ADCET - Australian Disability Clearinghouse on Education and Training

Welcome to the ADCET podcast where we investigate Inclusive Learning Opportunities Through AI (ILOTA). In this series, we'll explore the exciting convergence of UDL, AI, and accessibility, and examine ways in which we can utilise emerging technologies to enhance learning opportunities for educational designers, educators, and students. The fifth podcast is now available.

This service offers free 1 on 1 and small group online sessions to assist educators and disability support staff in the tertiary sector with all those burning queries relating to Accessibility, Teaching and Assistive Technology.

In defiance of the colder weather, sunflowers are blooming at Australian Catholic University (ACU) – but they aren’t in the garden. They’re on lapels and around collars, and they symbolise something vitally important to the university’s students. ACU has recently become a proud member of the Hidden Disabilities Sunflower Program on campus, with staff donning sunflower-adorned lanyards or pins to discreetly show their support for students with invisible disabilities.

This presentation shared a nuanced understanding of literacy to transform learning in the neurodiverse classroom. Dr Angela Jones explored critical approaches to new literacy studies, with a particular focus on the importance of neurodivergent literacies. This presentation shared the process for developing a pedagogical approach to developing academic literacies and skills in a neurodiverse enabling education classroom.

This presentation, by Kylie Austin, explored how inclusive practices were embedded in the University of Wollongong (UOW) graduation ceremony. This initiative was led by Jaymee Beveridge and Kylie Austin. In 2022, the University of Wollongong reimagined their Graduation ceremonies, connecting these celebrations with their rich Indigenous history and ensuring that Graduation practices were inclusive of gender and disability. UOW’s Graduation ceremonies are an example of shifting the narrative from potentially exclusive practices, to celebrating the success of students in inclusive ways.

This insightful and critical panel discussion focused on a possible needs-based funding approach for students with disability in Australian tertiary education and its potential for enabling a better experience for students with disability. This was in response to the Australian higher education sector looking to transition to a Needs Based Funding model, as recommended under the Australian Universities Accord.