To celebrate our alumni excellence across the arts, health, and education, the School of Education has selected four notable UW–Madison alumni to receive a Distinguished Alumni Award.
Julie Causton is being honored as the Distinguished Alumna in Rehabilitation Psychology and Special Education. She will be delivering a Distinguished Alumni Award presentation on Thursday, Sept. 12, titled, “Seven Things the UW–Madison School of Education Taught Me About Life, Career, and Circles.” This will take place at 2:30 p.m. in the Education Building’s Wisconsin Idea Room (room 159).
Causton, a bestselling author and inspiring speaker, brings her wealth of experience and passion for inclusion to campus. As the founder of Inclusive Schooling, Causton has dedicated her career to helping educators and school leaders create environments where every student can thrive. Alongside her colleague, Kristie Pretti-Frontczak, she works with school districts across the world to deliver transformative and engaging professional development aimed at creating learning environments where all students flourish.
With a background that includes years as a public school educator and a professor at Syracuse University, Causton’s approach is grounded in both experience and a deep commitment to discovering innovative practices in inclusive education.
Causton earned a BSE in 1995, an MS in 1999, and a PhD in 2003 from the School of Education’s Department of Rehabilitation Psychology and Special Education. (To learn more, check out her bio here.)
Following is a Q&A with Causton:
What big idea or questions drive your work and career? How have you sought to answer them and what have you learned so far? What are you yet to learn?
Causton: The big question that drives my work is: How do we create truly inclusive schools where every student belongs and can thrive? From early on at UW–Madison, I recognized that inclusive education isn’t just a program or initiative — it’s a deep belief system, one that requires us to see every student as capable and deserving of an environment where they are supported and valued. I’ve spent my career exploring and studying how we build just that kind of community, one where students of all abilities belong in general education classes surrounded by diverse peers.
I’ve sought answers through research, partnerships with schools, and my own experience as an educator. I’ve developed resources, courses, and training that provide tangible steps for making inclusion happen. And what I know to be true is inclusion doesn’t just benefit students with disabilities — it transforms entire classrooms and schools. It pushes everyone to be more creative, compassionate, and engaged.
What I am still learning is we have a long way to go! We need to continue evolving these practices in response to the ever-changing needs of students, families, and educators. There’s always more to learn about creating schools that are inclusive, not only in theory but also in daily practice. And I think that’s an exciting challenge.
Where are you from and what drew you to UW–Madison and the School of Education?
Causton: I’m originally from Brooklyn Center, Minnesota, where education was the heartbeat of the community, and my passion for inclusion grew from watching how differently students with diverse needs were treated. That early experience lit a fire in me to change how we approach education.
When it came time for college and graduate school, UW–Madison felt like a natural fit. The School of Education has this incredible blend of academic rigor and a deep, meaningful commitment to social justice and equity. I knew it would be a place where I could not only learn but also contribute to something bigger — a movement toward more inclusive, supportive schools.
How did you decide to pursue a degree in Rehabilitation Psychology and Special Education?
Causton: My decision to pursue a degree in Rehabilitation Psychology and Special Education (RPSE) was rooted in my deep desire to create spaces where every student is seen and valued. But it was really a course with Dr. Anne Donnellan that pushed me in this direction. As part of the course, we were required to engage in experiences with people with disabilities. I ended up signing up for a Special Olympics bowling group — not because I’m good at bowling, but because it fit into my schedule. What I didn’t expect was how transformative this experience would be for me.
I was completely surprised by the individuals I met who had significant support needs and disabilities. Before this experience, I realized I had carried assumptions — because I had never really interacted with people who had these labels. I was astonished by how wrong I had been and started to ask myself a critical question: Where have individuals with significant disabilities been all my life? And more importantly, why haven’t I had the good fortune to know or go to school with anyone with these labels?
This experience solidified my passion for creating inclusive spaces and helped me realize that special education wasn’t just about providing services — it was about changing mindsets, including my own. RPSE was the perfect blend of theory and practice, giving me the opportunity to both work with students and advocate for systemic change in schools.
What was your most meaningful experience in your major or department?
Causton: One of my most meaningful experiences was working on a project that focused on supporting students with significant disabilities to thrive in general education classrooms. Seeing students who had previously been isolated come alive when included with their peers was transformative. It wasn’t just about academics — it was about fostering a sense of belonging, where students with and without disabilities learned from and alongside each other, creating a dynamic in which everyone’s contributions enriched the learning experience for peers and teachers. This experience confirmed for me that inclusion is a powerful tool not only for academic success but for emotional and social growth.
Another pivotal moment came while working with Dr. Lou Brown. We analyzed IEPs (individualized education programs) for a Pennsylvania court case involving the Least Restrictive Environment (LRE). We created a rubric to determine the justification for removing students from general education. What stunned me was discovering that the vast majority of students were being excluded from general education based on insufficient justifications that did not align with the legal presumption of inclusion. Decades of research show the clear benefits of inclusion, yet here in the IEPs educators were moving away from that, segregating and separating students with disabilities from their peers. Although LRE is quite clear, there are millions of students who are not receiving their education in the Least Restrictive Environment, and there is still a long way to go to truly fulfill the spirit of the law.
Additionally, I loved all of my student-teaching experiences, especially at Lowell Elementary School in Madison. It was my first opportunity to design entire class lessons for a class of 32 eager third graders, and I focused on keeping students with disabilities at the center of my planning. I realized that by doing so — by planning for students with the most needs — I was able to create lessons that engaged all learners in a much more meaningful way. This is where I truly became a student of differentiation for inclusion.
In graduate school, I had the incredible opportunity to work alongside Dr. Alice Udvari-Solner, an expert in providing professional development to teachers. At first, I thought I would just be assisting with technology or logistics, but she quickly invited me to co-teach with her. The experience of working with her was transformative — every session was an immersive learning experience in how to support educators effectively. Those moments shaped my own approach to professional development and have had a lasting impact on my work ever since.
What class or faculty/staff member had the greatest impact on you, and why?
Causton: There were so many influential classes and voices during my time at UW–Madison, but some stand out as truly pivotal to my journey. First, Dr. Lou Brown — his belief in inclusion has inspired me throughout my entire academic career. Lou saw me as a colleague even when I was just an undergrad and helped lay the foundation for my doctorate. His passion for inclusion and equity was a guiding force, and his mentorship has stayed with me as I advocate for these values today.
Another person who profoundly impacted my work was Dr. Kimber Wilkerson. Her willingness to support my research and me was beyond compare. Kimber’s incisive feedback, daily attention, and unwavering commitment enriched me and shaped the academic I’ve become. She helped me see the kind of scholar I wanted to be, always pushing me to dig deeper and think more critically. As a professor, whenever I provide intensive support to a student, I think of Kimber, and how she showed me — through her own dedication — the lasting impact that genuine, thoughtful mentorship can have on someone’s life and career.
Dr. Alice Udvari-Solner was an intellectual visionary and an innovative genius when it came to inclusive pedagogy. Working with her was like being immersed in a masterclass on professional development and teaching. She taught me how to think big, to reimagine what inclusive education could look like. She made learning fun, engaging, and exciting. Her insights continue to influence the way I approach my own work everyday with schools and educators.
Throughout my journey, it wasn’t just the professors who impacted me — it was the educators, students, parents, and principals at each school where I invested my time and energy. They helped me understand the real-world implications of inclusive education, and their willingness to collaborate allowed me to grow both as a practitioner and an advocate.
I would be remiss not to mention Dr. Beverly Trezek, who is now a professor at UW–Madison. Beverly was a student alongside me throughout my doctoral work, and her friendship and laughter kept me afloat through all the ups and downs. We’d often debrief after class, sitting in her car for long chats, or spend hours on the red couch talking about graduate school, our professors, our dreams — and, of course, a little gossip! Beverly’s detailed edits and vigilant support probably helped me pass a few classes, and her presence made those challenging years not only manageable but memorable. Now, the students with UW–Madison’s Department of Rehabilitation Psychology and Special Education have the good fortune of learning from my knowledgeable and supportive friend.
And, of course, to the students — all the students — who taught me the true value of inclusive education. Watching real belonging take place in classrooms was the most powerful lesson of all. Children, I’ve learned, instinctively know how to include others. It’s our systems and structures that need reimagining.
What do you enjoy most about your work?
Causton: After leaving UW–Madison, I had the opportunity to teach at every level — elementary, middle, and high school. As a special education teacher, I always worked with students with the most significant support needs, and I was committed to ensuring they were in inclusive classrooms. My passion for inclusion carried me into higher education, where I spent 14 years as a professor at Syracuse University, running the inclusive elementary program.
Now, I have the amazing good fortune to run a company called Inclusive Schooling with my colleague Dr. Kristie Pretti-Frontczak. We spend every day working alongside administrators and educators, helping them to create more and more inclusive schools. If you’d like to learn more about our work, feel free to visit www.inclusiveschooling.com.
What I enjoy most is the opportunity to create change. Every day, I get to co-teach with Kristie and work with educators and families who are passionate about making schools more inclusive. It’s incredibly fulfilling to know that the work we do directly impacts how students experience school — how they feel valued, supported, and capable of success. I love hearing stories from educators who feel empowered and excited to include every student in their classrooms. Because of technology like Zoom we’re now in over 700 school districts per school year providing professional development, and the messages we receive from educators are deeply inspiring. It’s these moments — where inclusion becomes real for an individual child, an entire class, or a teacher — that remind me why I do this work.
While I enjoy many aspects of my work, I find immense joy in writing (or maybe I should say the reach of the writing). I’ve written over 30 research papers and 12 books about inclusion, and it’s the emails I receive from readers — sharing how they’re using my work in their classrooms and communities — that keep me most excited. These stories of impact fuel me, knowing that the ideas I’m sharing are making a real, tangible difference in the lives of students and educators alike.
I also love the litigation work I do around inclusion. It’s an incredible way to make systemic change and ensure that every student has access to an equitable education. One of my professional highlights this year was keeping a second grade student named Eloise from being placed in a self-contained school, ensuring she remained in an inclusive setting. These moments, where we can directly impact a student’s educational experience, are what continue to drive me forward.
Inclusion isn’t a one-size-fits-all approach — it requires flexibility, innovation, and collaboration. I love the creative problem-solving that comes with this work. It’s about figuring out how to make inclusion work in each school’s unique context, and that process is endlessly exciting for me.