In this conversation Jenna and Nicole talk about the importance of creating inclusive learning environments that cater to diverse learners' needs, balancing advocacy and agency. They discuss the updated Universal Design for Learning (UDL) guidelines 3,0, prioritising equity, inclusivity, and student-centered learning. Jenna and Nicole then talk about the need for progress over perfection and creating spaces for learners to navigate their learning, pursue meaningful goals, and reflect on feedback. They also emphasise the importance of representing diverse perspectives and prioritising collaboration, interdependence, and emotional growth in a student-centered and teacher-centered approach.

In this conversation, Kate Murray shares her experiences as an autistic adult and highlights the complexities of navigating identity and advocacy. She argues that the traditional linear spectrum approach to autism is damaging and reinforces ableist beliefs, instead advocating for a neurodiversity perspective that values and embraces diversity. Kate also discusses the inadequate mental health provision for autistic students in schools, leading to higher rates of mental health issues among autistic young people. She invites autistic teenagers in Northern Ireland and the Republic to collaborate in a co-research project to educate schools, the public, and governments about what helps autistic students' mental health.

In this conversation Lisa Gallagher and Niamh Áine Ó'Neill talk about the research they undertook as Professional Masters in Education students on the preparedness of Newly Qualified Teachers to include students with Autism, and all students, in their mainstream classrooms. Lisa and Niamh Áine share their research findings, their learnings as they move from being the student teacher to being the teacher, and their hopes for inclusive education training in Initial Teacher Education programmes.