Hillary Goldthwait-Fowles, PhD, ATP

Dr. Hillary Goldthwait-Fowles, PhD, ATP, is an instructional design specialist at the Kennedy Krieger Institute, where she develops accessible, inclusive learning experiences that empower professionals and learners of all abilities. Drawing on extensive expertise in Universal Design for Learning (UDL), assistive technology, instructional design, and accessibility, she creates engaging educational content that promotes equitable learning opportunities. Her work reflects a deep commitment to ensuring that technology and innovative design remove barriers rather than create them, enabling every learner to succeed.

Before transitioning to healthcare and instructional design, Dr. Goldthwait-Fowles built a distinguished career spanning more than two decades in K–12 and higher education. She served as an Assistive Technology Specialist for Regional School Unit #21 in Maine, where she evaluated, implemented, and supported assistive technologies for students with disabilities while providing professional development for educators. She continues to shape the next generation of educators as an adjunct professor at the University of New England and the University of Maine at Farmington, teaching graduate courses in assistive technology, inclusive education, special education law, and Universal Design for Learning. Her scholarly contributions include peer-reviewed publications and presentations focused on accessibility, inclusive education, and assistive technology.

Dr. Goldthwait-Fowles holds a doctorate in Curriculum and Instruction from Capella University, a master's degree in Educational Technology and Instructional Design from Western Governors University, a master's degree in Special Education, a bachelor's degree in Legal Studies from the University of Massachusetts Amherst, and an Assistive Technology Professional (ATP) credential. She is also an accomplished speaker, researcher, and advocate for disability inclusion, leveraging emerging technologies—including artificial intelligence—to advance ethical, accessible, and learner-centered education. Guided by a philosophy of lifelong learning, authenticity, and equity, she continues to champion educational environments where accessibility is embedded by design and every individual has the opportunity to thrive.