Empowering Neurodivergent Students Through Storytelling and Advocacy 

Tim Villegas: Hello friends, and welcome to Think Inclusive. I’m Tim Villegas, and that voice you just heard was Riley Mulcahy—a passionate nonprofit leader and advocate for individuals with learning differences. Riley is the founder and executive director of The Riley Project, an organization inspired by his personal journey with dyslexia. The project is dedicated to storytelling, community building, and empowering neurodivergent students and young adults. 

Riley also works as the Marketing and Admissions Associate at Compass High School, where he champions inclusive, strengths-based education. His work extends to initiatives like the Neurodiversity Education Series and broader efforts to build more supportive systems for neurodivergent individuals. With a background in English and creative writing from St. Mary’s College of California, Riley brings a unique blend of strategic vision and narrative power to everything he does. 

In this episode, Riley and I discuss his personal journey with dyslexia, the importance of multisensory instruction, and the problems with the “wait to fail” model in education. He shares insights on how storytelling drives social movements, the role of technology and AI in learning, and offers practical advice for parents and educators supporting students with learning differences. We also highlight the importance of early intervention, strong reading strategies, and inclusive narratives in creating meaningful change. 

Before we dive in, a quick word from our sponsor. 

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This season of Think Inclusive is sponsored by IXL, an all-in-one platform for K–12 education. IXL boosts student achievement, empowers teachers, and tracks progress seamlessly. It adapts to each student’s needs and provides personalized learning plans to close knowledge gaps. Learn more at ixl.com/inclusive. 

[Interview Begins] 

Tim Villegas: Riley Mulcahy, welcome to the Think Inclusive podcast. 

Riley Mulcahy: Thanks for having me, Tim. 

Tim Villegas: We met a little over a year ago at the Educating All Learners Alliance Community of Action meeting. That’s when I first learned about your work. I’m so glad you’re here. To start us off, can you share a bit about yourself and The Riley Project? 

Riley Mulcahy: Absolutely. I’m the Executive Director of The Riley Project, a nonprofit focused on creating safe spaces for individuals with learning differences to share their stories. Our goal is to educate and raise awareness among educators and the broader community. 

Tim Villegas: Why did you start The Riley Project? What part of your journey inspired it? 

Riley Mulcahy: I was diagnosed with dyslexia at age seven. Early on, it was clear I would struggle with reading and writing unless I had access to multisensory instruction. My parents had to advocate hard for me because the school district followed a “wait to fail” model—basically, they wouldn’t provide support until I was already falling behind. 

Fortunately, my family had the means to send me to Charles Armstrong School, where I learned to read using the Slingerland method. That experience, and the emotional journey that came with it, inspired me to create a platform where others could share their stories and advocate for change. 

Tim Villegas: You mentioned multisensory instruction and the “wait to fail” model. Let’s unpack those. What is multisensory instruction, and why is it important? 

Riley Mulcahy: Multisensory instruction involves engaging multiple senses—visual, auditory, kinesthetic—to help students learn. I was taught using the science of reading and the Slingerland method, which incorporated technology like smart boards and hands-on activities. It’s aligned with Universal Design for Learning (UDL), which emphasizes offering multiple ways to access content—not just lectures. 

Tim Villegas: That’s a great point. I often tell educators that a reading intervention isn’t just a person—it’s a planned, evidence-based strategy. One-on-one instruction only works if it’s tailored to the student’s needs. 

Riley Mulcahy: Exactly. At my school, we had small group and one-on-one instruction, but it was always based on specific interventions. A one-size-fits-all approach doesn’t work. We need to follow the research and use what’s proven to be effective. 

Tim Villegas: You also mentioned storytelling as a key part of your work. Why is storytelling so powerful in advocacy? 

Riley Mulcahy: Every major movement—civil rights, disability rights—has been driven by powerful stories. Judy Heumann, for example, helped change laws by sharing her lived experience. At The Riley Project, we use writing, video, and text-to-speech tools to make storytelling accessible. I was once told I’d never be a writer because of my dyslexia, but I had teachers who believed in me. Now I use storytelling to shift the narrative from deficit to strength. 

Tim Villegas: Are there any stories from The Riley Project that stand out to you? 

Riley Mulcahy: Yes, one that comes to mind is a friend who shared her journey with ADHD—navigating accommodations, medication, and the mental health challenges that come with it. Another story focused on a student’s experience with IEPs and how their parents had to fight for support. These stories highlight how much advocacy is required and how isolating it can be. 

Tim Villegas: What lessons have you learned from your own school experience and from creating The Riley Project? 

Riley Mulcahy: Self-advocacy and self-awareness are crucial. Schools should help students understand how their learning differences affect them and how to ask for what they need. Especially in college, where parental involvement drops off, students need to be prepared to speak up for themselves. Storytelling helps with that—it gives people a way to understand and articulate their experiences. 

Tim Villegas: Absolutely. Stories help us see ourselves and learn from others. And they don’t even have to be true—fiction can be just as powerful. I’m reading The Wheel of Time series right now, and even though it’s fantasy, I find myself connecting with the characters and thinking about how I’d handle their challenges. 

Riley Mulcahy: That’s a great point. Many people with learning differences are amazing fiction writers and poets. The truth of the experience is what matters, not whether the story is factual. 

Tim Villegas: We touched on technology earlier—are there any assistive tools or tech solutions that have helped you personally or supported people involved with The Riley Project? 

Riley Mulcahy: Absolutely. The first things that come to mind are text-to-speech and speech-to-text tools. But there’s also a newer tool I’ve been testing called Cognition Labs. They’ve developed an OCR reader designed for people with dyslexia. It allows users to take a photo of text, and then it breaks it down by syllables, capitalizes confusing letters, and color-codes words to improve readability. It’s really promising, and we’re hoping to partner with them once more features are available. 

We don’t currently use AI on our site, but I’m very interested in exploring how it could support storytelling—maybe through grammar or spelling checks, or even helping users structure their stories. AI, when used responsibly, can be a powerful tool for people with learning differences. 

Tim Villegas: I completely agree. I use AI in my work too, and the more I understand what it can do, the more I rely on it. What you’re saying about AI helping to frame or structure a story is really compelling—it’s a great example of using technology for good. 

Riley Mulcahy: Exactly. I even saw a custom GPT on LinkedIn that helps educators design lessons using Universal Design for Learning (UDL). You input your lesson plan, and it suggests ways to make it more inclusive. I think it’s important that students with learning differences also develop AI literacy—it can be a great tool for brainstorming, organizing ideas, and more. 

Tim Villegas: That’s awesome. Speaking of tools, I’ve heard about fonts designed specifically for people with dyslexia. Have you used any of those? 

Riley Mulcahy: Yes, I’ve used dyslexia-friendly fonts. Tools like Actively Learn and CAST’s UDL platform offer these fonts and other supports like breaking down text for easier comprehension. There’s some debate about their effectiveness—what works for one person might not work for another—but they can be helpful. Dyslexic Advantage is another great resource that offers research and tools related to this. 

Tim Villegas:  

Right, and it’s important to remember that just because someone has dyslexia doesn’t mean they need to read everything in a specific font. It’s a tool, not a one-size-fits-all solution. 

That brings me to a broader question. Dyslexia isn’t something we’ve covered much on the podcast. For educators who may not be familiar, what are some characteristics of learners with dyslexia? 

Riley Mulcahy: That’s a great question. First, it’s worth noting that many students with dyslexia qualify for services under “Other Health Impairment” in their IEPs, not under the term “dyslexia” itself. 

Generally, dyslexia involves difficulty with phonemic awareness—sounding out words. Some students may reverse letters or struggle with reading comprehension. But dyslexia is an umbrella term that includes a range of reading differences. Maryanne Wolf, a researcher at UCLA, has written about how reading is actually an unnatural process for the brain, which helps explain why so many people struggle with it. 

Tim Villegas: That’s really helpful. What advice would you give to families navigating the school system with a child who has learning differences? 

Riley Mulcahy: Early intervention is key. If you suspect your child has a learning difference, your school district is legally required to assess them—usually within 60 days. The IEP process can be overwhelming, so don’t feel pressured to sign anything right away. If possible, bring an advocate or someone who’s been through the process. 

Make sure the IEP goals align with your child’s actual needs and strengths. A strength-based IEP is so important—it should reflect the whole child, not just their challenges. Also, check out the Neurodiversity Education Series, which we co-host with Parent Venture and other partners. It’s a free virtual webinar series with top presenters on neurodiversity. 

Tim Villegas: That’s fantastic. We’ll link to those resources in the show notes. How can listeners get involved with The Riley Project or support your work? 

Riley Mulcahy: Visit our website to read and share stories. If you’re a student in high school or college—or an adult with learning differences—we’d love for you to share your story. You can submit it in writing, via video, or using text-to-speech. We’re also exploring anonymous submissions for those who aren’t ready to go public. 

As a nonprofit, we welcome donations, but we’re also looking to build partnerships with educators and organizations. Locally, we’re working on launching an in-person group in the Bay Area focused on self-awareness and self-advocacy. 

Tim Villegas: That’s great. And just to clarify, you’re based in the Bay Area, but you share stories from across the country, right? 

Riley Mulcahy: Yes, exactly. We have national partners like the Educating All Learners Alliance, and we’re always looking to expand our reach. 

Tim Villegas: Before we wrap up, what’s one thing you’d like educators to take away from this conversation? 

Riley Mulcahy: Make sure students with learning differences feel seen and understood. Create safe environments where they feel like they belong. That could mean supporting a student-led club or just listening when a student says they need more time. Believe your students—they’re not trying to get out of work; they’re advocating for themselves. 

Tim Villegas: Love that. Okay, time for the mystery question! Which actor or actress would you want to play you in a movie about your life? 

Riley Mulcahy: Ooh, that’s a tough one. I just saw the Bob Dylan movie, and I wouldn’t be mad if Timothée Chalamet played me. Not sure how realistic that is, but hey—why not? 

Tim Villegas: Why not, indeed! I’d go with Marcello Hernandez from SNL. I’d want my life story to be funny, and I really like his energy. So Marcello, if you’re listening—call me! 

Riley Mulcahy: And Timothée, you too—call me! 

Tim Villegas: Riley, thank you so much for being on the Think Inclusive podcast. This was a lot of fun. 

Riley Mulcahy: Thank you so much for having me. I really enjoyed it. 

[Closing Credits] 

Tim Villegas: That’s all for this episode of Think Inclusive. I’m Tim Villegas—your host, writer, editor, designer, and audio engineer. This podcast is a proud production of the Maryland Coalition for Inclusive Education. Original music by Miles Kredich, with additional tunes from Melod.ie. 

Special thanks to our sponsor, IXL. Visit ixl.com/inclusive to learn more. 

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Thanks for listening. And remember: inclusion always works. 

Download the complete unedited version of the transcript here.