A podcast where UC Berkeley students, educators, and staff from the disability community tell their stories and call the campus community in on acts of advocacy and disability justice.
Share your feedback: findingspace@berkeley.edu
Finding Space
Claim This Podcastby UC Berkeley Research, Teaching, and Learning (RTL)
5.0(5 reviews)
10 episodes
Updated Daily
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Podcast Overview
A podcast where UC Berkeley students, educators, and staff from the disability community tell their stories and call the campus community in on acts of advocacy and disability justice. Share your feedback: findingspace@berkeley.edu
Language
🇺🇲
Publishing Since
2/24/2025
2 verified contact emails on file for Finding Space
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Recent Episodes
March 23, 2026
9: Small Fixes, Big Impact. A Smarter Way to Meet Title II
<p>In this episode of Finding Space, we’re reminded that meeting the updated ADA Title II digital accessibility requirements is not something instructors have to do alone.</p><p><a href="https://writing.berkeley.edu/people/maggie-sokolik" rel="ugc noopener noreferrer" target="_blank">Maggie Sokolik</a>, Director of College Writing Programs, shares a practical, collaborative approach: offer a hands-on workshop for your entire department, start small, and build accessible habits together.</p><p>You’ll hear what “remediation” really means (in plain language), how tools like Ally in bCourses can support your work, and a powerful tip to reduce overwhelm: close old courses and project sites if students still have access—or make them accessible.</p><p>Small steps. Shared effort. Real access for students.</p><p>Resources:</p><ul><li><p><a href="https://rtl.berkeley.edu/resources/accessibility-teaching-learning" rel="ugc noopener noreferrer" target="_blank">Accessibility in Teaching & Learning Resource Hub</a></p></li><li><p><a href="https://rtl.berkeley.edu/services-programs/ally-bcourses" rel="ugc noopener noreferrer" target="_blank">Ally (Accessibility Checker in bCourses)</a></p></li></ul><ul><li><p><a href="https://www.youtube.com/watch?v=n-CTPSELsmQ" rel="ugc noopener noreferrer" target="_blank">Ally Course Accessibility Report in bCourses (tutorial video)</a></p></li><li><p><a href="https://rtl.berkeley.edu/services-programs/sensusaccess/getting-started-sensusaccess" rel="ugc noopener noreferrer" target="_blank">SensusAccess</a> (primarily alt media conversions)</p></li><li><p><a href="https://dap.berkeley.edu/home" rel="ugc noopener noreferrer" target="_blank">Digital Accessibility Program</a> (DAP)</p></li><li><p><a href="https://www.lib.berkeley.edu/help/digital-accessibility" rel="ugc noopener noreferrer" target="_blank">Digital Accessibility of Library Collections</a></p></li><li><p><a href="https://rtl.berkeley.edu/events-workshops" rel="ugc noopener noreferrer" target="_blank">Workshops</a>, <a href="https://rtl.berkeley.edu/get-help" rel="ugc noopener noreferrer" target="_blank">Consultations</a>, <a href="https://rtl.berkeley.edu/finding-space-podcast" rel="ugc noopener noreferrer" target="_blank">Finding Space podcast</a></p></li><li><p><a href="https://teaching.berkeley.edu/teaching-strategies/advancing-equity-and-inclusion/centering-disability-teaching" rel="ugc noopener noreferrer" target="_blank">Centering Disability in Teaching</a></p></li><li><p><a href="https://berkeley.us3.list-manage.com/track/click?u=8666d79aff7b30c0caab55c9f&id=cfa613dad7&e=13cc1daca8" rel="ugc noopener noreferrer" target="_blank">Accessible PDF Files</a> (including STEM documents, LaTex, & handwritten notes)</p></li><li><p><a href="https://rtl.berkeley.edu/accessible-documents-microsoft-word-google-docs" rel="ugc noopener noreferrer" target="_blank">Accessible Documents (Microsoft Word & Google Docs)</a></p></li><li><p><a href="https://rtl.berkeley.edu/accessible-slides-microsoft-powerpoint-google-slides" rel="ugc noopener noreferrer" target="_blank">Accessible Slides (Microsoft PowerPoint & Google Slides)</a></p></li><li><p><a href="https://www.w3.org/WAI/standards-guidelines/wcag/" rel="ugc noopener noreferrer" target="_blank">Web Content Accessibility Guidelines (WCAG)</a></p></li><li><p><a href="https://www.w3.org/TR/WCAG21/" rel="ugc noopener noreferrer" target="_blank">Web Content Accessibility Guidelines (WCAG) 2.1</a></p></li></ul><p>Review transcripts on our<a href="https://rtl.berkeley.edu/finding-space-podcast" rel="ugc noopener noreferrer" target="_blank"> show webpage</a>.</p><p>Share your feedback with us at <a href="https://open.spotify.com/episode/findingspace@berkeley.edu" rel="ugc noopener noreferrer" target="_blank">findingspace@berkeley.edu</a>.</p><p><br />Finding Space is brought to you by <a href="https://rtl.berkeley.edu/home" rel="ugc noopener noreferrer" target="_blank">Research Teaching, and Learning (RTL)</a> in UC Berkeley's Division of Undergraduate Education.</p>
February 24, 2026
8: ADA Title II Update - Top 5 Things Instructors Can Do Now to Meet the New Requirements
<p>In this episode, we focus on what the updated Title II of the ADA means for higher education—and, more importantly, how faculty can get started without feeling overwhelmed.</p><p>We’re joined by <a href="https://rtl.berkeley.edu/about-us/rtl-leadership"><u>Anne Marie Richard</u></a>, Assistant Vice Provost for Undergraduate Education and Chief Academic Technology Officer, for a grounded and practical conversation about the federal updates to Title II that go into effect in April 2026.</p><p>Together, we walk through five concrete actions instructors can take now to begin aligning their courses with the new requirements—while honoring the real constraints, pressures, and care faculty and staff are already carrying. This conversation centers access and inclusion not as extra work, but as work deeply connected to our shared values and commitments.</p><p>This episode reminds us: you’re not expected to do this alone. We highlight resources available to support instructors and share how to connect with our team for consultations and next steps.</p><p>In this episode, we explore:</p><ul><li><p>What’s changing under the updated Title II requirements</p></li><li><p>Five actionable ways faculty can begin now</p></li><li><p>Why accessibility work is values-aligned, not just compliance-driven</p></li><li><p>How institutions can support instructors through this transition</p></li></ul><p>Resources:</p><ul><li><p><a href="https://rtl.berkeley.edu/resources/accessibility-teaching-learning"><u>Accessibility in Teaching & Learning Resource Hub</u></a></p></li><li><p><a href="https://rtl.berkeley.edu/services-programs/ally-bcourses"><u>Ally (Accessibility Checker in bCourses)</u></a></p></li></ul><ul><li><p><a href="https://www.youtube.com/watch?v=n-CTPSELsmQ"><u>Ally Course Accessibility Report in bCourses (tutorial video)</u></a></p></li><li><p><a href="https://rtl.berkeley.edu/services-programs/sensusaccess/getting-started-sensusaccess"><u>SensusAccess</u></a> (primarily alt media conversions)</p></li><li><p><a href="https://dap.berkeley.edu/home"><u>Digital Accessibility Program</u></a> (DAP)</p></li><li><p><a href="https://www.lib.berkeley.edu/help/digital-accessibility"><u>Digital Accessibility of Library Collections</u></a></p></li><li><p><a href="https://rtl.berkeley.edu/events-workshops"><u>Workshops</u></a>, <a href="https://rtl.berkeley.edu/get-help"><u>Consultations</u></a>, <a href="https://rtl.berkeley.edu/finding-space-podcast"><u>Finding Space podcast</u></a></p></li><li><p><a href="https://teaching.berkeley.edu/teaching-strategies/advancing-equity-and-inclusion/centering-disability-teaching"><u>Centering Disability in Teaching</u></a></p></li><li><p><a href="https://berkeley.us3.list-manage.com/track/click?u=8666d79aff7b30c0caab55c9f&id=cfa613dad7&e=13cc1daca8"><u>Accessible PDF Files</u></a> (including STEM documents, LaTex, & handwritten notes)</p></li><li><p><a href="https://rtl.berkeley.edu/accessible-documents-microsoft-word-google-docs"><u>Accessible Documents (Microsoft Word & Google Docs)</u></a></p></li><li><p><a href="https://rtl.berkeley.edu/accessible-slides-microsoft-powerpoint-google-slides"><u>Accessible Slides (Microsoft PowerPoint & Google Slides)</u></a></p></li><li><p><a href="https://www.w3.org/WAI/standards-guidelines/wcag/"><u>Web Content Accessibility Guidelines (WCAG)</u></a></p></li><li><p><a href="https://www.w3.org/TR/WCAG21/"><u>Web Content Accessibility Guidelines (WCAG) 2.1</u></a></p></li></ul><p>Review transcripts on our<a href="https://rtl.berkeley.edu/finding-space-podcast"><u> show webpage</u></a>.</p><p>Share your feedback with us at <a href="https://open.spotify.com/episode/findingspace@berkeley.edu"><u>findingspace@berkeley.edu</u></a>.</p><p><br>Finding Space is brought to you by <a href="https://rtl.berkeley.edu/home"><u>Research Teaching, & Learning (RTL)</u></a> in UC Berkeley's Division of Undergraduate Education.</p>
January 26, 2026
7: Pedagogy of the Pause — with Emily Nusbaum
<p>In this episode, core Disability Studies instructor Emily Nusbaum shares how she builds collective access into her courses—from day one. Instead of treating accommodations as individual, private transactions, Emily invites her students to co-design access practices together: shared note-taking, flexible ways to participate, an open Zoom room, and an access statement that frames support as everyone’s responsibility.</p><p>Through stories from her classroom—students using wheelchairs and service animals, a learner attending from a grandparent’s apartment while caregiving, and a student who says they finally felt cared for—Emily shows how small shifts can transform the culture of a course. We talk about why slowing down isn’t a weakness, how “participation points” can reinforce ableism, and why accessibility is fundamentally relational, not just procedural.</p><p>This episode offers concrete, realistic starting points for instructors who want to move beyond compliance toward a culture of collective access and disability justice in their teaching.</p><p>In this episode, we explore:</p><ul><li><p>What collective access means in a university classroom</p></li><li><p>Practices that help students feel genuinely “cared for”</p></li><li><p>Rethinking participation, engagement, and assessment</p></li><li><p>Using shared note-taking, open Zoom rooms, and access statements</p></li><li><p>Why accessibility is a relational practice, not just a checklist</p></li></ul><p>Resources:</p><ul><li><p><a href="https://docs.google.com/document/d/1e0bi0Ra1WaS0SkhXT_-QdZaAYvs1ZSyx0VpFm8Fd2yI/edit?tab=t.0#heading=h.8g7v99k245cg"><u>Sample access statement</u></a> from Emily’s syllabus</p></li></ul><p>Review transcripts on our<a href="https://rtl.berkeley.edu/finding-space-podcast"><u> show webpage</u></a>.</p><p>Share your feedback with us at <a href="https://open.spotify.com/episode/findingspace@berkeley.edu"><u>findingspace@berkeley.edu</u></a>.</p><p><br>Finding Space is brought to you by <a href="https://rtl.berkeley.edu/home"><u>Research Teaching, and Learning (RTL)</u></a> in UC Berkeley's Division of Undergraduate Education.</p>
10 total episodes available
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Ryan Manriquez
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Rich Lyons
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Carmen Varela
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Maricela Rodriguez
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Dan Garcia
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