Hillary Goldthwait-Fowles builds accessibility into learning design from the start

Hillary Goldthwait-Fowles, an instructional design specialist at Kennedy Krieger Institute, is using Universal Design for Learning, assistive technology, and ethical AI to make education more inclusive for learners of all abilities. Her work spans healthcare, higher education, and disability advocacy, with a focus on removing barriers before they reach the classroom.

Why it matters: - Goldthwait-Fowles is centered on a growing need in education: designing learning experiences that work for more people from the outset, rather than retrofitting accommodations later. - Her approach connects accessibility, instructional design, and AI ethics, which matters as schools and employers adopt more digital learning tools. - Her work affects professionals, students, and educators who rely on accessible content, assistive technology, and inclusive course design.

What happened: - Hillary Goldthwait-Fowles works as an instructional design specialist at Kennedy Krieger Institute in Saco, Maine. - She develops accessible, inclusive learning experiences for professionals and learners of all abilities. - Her background includes more than two decades in K-12 and higher education. - She previously served as an assistive technology specialist for Regional School Unit #21 in Maine. - She also teaches graduate courses as an adjunct professor at the University of New England and the University of Maine at Farmington.

The details: - Goldthwait-Fowles holds a PhD in curriculum and instruction and the Assistive Technology Professional credential. - Her work draws on Universal Design for Learning, assistive technology, instructional design, and accessibility. - She has evaluated, implemented, and supported assistive technologies for students with disabilities. - She has provided professional development for educators. - She teaches graduate courses in assistive technology, inclusive education, special education law, and Universal Design for Learning. - Her scholarly work includes peer-reviewed publications and presentations on accessibility, inclusive education, and assistive technology. - Her academic credentials include a doctorate in Curriculum and Instruction from Capella University, a master’s in Educational Technology and Instructional Design from Western Governors University, a master’s in Special Education from Simmons College, and a bachelor’s in Legal Studies from the University of Massachusetts Amherst. - Her certifications include AI for Instructional Design, the Google Project Management Professional Certificate, UDL Associate, Google Certified Educator Level 2, Apple Certified Teacher, EdPuzzle Coach, and Flipgrid certification. - She is a member of the International Association of Accessibility Professionals. - She speaks English and Spanish. - Her volunteer work includes UDLCon, along with advocacy for women’s issues and disability rights. - More information is available through her Influential Women profile and Hillary Helps U Learn.

Between the lines: - Goldthwait-Fowles frames AI as both an opportunity and a risk in her field. - She sees AI as a tool that can improve design, accessibility, efficiency, and decision-making. - She also argues that AI should not replace professional expertise, human judgment, critical thinking, or thoughtful refinement. - Her emphasis on women in leadership and design roles points to a broader push for more diverse voices in decisions about educational technology. - Her focus on ethics suggests that accessibility is not just a feature, but a design requirement.

What's next: - Goldthwait-Fowles says she will continue advocating for underserved populations while advancing accessible, learner-centered education. - Her teaching, research, and design work are likely to keep influencing how institutions use assistive technology and AI. - Her profile suggests continued emphasis on building learning environments where accessibility is embedded by design.

The bottom line: - Goldthwait-Fowles is positioning accessibility as a core standard in education, not an add-on, and linking that approach to the responsible use of AI.