UMass Boston

• Non-credit and continuing education (CEU) program development and management

• Microcredentials, digital badging, and professional development design and implementation

• Inclusive instructional design and Universal Design for Learning (UDL)

• Accessibility and WCAG/Section 508 compliance

• Educational technology and digital learning platforms

• Artificial intelligence and emerging technologies in education

• Game-based learning and interactive curriculum design

• Curriculum development and standards-aligned instructional design

• College and career pathway development and transition planning

• Student-centered digital portfolios and personalized learning systems

• Faculty and subject matter expert (SME) collaboration

• Program evaluation, research-informed practice, and iterative continuous improvement

• Grant writing and management of multi-million dollar projects and budgets

• Public speaking, keynote presentations, and professional development facilitation

• Graphic design, web design, and multimedia production

M.Ed. Technology Education, Lesley University

B.S.S.P. Marketing and Communications, Emerson College

Professional Publications and Contributions

Peer-Reviewed Journal Articles

• Evmenova, A. S., Vermeer, A., Cooney, L., Washburn, J., Jackson, T., & Sulaimon, T. (2024). Evidence-based technology tools to support diverse learners, educators, and service providers across instructional settings. Focus on Exceptional Children, 48(2), 1–15.

• Hester, O. R., Cooney, L. E., & McMahon, D. D. (2023). Navigation support for students with intellectual disability using mobile devices. Journal of Special Education Technology.

• Grigal, M., Cooney, L., & Hart, D. (2018). Promoting college and career readiness with middle school youth with disabilities. Career Development and Transition for Exceptional Individuals.

Publications and Reports

• Cooney, L., Sudduth, C., Jackson, T., Murray, A., et al. (2020). Strategies That Work: Lessons from the Field on Implementing Technology in Classrooms. U.S. Department of Education, OSEP.

• Cooney, L., & Murray, A. J. (Eds.). (2017). Stepping-Up Technology Implementation: Strategies That Work Survey Handout. U.S. Department of Education, OSEP.

• Jackson, T., Evmenova, A., Izzo, M., Murray, A., & Cooney, L. (2014). Successful technology interventions. OSEP Project Directors’ Conference.

Selected Keynotes and Lead Presentations (Technology, UDL, AI, and Inclusive Learning)

• Artificial Intelligence and UDL Strategies for Transition — SEEM Collaborative, MA

• Flexible Writing Instruction: UDL and AI Approaches for Diverse Learners — Westfield State University, MA

• Designing Engaging and Flexible Learning with UDL — Massachusetts Inclusive Higher Education

• Introduction to Artificial Intelligence for Juvenile Justice — University of Alabama

• AI for Multilingual Learners — Boston Public Schools, MA

• Empowering Student Success with UDL, Technology, and AI — MAIPSE Conference

• Inclusive Instructional Practices for College Students with Disabilities — UCLA Tarjan Center

• UDL Multiple Means of Representation with AI — North Dakota Center for Persons with Disabilities

• Ignite Possible Selves — MassCUE Conference, MA

• Accessible Design — U.S. Department of Education EdTech Gaming Expo (CAST/AEM)

• Inclusive Design with UDL, Technology, and Accessibility — State of the Art Conference, CO

• Future Quest Island–Explorations — EdTechGamesExpo, USDOE, Washington DC

• FQI-E: An Online Game-Based “Possible Selves” Adventure — FETC, New Orleans, LA

• Preparing Novice Teachers to Lead Transition — CEC DADD Conference, FL

• Building Equity into the Talent Pipeline — U.S. Department of Labor, Coalition CDC (panelist)

• Hybrid Teaching and Inclusive Design Strategies — Insight Experience, NY

• UDL Strategies and Tools for Inclusive Higher Education — Broward College, FL

• Tools and Strategies for Students with Disabilities — SABES, MA

• Accessibility, Technology, and Inclusion — Western Carolina University, NC

• Educational Apps for Academic Intervention — Council for Exceptional Children (CEC)

• UDL Methods, Practice, and Tools for Diverse Learners — Lehigh Community College, PA

• Diversifying Instruction with UDL — Minot State University, ND

• UDL Successful Technology Interventions — All Born In Conference, OR

• Universal Design for Learning to Differentiate Instruction — UMaine Augusta

• Supporting Students with Technology and UDL — CUNY, NYC

• Universal Design for Learning in Higher Education — Massasoit CC, MA

• Inclusive Practices in Education and Play — ICI Community Advisory CouncilInnovative Technology for Students with ID in PSE — National Webinar

• College and Career Readiness and Middle School Transition — RI Transition Leaders

• Universal Instructional Design — Roxbury CC (Keynote)

• Using Technology to Support College Students with ID — Think College National Webinar

• College and Career Readiness and Transition — University of Rochester

• Universal Design for Diverse Learners — Syracuse University

• Digital Portfolios for Inclusive Concurrent Enrollment — Holyoke CC

• Universal Design, Executive Function, and Technology — Honolulu, HI

• Innovative Technology Tools to Help All Individuals — AUCD, Washington, DC

• UDL Strategies for Inclusive Concurrent Enrollment — Bridgewater State University

For the past 25 years, Lori Cooney has worked at the intersection of inclusive education, instructional design, educational technology, research, and program leadership. Prior to joining Community and Executive Education, she served as Program Director of Inclusive Education and Curriculum Design at the Institute for Community Inclusion at UMass Boston, where she led interdisciplinary teams in developing accessible curricula, digital tools, and professional learning initiatives grounded in Universal Design for Learning (UDL), accessibility, and emerging technologies.

Lori has served as Principal Investigator and Co-Principal Investigator on multiple state and federally funded initiatives focused on college and career readiness, transition planning, and equitable access to postsecondary opportunities for students with disabilities and multilingual learners. Her work includes the development and implementation of Future Quest Island–Explorations (FQI-E), an interactive, universally designed learning platform grounded in the evidence-based Possible Selves framework and validated through rigorous research and evaluation, as well as Journeys 360, an innovative career exploration and virtual learning platform designed to support personalized pathways and workforce readiness.

A central focus of Lori’s work has been the design and implementation of student-centered digital portfolios that document academic, career, and transition goals; showcase competencies; and strengthen student voice and agency across K–12, postsecondary, and career pathways.

Lori has led and contributed to multiple federally funded initiatives and has published in peer-reviewed journals, including Focus on Exceptional Children, Journal of Special Education Technology, and Career Development and Transition for Exceptional Individuals. She serves as a peer reviewer for the Journal of Special Education Technology and the U.S. Department of Education’s Office of Special Education Programs. She remains committed to expanding equitable access to lifelong learning through collaboration, innovation, and learner-centered design.