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VideoPathways15: Inclusion Through Universal Design for Learning
Lynsey Kennedy-Wood, Down Syndrome Queensland
Research demonstrates that inclusion is integral for quality of life and it is never too late, or early, to create genuine inclusion through community engagement, knowledge, power, and purpose. This presentation will outline the research behind the need for inclusion, and discuss how utilising the Universal Design for Learning (UDL) can ensure all individuals are catered for, irrespective of disability/ability. It will outline concepts, strategies, and proven examples and showcase how teaching episodes and subsequent assessment can be modified and adapted to create access, understanding and knowledge.
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Pathways15: Keynote: AHEAD Ireland FET Project
Ann Heelan, AHEAD, Dr. Thomas Tobin and Roisin Doherty, SOLAS
In this session you’ll learn about how, SOLAS (state authority for FET in Ireland), commissioned AHEAD to explore the theory of UDL and collaboratively develop guidance for the sector. It will show how the CAST UDL model gave us a framework to bridge the gap between theory and practice and it will talk about the consultation process that involved key stakeholders from day one and got their buy in and commitment to UDL for FET. This session will also explore how SOLAS supported the implementation of UDL for FET with the inclusion of high-level strategic priorities incorporated in their new national strategy for FET in Ireland.
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Pathways15: Keynote: How to Talk to Colleagues about Universal Design for Learning
Dr Thomas Tobin, University of Wisconsin - Madison
As Disability Practitioners and Educators in Vocational Education and Training and Universities, we should advocate for our colleagues around us to design their interactions with students to be as broadly accessible and inclusive as possible, in order to foster greater student agency, autonomy, and satisfaction. In the process, our work to support learners in addressing disability barriers can shift to focus more energy on more challenging concerns.
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