From the voice of a ‘Socratic Gadfly’: a call for more academic activism in the researching of disability in postsecondary education

In this article I use the lens of voices and silences to frame my review of research in the field of disability and postsecondary education. I argue that we need to view research in this field as a necessarily political act that seeks to turn voices of silence into voices of change. Researchers therefore need to re-think their role in order to understand how they can use and direct their political voices. In order to persuade researchers to heed my call for more academic activism I draw on the arguments of Allan (2010) and adopt the role of a ‘socratic gadfly’ to identify six political areas of research where I argue that voices and silences need more critical examination. In discussing these six areas I hope to illuminate the implications for ‘genuinely investigative’ research in the future

‘We’ve got a few who don’t go to PE’: Learning support assistant and special educational needs coordinator views on inclusion in physical education in England

Britain’s 1981 Education Act stimulated a partial migration of pupils from special to mainstream schools. The onus has since been on teachers to meet the needs and capitalise on the capabilities of pupils with special educational needs and disabilities (SEND) in mainstream school settings. The research analysed learning support assistant (LSA) and special educational needs coordinator (SENCO) views on inclusion in physical education (PE). Individual interviews were conducted with 12 LSAs and 12 SENCOs working in mainstream schools in North-West England. Open, axial and selective coding was performed on interview transcripts to identify reoccurring themes. The research found that SENCOs and LSAs considered PE to be an inclusive subject, the conceptualisation of which was left to them. However, developing PE provision that met the needs and optimised the capabilities of pupils with autism spectrum disorders (ASD), and supporting pupils with SEND during team games and competitive sports, were identified as key challenges to inclusion in PE. This may be of concern to some educationalists given that these types of curriculum activities have recently been repositioned at the heart of PE in England. A key challenge for all those involved in educating pupils with SEND in PE, especially teachers and LSAs, is to plan and teach team games and competitive sports in ways that meet the needs of and stretch all pupils, in particular those with ASD

Theory and practice in art & design education and dyslexia: the emancipatory potentials of a neurodiversity framework

In the UK, Art and Design Higher Education currently faces multiple challenges regarding its validity, efficacy and cultural value. These challenges are tractable against a complex historical background of successive governmental agendas aimed at both widening social participation and increasing professionalization/standardization. A specific problematic in this context is the teaching of 'critical', 'theoretical', or 'cultural' studies components on undergraduate degrees especially where written outputs are viewed as separate to visual work. The complexity of equitable and effective instruction is increased by the high proportion of neurodiverse, as opposed to neurotypical, learners engaging with this sector of education.In this paper, the pedagogic potential of re-interpreting the problematics of traditional academic writing for arts students through a neurodiversity framework will be assessed through case studies of the two primary dynamics evidenced in literature, both of which are at play in the teaching of non-visual concepts to art and design students. Adopting a neurodiverse framework, so I will argue, undermines the most pernicious aspects of neoliberal management routed through competitive differences, and empowers students to access truly emancipatory forms of learning

What is Next for Universal Design for Learning?:UDL 3.0 and Implications for Diverse Settings

The Universal Design for Learning (UDL) framework guides educators and instructional designers in planning for learner diversity as a core facet of curricular design. Following an extensive four-year process, a revised UDL 3.0 framework was released in 2024 that expanded considerations for learner diversity and attended to exclusionary systemic biases. This refresh of UDL brought marked changes in guideline language that incorporated complex concepts such as learner identity, intersectionality, learner-centeredness, and interdependence. Through a conversation cafe during the International Conference on Education Quality, global educators dialogued about how they interpret these changes in terms of their understanding of UDL and its implications for inclusive education practice in their local contexts. Participant feedback on the revised framework revealed varied perceptions of the strengths of the UDL 3.0 language and applications for practice in differing settings, such as early years, formal school settings, tertiary education, and alternative education contexts, and potential challenges related to cultural and linguistic differences

Teaching by Example: Reflecting on Anti-Oppressive Pedagogies in Special Education Teacher Preparation

This article presents a tool to inform course planning among special education teacher educators to center anti-oppressive practices in their syllabi and course design. The authors begin by describing the context of special education teacher preparation and the need for preparation programs to center intersectionality and foster the development of anti-oppressive practices. Next, the authors present a new critical preparation framework drawn from theory and pedagogy that center equity (e.g., resources in critical race theory, culturally sustaining pedagogy, DisCrit) and a review of relevant literature in teacher education. Based on these critical framings, the authors present a tool: A Guided Reflection of Identity, Power, and Praxis in Coursework to guide teacher educators through course revision or design that centers anti-oppressive practices. Finally, the authors present recommendations for teacher educators to apply the tool to their own courses to ad-vance the use of anti-oppressive practices in teacher education and special education

Practicing UDL in Higher Education: A Workbook by the Accessible Dartmouth Initiative

Practicing UDL in Higher Education is a workbook that offers both pedagogical context for and concrete examples of universal design for learning strategies in post-secondary courses from a range of disciplinary and institutional contexts. It was created as part of the Accessible Dartmouth Initiative (ADI), a collaboration between the Dartmouth Center for the Advancement of Learning, Student Accessibility Services, and Learning Design and Innovation. ADI is an initiative designed to strengthen Dartmouth’s educational model to better meet the needs of neurodivergent learners as well as first-generation college students, international students, English language learners, and students of other marginalized identities. As part of ADI, we offer faculty development programming ranging from intensive multi-day institutes to shorter workshops and individual consultations. Dartmouth faculty and instructional staff who work with us are able to pursue grant funding to complete course redesigns using the Universal Design for Learning (UDL) strategies they’ve explored. This workbook grew out of a desire to universally design our UDL programming. In other words, we wanted to design multiple options for engagement, representation, and action and expression for the educators working with us to implement UDL in their courses. In our work together, we have found modeling UDL in our faculty development programming not only provides opportunities for a deeper exploration and understanding of the framework, but also grounds us in the awareness that we all––from students to faculty to staff facilitators––require accessibility in some form or another, and that our work together is enriched when we provide that accessibility for one another

10 Strategies for Engaging Learners with Universal Design for Learning and Antiracism

This guide shares ideas for applying both the Universal Design for Learning framework and antiracist teaching methods to courses in higher education. The introduction provides definitions of key concepts related to these frameworks followed by 10 strategies

Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA)

This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy.The intention of the Universal Design for Learning (UDL): An Online Post-Secondary Educator Guide for supporting Inclusion, Diversity, Equity and Accessibility (IDEA) or UDL for IDEA is to curate, develop and deliver UDL resources for technology mediated learning environments in support of access and inclusion in higher education in Ontario. This guide has been a collaborative effort between 10 post-secondary institutions in Ontario from both the University and College sectors committed to the project. Overview The UDL for IDEA Guide is a dynamic and flexible credential designed for post-secondary educators with modules and elements that can be repurposed for use in multiple contexts (e.g., student learning, administration training, etc.). The content models UDL principles, embeds accessibility elements and strives to decolonise the curriculum design and delivery with the goal of meeting equity, diversity, and inclusion (EDI) objectives, as well as Accessibility for Ontarians with Disabilities Act (AODA) requirements. The guide aims to: ● Identify, curate, and where gaps are identified, develop scholarly UDL resources to inform the pedagogical practices of post-secondary educators, to meet the requirements of the Accessibility for Ontarians with Disabilities Act (AODA), and attainment of EDI goals. ● Design and deliver a flexible and adaptable online learning experience that supports the access and inclusion focused needs of all Ontario post-secondary educators. ● Begin the process of changing behaviour and beliefs about accessibility and the purpose and practicalities of using UDL as a design framework in post-secondary education. ● Establish an adaptable pedagogical and technical framework for a microcredential that can be adapted to the local context of individual institutions. Learning Outcomes Post-secondary educators who participate in the entire UDL for IDEA project should be able to: ● LO1 – Define how to apply UDL guidelines in the design, development, and delivery of post-secondary curriculum ● LO2 – Determine the relationship between UDL, AODA, and EDI ● LO3 – Determine their goals and objectives in course design, development and delivery to meet AODA and EDI requirements ● LO4 – Recognise and begin to plan for incorporating Indigenous pedagogies into post-secondary curricula ● LO5 – Plan to implement UDL principles in their pedagogies to meet AODA and EDI goals, within post-secondary learning environment

How Can the Learning Environment be Designed to Encourage Sense of Belonging for Students in Higher Education?

Loneliness was declared a national epidemic in May 2023 and an international global threat in November 2023. Sense of belonging, or lack thereof, can greatly contribute to loneliness. Students who feel a sense of belonging at their institution tend to be more engaged and experience higher success rates, which can lead to increased persistence and retention. The objective of this professional innovation dissertation was to investigate how inclusive and equitable teaching practices might increase sense of belonging for students in the learning environment. This study advocates for marginalized students, placing the responsibility for a change in learning environment back on the institution with a specific focus on teaching practices. Maslow’s hierarchy of needs provides the foundation for sense of belonging. That hierarchy combined with the intersectionality framework emphasizes how students often have multiple identities, and the combination of identities can impact the way they engage in the learning environment. The transformative paradigm provides institutions with the lens to consider how changes in the learning environment are necessary to provide the types of support students need to be able to develop a sense of belonging. The professional development materials created in this dissertation suggest that critical self-reflection and transformative learning are necessary for faculty to gain an understanding of their students and provide the inclusive and equitable experience they need to develop a sense of belonging, overcoming barriers created by the institution and the complexity of having multiple identities. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)