Kade Friedman | Kade has been an educator from pre-K through adulthood, for over 20 years at universities such as NYU and others. Kade’s pronouns are they, them, theirs.
They focus on viewing disability through the lens of neurodiversity, co-creating class communities with students, and using educational technology to augment and assist all learners, not just those with diagnosed disabilities.
Kade Friedman’s mission is to create cultures of inclusion, one learning environment at a time. Kade is a non-binary, white, New York City-based educator with 20 years of experience working with neurodiverse and neurotypical humans, from pre-K through adulthood.
During Kade’s childhood, they were bullied for being too boyish, too skinny, and too interested in learning. The adults in their school and community didn’t have the tools to support them. Kade became a kindergarten special educator to ensure that young children, from the time they enter school, would not experience what Kade did.
In Kade’s educational consulting practice, they coach teachers to co-create class communities with their students where differences are celebrated, social and emotional skills are explicitly taught, and the student’s voices matter.
The goal is for students to see that they are essential in creating and upholding their communities.Over the last decade, Kade has been teaching and learning in educational settings across the globe, focusing on learning communities that want to be more inclusive of disability and gender.
Kade teaches at NYU, focusing on viewing disability through the lens of neurodiversity, co-creating class communities with students, and using educational technology to augment and assist all learners, not just those with diagnosed disabilities.
Recently, Kade’s work has expanded to DEI work with teachers and school leaders, thinking about inclusion in a broader sense. Kade helps teachers uncover their implicit biases, explore their gender, and think about their own experiences with disability, gender, race, religion, culture, and language. Only then can they truly build inclusive classroom communities.