Making is an inherently equitable learning experience; however, the populations we see within the maker movement are not representative of our classrooms. Intentional design of the maker classroom creates environments where all feel welcome to make and learn. This panel will provide perspectives on how to leverage the science of learning variability through UDL and other frameworks, to promote access/inclusion in maker ed, with a focus on the design of learning culture, curriculum, and space.

[Programming descriptions are generated by participants and do not necessarily reflect the opinions of SXSW.]