In today’s classrooms and communities, individual needs extend far beyond what can be seen. For Â鶹ÊÓƵ’s Orlean Beeson School of Education, preparing students to meet those unseen needs has become a defining priority.
In January 2026, the School of Education launched an innovative partnership with , the world’s leading nonprofit focused on sensory accessibility and inclusion for individuals with sensory needs. Through this collaboration, 100% of School of Education students, faculty and staff receive sensory-inclusive training, making
The partnership grew out of conversations in fall 2025 centered on a simple question: How can students be better prepared to respond to individuals with sensory needs? Those early discussions led to the connection with KultureCity and, ultimately, the launch of the partnership in spring 2026. As many as one in four individuals experience sensory processing difficulties, shaping how they engage in classrooms, workplaces and daily life.
Hannah Kennedy, assistant professor of teacher education, said the partnership directly aligns with the School of Education’s mission.
“The mission of the School of Education is to empower our students to educate, lead and serve while enriching the community and making a positive impact on the world,” Kennedy said. “Our partnership with KultureCity does just this by equipping students to better serve individuals with sensory needs in whatever professional field they choose.”
Faculty, staff and students in teacher education, human development and family science (HDFS) and educational leadership programs began completing KultureCity’s sensory-inclusive certification this spring. The online training provides a foundation in how the sensory system processes information, how sensory differences influence behavior and engagement, and how to respond with practical tools and strategies.
This preparation reflects a broader approach to student development, extending across both classroom and community-based professions.
“Students gain more awareness of sensory processing and how these needs impact individuals in classrooms, schools, workplaces and communities,” Kennedy said. “They are equipped with resources and strategies to recognize and meet those needs.”
As inclusive practices continue to shape both education and human services fields, the ability to support sensory needs has become essential.
“Classrooms and communities today are more diverse than ever before,” Kennedy said. “To create truly inclusive spaces, professionals must be prepared to recognize, celebrate and support all individuals. This partnership gives our students the tools to help those with sensory differences fully access and participate in their environments.”
The collaboration also reflects a broader institutional vision. According to Anna McEwan, dean of the School of Education, the training prepares students for a wide range of professional settings.
“It makes sense for our students to be KultureCity certified because they are entering schools, churches, nonprofits and other organizations where they will work with people who have a variety of needs,” McEwan said.
Support from Caroline Sease, Samford’s KultureCity representative, has been instrumental in bringing the initiative to life. She emphasized the broader context behind the training.
“Only a small percentage of disabilities are visible,” Sease said, noting that millions of individuals live with invisible disabilities. “This training is huge for the students who are being sent out into the world.”
Beyond training, the School of Education is also taking tangible steps to model sensory inclusion on campus. Sensory bags equipped with noise-reducing headphones, light-filtering glasses, fidgets and communication tools are now available. Plans are also underway to establish a dedicated sensory-inclusive space designed to help individuals regulate and reengage in their environment.
These efforts will soon extend even further. As the School of Education becomes a certified sensory-inclusive venue, Samford will be featured on the KultureCity app, a resource families use to identify accessible spaces. The visibility signals to prospective students and families that inclusion is not just a concept, but a lived commitment.
For Kennedy, the partnership carries both professional and personal significance.
“As a former special education teacher, this work is especially meaningful,” she said. “When students are given the right tools and support, their ability to engage and succeed changes dramatically. This partnership reflects our belief that every child should be taught, served and included in a way that honors their unique strengths.”
Ultimately, the impact of the initiative reaches far beyond Samford’s campus. By equipping students with the knowledge and tools to support sensory needs, the School of Education is investing in generations of individuals, families and communities.
“This training creates a deeper, long-lasting understanding of what it means to educate and care for the whole person,” Kennedy said.
In doing so, Samford is preparing graduates for the realities of today’s classrooms and communities while helping shape a more inclusive future across professions.