Abstract
There is growing interest in the tertiary sector for Universal Design for Learning (UDL) as a transformative lens to shift instructors and departments away from a deficit approach to learner diversity. UDL indeed allows the creation of an effective whole-class approach to the inclusion of diverse learners and reduces the reliance of campuses on accessibility services and individual interventions. It reduces stigma, erodes the strain on services, empowers learners, and supports instructors in a process of inclusive redesign within their practice. Even when UDL is embraced and integrated on a campus, however, it quickly becomes evident that there can be many different and divergent areas of teaching and learning where UDL can be implemented and support change. There are so many possible avenues of transformation that it can become almost daunting for practitioners. This project examines both student voice and faculty reflective practice to identify where consensus might exist between these two groups of stakeholders as to what should take priority when it comes to the redesign of campus and classroom practices. It showcases the outcomes of a qualitative research process that took part on a Canadian campus, bringing together these two stakeholder groups to create authentic dialogue on inclusive pedagogical transformation.
Presenters
Frederic FovetAssistant Professor, Faculty of Education and Social Work, Thompson Rivers University, British Columbia, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Designing Social Transformations
KEYWORDS
UDL, Teaching and learning, Student voice, Teacher community of practice
