Deeper Learning New York

In the landscape of special education, school leaders often face two parallel and seemingly distinct challenges. First, there is a chronic scarcity of adaptive equipment, such as the custom footrests, writing easels, and sensory tools that allow students with disabilities to physically access their learning environments. Second, there is a persistent lack of rigorous, creative, and authentic STEM pathways for these same students, who are frequently underestimated. This deep dive session proposes that these two challenges are not separate problems to be managed, but complementary opportunities to be seized. By positioning students with disabilities as the designers and fabricators of their own adaptive equipment, we can solve for immediate physical needs while simultaneously constructing a robust learning experience for students with intellectual and developmental disabilities (IDD). 
This session invites participants to explore the Made to Learn (M2L) model, a transformative initiative developed by the Adaptive Design Association (ADA) in partnership with a New York City District 75 school. We will examine how M2L shifts the educational paradigm from remediation to innovation through teaching students with IDD to build adaptive equipment made from tri-wall cardboard. When a student builds a custom desk organizer or a specialized chair for a peer, the work gains immediate, real-world implications by raising the bar through showing how these students can learn complex fabrication skills, engage in human-centered design, and function as engineers within their communities.
In the second part of the session, we will introduce the Exposure Lab, a new initiative supported by the New York Community Trust designed to bring STEM equity to classrooms without the requirement of a traditional workshop facility. Participants will learn how the Exposure Lab utilizes a mobile cart system and standardized materials to lower the barrier of entry for teachers. We will engage educator-participants in an immersive "Make and Take" professional development workshop designed to demystify the fabrication process and give educators a tangible understanding of the skills required to launch a similar program. Guided by the same lesson plans used in our Exposure Lab, participants will learn the fundamentals of cardboard carpentry and how to set up a safe and functional "pop-up" shop in a standard classroom. This will provide leaders with the technical confidence to advocate for maker-centered learning in special education while also creating a space for empathy and pedagogical reflection. As participants navigate the fabrication process, we will facilitate a dialogue on the instructional scaffolds necessary to support diverse learners and explore how to differentiate instruction for students with varying motor and cognitive profiles. By the end of this deep dive session, participants will understand that adaptive design is not merely a craft project; it is a rigorous academic intervention that redefines meaningful community contribution for students with disabilities. 

In a world of AI, what should assessment and instruction look like? Are isolated academic skills as valuable as the learning outcomes in the NY Portrait of a Graduate? How do we move beyond compliance in our schools to an environment that truly promotes the student learning that matters?
Join us as we move from story to application around these critical questions. We’ll ground ourselves in a case study of Tech Valley High School, examining assessment artifacts and frameworks to think critically together about what strong assessment for learning looks like.