I’m excited to begin my journey as a MALAT student at Royal Roads University and to reflect on the 2026 MALAT Symposium. I am currently a middle school multimedia teacher on Vancouver Island and work part time as a tutor. In my teaching role, I work with a diverse range of students in grades 6–8 and frequently engage with learners who bring a wide variety of needs, strengths, and learning differences into the classroom.
As a stepmom in a large family where several members have diagnosed ADHD—and as someone who recognizes autistic traits in myself—I found Mary Burgess’s presentation, Rethinking participation: Neurodiversity and inclusion in digital learning communities (Burgess, 2026), captivating. Her work strongly resonated with both my personal and professional experiences navigating neurodiverse spaces.
In my school setting, I often find myself working closely with neurodiverse students. I facilitate a multimedia club and a News Club, both of which bring together students with varied learning and communication styles. In my multimedia classroom, I use a gamified approach focused on learning different applied technologies. Over the past two years, I’ve found this environment has resulted in mostly positive learning experiences, with minimal withdrawal or resistance from students. Much like Burgess advocates, I aim to create inclusive digital learning environments that recognize multiple ways of participating and engaging (Burgess, 2026).
One moment from the presentation that stood out to me was when Burgess stated, “These differences really shape how students show up in a learning environment. They impact motivation, sensory needs, information processing, and cognition” (Burgess, 2026). Beyond my classroom, I see these differences reflected in my home life. From organizing household routines to supporting my stepchildren in ways that allow them to succeed, I am constantly reminded that motivation and engagement are not universal experiences.
I appreciated Burgess’s emphasis on expectations and inclusive participation practices (Burgess, 2026). Her framing of inclusion as an ethical responsibility strongly aligns with my own beliefs as an educator. Both my students and my family members respond positively when they feel safe, supported, and clear about what is expected of them.
Overall, the symposium was an engaging and meaningful way to begin the course. The range of topics and speakers provided a strong foundation for reflecting on learning, inclusion, and digital environments, as well as on our expectations as new students in the program. I look forward to building on these ideas as the program continues.
Footnote: ChatGPT was used to refine the language in the final draft. All concepts and ideas are mine.
References:
Burgess, M. (2026, April 7). Rethinking participation: Neurodiversity and inclusion in digital learning communities [Conference presentation]. MALAT Virtual Symposium, Royal Roads University. https://bit.ly/VS2026Burgess