.com/p/social-oil...

“Social oil”: Pondering how we can apply research on double-empathy to collaborative group activities

In my ongoing engagement with both primary and grey literature about neurodivergent student experiences, I’ve noticed a trend that is not often mentioned in discussions of pedagogy.

beyondthescope.substack.com

Series on neurodivergence and alternative grading is now complete! 1. Why we're interested emilypittsdonahoe.substack.com/p/neurodiver... 2. Some existing discourse beyondthescope.substack.com/p/neurodiver... 3. Conclusions and ideas for future research beyondthescope.substack.com/p/neurodiver...

Neurodivergence and Alternative Grading, Part 3

What We Learned and Where We Might Go Next

beyondthescope.substack.com

Third & final post in my series on Neurodivergence and Alternative Grading w/ @empittsdonahoe.bsky.social We share some of our thoughts on how to make alt-grading more neurodiversity-informed, based on our research and conversations, plus ideas for future research open.substack.com/pub/beyondth...

Neurodivergence and Alternative Grading, Part 3

What We Learned and Where We Might Go Next

open.substack.com

If you are interested in how neurodivergent students experience alternative grading, Emily and I have attempting to summarize some of the existing discourse here - we have included a works cited if you are interested to see all the sources we consulted. beyondthescope.substack.com/p/neurodiver...

Neurodivergence and Alternative Grading, Part 2

Some existing discourse

beyondthescope.substack.com

Excited to share this new post in our series on neurodivergence and alternative grading!

Emily Pitts Donahoe@empittsdonahoe.bsky.social · 12mo ago

The second post in a series on neurodivergence and alternative grading by @sarahesilverman.bsky.social and myself is live! In this post, we review some existing discourse on the topic. beyondthescope.substack.com/p/neurodiver...

It's my birthday today and I can't think of a better way for you all to celebrate it than to PRE-ORDER OUR BOOK! press.jhu.edu/books/title/...

Of Many Minds

Neurodiversity and Mental Health Among University Faculty and Staff

press.jhu.edu

The first in a planned series of 3 posts w/ @empittsdonahoe.bsky.social - All about alternative grading and neurodivergence. The first post explains why we are interested in this topic. Two next 2 explore what others have written and where we should go next beyondthescope.substack.com/cp/169858001

Neurodivergence and Alternative Grading, Part 1

Why we're curious about this topic

beyondthescope.substack.com

This is a great post about the access frictions around sound/noise in classroom spaces.

Sarah Silverman@sarahesilverman.bsky.social · last yr.

Is active learning too loud? If for you the answer is yes, you might be interested in this post, the second in my series about instructor-student access friction beyondthescope.substack.com/p/access-fri...

I struggle with this one as a deaf person. I try to incorporate reading discussions, but I can't participate. I try to enable group learning activities, but then the debriefs/presentations are not accessible to me.

Sarah Silverman@sarahesilverman.bsky.social · last yr.

Is active learning too loud? If for you the answer is yes, you might be interested in this post, the second in my series about instructor-student access friction beyondthescope.substack.com/p/access-fri...

Is active learning too loud? If for you the answer is yes, you might be interested in this post, the second in my series about instructor-student access friction beyondthescope.substack.com/p/access-fri...

Access frictions with background noise in the classroom

Or, the (not so) dull roar of active learning

beyondthescope.substack.com

You might be interested in this post if you have ever experienced executive functioning differences or difficulties as an instructor - some quotes are also sharing helpful experiences

Sarah Silverman@sarahesilverman.bsky.social · last yr.

On student-instructor access friction related to advance distribution of "slides" or other materials beyondthescope.substack.com/p/sending-th...

On student-instructor access friction related to advance distribution of "slides" or other materials beyondthescope.substack.com/p/sending-th...

Sending the slides ahead of class

Student-instructor access friction related to the distribution of materials

beyondthescope.substack.com

A new post previewing some writing I'll be working on for the next few posts: teacher-student access friction issues beyondthescope.substack.com/p/non-utopia...

Non-utopian teaching and learning

A personal reflection on some of my writing over the past year

beyondthescope.substack.com

Session "Special topics: Neurodiversity" at #TheGradingConference: @sarahesilverman.bsky.social making the point that #AltGrading *can* provide a "tolerance for error" that is often needed when neurodivergent students are trying to communicate with neurotypical instructors or vice versa.

As part of my independent faculty development practice, I'm offering a new way to work with me. This could be a great fit if you're looking for personalized support, (especially related to neurodiversity & accessibility), w/monthly events and office hours beyondthescope.substack.com/p/announcing...

Announcing: Beyond the Scope Circle

Hi everyone!

beyondthescope.substack.com

My recent newsletter post answering a question that many people gloss over: Why is UDL is useful pedagogical response to neurodiversity? beyondthescope.substack.com/p/neurodiver...

Neurodiversity and UDL: A Friendship worth fostering

I’m glad to be back to writing this blog after a short pause to work on my book.

beyondthescope.substack.com