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Presentations
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Keynotes
Turbocharging Accessibility? Negotiating Paradigm Shifts for Inclusive Learning, Teaching and Assessment
Dr Seán Bracken, Principal Lecturer, University of Worcester
Presenter/s: in-person
2:20 pm – 3:20 pm, Wednesday 25 June 2025
Some 40 years ago, Universal Design made a leap from architecture to the educational sphere, this encouraged learning technologists, psychologists, and educators to create a new framework called Universal Design for Learning that aimed to make learning accessible for everyone. To a large degree, initial UDL thinking was informed by a belief that technology could significantly improve accessibility for disabled learners. Today, we are experiencing similar changes in education due to the impact of generative artificial intelligence (AI). These changes affect how we learn, teach, and assess, and they have significant implications for all learners, but especially those considered to be ‘at the margins’. While AI offers great potential to turbocharge accessibility and inclusion for learners, it also risks worsening existing inequalities in education. This keynote will explore how current changes need to be purposefully harnessed through collaboration across the campus, so that there can be more joined up strategies to bring about positive, inclusive, and systemic change. The session will provide delegates with insights required to take ownership of the current fast paced disruption, by positioning learners’ requirements at the heart of the process, and by building necessary networks of campus allies required for future-aware learning that is accessible, authentic, and inclusive.
AI and Accessibility in Education - A Paradigm Shift
An audio version of Dr Seán Bracken's keynote abstract has been generated using Notebook LM. This alternative format enables participants to access the content through listening, which aligns with universal design principles by providing multiple means of representation and enhancing accessibility options for all attendees.
Transcript: AI and Accessibility in Education - A Paradigm Shift
Speaker 1
You know, it really strikes me how we're at this fascinating crossroads in education right now. It feels a bit like where we were maybe decades ago. There's all this buzz around generative AI, and it reminds me of the excitement around universal design for learning. UDL, when that first came on the scene.
Speaker 2
That's a great parallel. Yeah, it really is. That. That feeling of a potentially huge shift, isn't it? We're looking today at the abstract for a keynote speech. It's for the 80 CUDL conference in Sydney and the main theme is navigating these big changes. AI is bringing for learning, teaching access.
Speaker
Yes.
Speaker 1
OK.
Speaker 2
Basically making things inclusive, right?
Speaker 1
So our mission today is really to unpack that, to try and grasp the key things we need to consider as AI kind of reshapes education, especially looking back at UDL, and we've got 2 versions of the abstracts lately. Different wording, so we'll try to catch those nuances. OK, so let's dive in. Universal design. That started what about 40 years ago, took that idea from architecture designing.
Speaker 2
Sounds good.
Speaker 1
Buildings for everyone, exactly, and brought it into education.
Speaker 2
And the really interesting thing was. The goal with Udl from the Get go was creating learning environments, materials, everything that just worked for all students. Yeah, right from the start, no retrofitting needed.
Speaker
Hmm.
Speaker 1
And technology was seen as a big part of making that happen, right?
Speaker 2
Oh, absolutely. There was a huge belief that technology could be the key to making learning truly accessible for everyone, particularly disabled learners. A really ambitious.
Speaker 1
So Fast forward to now or in another one of these big change periods, but this time it's generative AI driving it.
Speaker 2
Yeah. And it's touching everything. How students actually learn, how teachers approach their lessons, how we even assess understanding. It's a similar kind of upheaval.
Speaker 1
And the abstract points out this is especially significant for learners who might be considered at the margins or learners with disabilities.
Speaker 2
Definitely. Both versions really stress this point. They stand to gain potentially the most from AI if it's done right, but they're also maybe the most vulnerable if we mess it up.
Speaker 1
Which leads straight to that idea of AI being, well, a double edged.sword the abstract uses this phrase. Turbocharge, accessibility, and inclusion. You can sort of imagine AI creating really personalised learning paths. Can you give us a concrete example? Like what would that actually?
Speaker 2
Look like imagine, say, an AI tool that figures out where a student is struggling with a concept, and then it automatically.
Speaker 1
OK.
Speaker 2
Generates maybe extra practise problems or finds a different video explaining it or simplifies the language, whatever that specific student needs. Yeah, tailored support instantly. Wow OK, but and this is the crucial but alongside that amazing potential.
Speaker 1
Yeah.
Speaker 2
There's this very real danger, the abstract flags worsening the inequalities that already exist. If the tools aren't built with everyone in mind, or if only some students can access them.
Speaker 1
Then the gap widens.
Speaker 2
Precisely, which is why the keynote abstract really hammers home this need to be purposeful about how we use AI. It's not just about adopting the tech.
Speaker 1
It needs direction like serious collaboration across the whole campus.
Speaker 2
Exactly that, getting different departments, educators, IT folks, disability support services, all talking and work. Together, the goal is joined up strategies.
Speaker 1
Not just pockets of innovation.
Speaker 2
Right. We need systemic change if we want the impact to be genuinely positive and inclusive. And crucially, the abstract says we have to put the learner's requirements right at the centre of all this planning.
Speaker 1
Absolutely. It can't just be about the technology. It has to be about how it serves the students, understanding their actual needs and challenges first.
Speaker 2
And building networks is key too. The abstract mentions creating these networks of allies across campus, people who are committed to this.
Speaker 1
Because one department or one person can't possibly drive this alone, can they?
Speaker 2
No way. It's about fostering this future where learning environment, one that's accessible, feels authentic to students and is truly inclusive even as the technology keeps racing ahead.
Speaker 1
The more accessible version of the abstract also touches on digging into the practical side, and the research questions too, right?
Speaker 2
Yes, exploring what this actually means on the ground and what we still need to figure out through research. And it adds another important dimension. AI's potential to boost learner's independence?
Speaker 1
How so?
Speaker 2
Well, think about tools that help students manage their own learning or access information more easily. It could also improve professional practises for educators. Maybe AI assist with course design or helps provide richer feedback.
Speaker 1
OK, so wrapping this up, the core tension seems to be this huge promise AI holds echoing those early U deal hopes for technology making education accessible for. Cool.
Speaker 2
Immense potential.
Speaker 1
But getting there requires real care, intentionality, collaboration, keeping learners front and centre. Otherwise, we risk making things less equal.
Speaker 2
That sums it up perfectly. Its potential versus pitfalls, and the path we take depends on deliberate action.
Speaker 1
Which really leads us to a final thought for you. The listener, as AI continues weaving itself into the fabric of education, what specific concrete actions can you take? Maybe in your own work, your studies or within your institution to help ensure that its benefits become truly universal, actually contributing to a fairer, more equitable learning landscape for every single person.
Empowering Learners through Universal Design for Learning: Voice and Agency
Dr Seán Bracken, Principal Lecturer, University of Worcester
Presenter/s: in-person
3:10 pm – 4:00 pm, Thursday 26 June 2025
This keynote address explores how UDL can germinate collaborative conditions required for co-designing inclusive social and learning environments. In turn such enabling environments encourage learner agency and advocacy required for meaningful participation in educational decision-making processes. By sharing personal testimonies of students with diverse learning requirements, it highlights the transformative impact of inclusive design on learning journeys. A critique is provided of some existing policies and practices that often overlook the voices, experiences, and agency of marginalised learners. Mindful that assessments frequently fashion the nature of learning, the address emphasises the importance of co-designing assessments that allow learners to demonstrate their knowledge and skills in ways that resonate with their physical, linguistic, cognitive, and socio-cultural contexts. It advocates for the adoption of a dynamic and adaptive approach to UDL, positing learner’s voices as central to transformative learning experiences. In doing so, the address argues for continuous reflection and collaboration among educators, learners, and policymakers to overcome barriers to inclusion and create a more just and equitable educational system.
Dr Seán Bracken
Dr Seán Bracken is a Principal Lecturer at the University of Worcester (UW), UK, where he is the Doctoral Programme Lead for the College of Education, Culture and Society. Seán holds an Ed.D., a M.Phil. in Applied Linguistics, and a M.Ed. in School Leadership. He is a Principal Fellow of the Higher Education Academy and, as part of the ACSES fellowship program, he is currently an Adjunct Professor at Curtin University.
A cornerstone of Seán’s work is his dedication to inclusion and UDL. He has been instrumental in promoting inclusivity through various leadership roles and research initiatives. As the founder of the Inclusion by Design Research Group at UW, he has fostered an interdisciplinary community focused on improving learning outcomes and social experiences for diverse learners.
Along with Dr Richard Jackson, he was the co-founder, and subsequent chair, of the International Collaboratory for Leadership in Universally Designed Education (INCLUDE) This link takes you away from the ADCET page. This transnational network connects learners, student service professionals and researchers dedicated to inclusive instructional design. INCLUDE recently launched the International Journal for Universal Design and Universal Design for Learning (IJUDUDL) This link takes you away from the ADCET page, for which Seán acts as one of the Deputy Editors. IJUDUDL is hosted by the Ministry of Higher Education in Morocco and aims to provide a robust research basis for charting future directions for UD and UDL.
Seán’s research projects, often funded by prestigious organisations such as the British Council and the British Academy, focus on strengthening inclusion in higher education. Notable projects include co-constructing UDL modules with learners and colleagues in Indonesia and the UK, as well as exploring the use of Lesson Study in Brazil as an enabling action research strategy for enhancing inclusion. Seán’s research, and advocacy have significantly advanced educational practices, making him a highly respected thought leader in the field.
Day 1
Growth of UDL Implementation among faculty: Understanding the risks that lead to instructors losing momentum
Dr Frederic Fovet, Assistant Professor, Thompson Rivers University, Canada
In-person
Workshop: 60-minutes
This fully interactive workshop will lead participants on an exploration of some of the factors which may impact instructors’ journey with UDL, beyond their initial exposure to professional development. It will weave into the structure findings from a recent Canadian study.
Dr Frederic Fovet
Frederic Fovet is an Assistant Professor in the Faculty of Education and Social Work at Thompson Rivers University. He has previously held faculty positions at the University of Prince Edward Island and Royal Roads University. He has also been Head of Accessibility Services at McGill University for a period of four years, for the duration of his PhD. He was responsible, in this role, for the campus wide roll out of Universal Design for Learning strategies Frederic acts as a UDL and Inclusion consultant, domestically and internationally, in the K-12 and post-secondary sectors. Frederic was the instigator of and the Program Chair for the three first Pan-Canadian Conferences on UDL which took place in Montreal, Charlottetown, and Victoria, in 2015, 2017, and 2019 respectively. He has been a member of the editorial board of the International Journal of Disability and Social Justice (IJDSJ) since 2020 and has been invited to join the Editorial Executive in 2023.
Making the Potential of UDL a Reality: Challenging Barriers to Institution-Wide Adoption
Dr Katie Butler, Equity, Diversity & Inclusion Coordinator; Dr Carl Leonard, School of Education, University of Newcastle
Presenter/s: in-person
Workshop: 60-minutes
Limited time, resources, knowledge and implementation difficulties are barriers preventing academics from applying UDL in their teaching. In this interactive workshop, participants will collectively consider how identified barriers could be addressed so as to support institution-wide adoption of UDL in higher education.
Dr Katie Butler
Dr Katie Butler is a disabled community development practitioner, disability inclusion specialist and early career researcher. Her focus in research and practice is on improving organisational policy and practice for inclusivity while working directly within diverse communities to build empowerment and community connectedness. Dr Butler currently works as an Equity, Diversity and Inclusion Coordinator at the University of Newcastle.
Dr Carl Leonard
Dr Carl Leonard convenes the suite of postgraduate special and inclusive education programs in the School of Education at the University of Newcastle. With over 30 years of experience in public education, he is a passionate advocate for equity, inclusion, and quality learning for all students. His expertise spans educational leadership, implementation science, universal design for learning, and special and inclusive education. Dr Leonard is committed to bridging research and practice to improve outcomes for diverse learners.
Toward an Institutional-Wide Approach for Embedding UDL in Tertiary Education Settings
Dr Erin Leif, Senior Lecturer; Dr Amanda Gigliotti, Senior Lecturer, Monash University
Presenter/s: in-person
Workshop: 60-minutes
This session will explore how interdependence and collective learning – two themes in the UDL Guidelines 3.0 – can be used to drive systemic UDL implementation in tertiary education settings. Through case studies and interactive discussions, participants will identify enablers and barriers, collaborate on solutions, and develop actionable strategies to embed UDL.
Dr Erin Leif
Dr Erin Leif is a Senior Lecturer in the School of Educational Psychology and Counselling, Faculty of Education, at Monash University. Erin is passionate about using behaviour science to help all kids thrive. Erin’s current research focuses on ways to help parents, teachers, and behaviour support practitioners use positive, preventative, evidence-based practices when supporting children with diverse learning needs in home, school, and community settings. Her research interests include positive behaviour support, multi-tiered systems of support, trauma-informed behaviour support, and universal design for learning.
Dr Amanda Gigliotti
Dr Amanda Rita Gigliotti is a Senior Lecturer in the School of Education at the University of Wollongong (UOW). Specialising in educational technology in higher education, her research investigates teachers’ design decisions when planning for and using technology in their teaching. Dr Gigliotti's has exhibited exemplary leadership, particularly in mentoring over 100 academics internationally across various disciplines in technology-enhanced learning. Her teaching excellence and outstanding achievements in education have been recognised through the Australian College of Educators (ACE) National Awards program and UOW's Vice Chancellor (Early Career) Award for Outstanding Contribution to Teaching and Learning.
Day 2 - Stream A
Liberatory Pedagogy: Where UDL Meets Anti-Racism
Dr Tanya Manning-Lewis, Assistant Teaching Professor; Dr Frederic Fovet, Assistant Professor, Thompson Rivers University, Canada
Presenter/s: in-person
Workshop: 60-minutes
The current political climate calls for an urgent need to interrogate the race-neutral lens that continues to shape much of UDL scholarship, revealing the limitations of accessibility frameworks that fail to engage meaningfully with systemic racism and the lived experiences of marginalized learners. In this interactive workshop, participants will:
- Explore the limitations of UDL scholarship and field initiatives that overly focus on disability without considering race
- Examine some of the tension which makes merging UDL and anti-racism challenging for instructors
- Explore classroom practices that succeed in merging UDL strategies and anti-racism objectives
- Consider some of the institutional hurdles that can limit the scope of this work.
Dr Tanya Manning-Lewis
Dr Tanya Manning-Lewis is an Assistant Teaching Professor at Thompson Rivers University in Canada. She has served the education sector for over 22 years as a secondary school teacher, teacher educator, community-engaged researcher, and advocate for vulnerable populations in local, multicultural, and international contexts. She is a social justice educator whose practice is grounded in compassion and the ethic of care. Her research focuses on Equity, Diversity, and Inclusion (EDI), student experience, language and socialization, gender, and decolonial practices. Through her work, she continuously seeks to develop pathways for critically and authentically engaging in deeper understanding of social justice education.
Dr Frederic Fovet
Frederic Fovet is an Assistant Professor in the Faculty of Education and Social Work at Thompson Rivers University. He has previously held faculty positions at the University of Prince Edward Island and Royal Roads University. He has also been Head of Accessibility Services at McGill University for a period of four years, for the duration of his PhD. He was responsible, in this role, for the campus wide roll out of Universal Design for Learning strategies Frederic acts as a UDL and Inclusion consultant, domestically and internationally, in the K-12 and post-secondary sectors. Frederic was the instigator of and the Program Chair for the three first Pan-Canadian Conferences on UDL which took place in Montreal, Charlottetown, and Victoria, in 2015, 2017, and 2019 respectively. He has been a member of the editorial board of the International Journal of Disability and Social Justice (IJDSJ) since 2020 and has been invited to join the Editorial Executive in 2023.
Experiencing Universal Design for Learning: An Immersive Approach to Inclusive Teaching
Raymond Rutgers, Learning Accessibility Consultant; Bec Inwood, Manager, Access & Inclusion, Murdoch University
Presenter/s: in-person
Workshop: 60-minutes
Experience an immersive UDL activity that has successfully driven professional development and institutional change. This session offers a hands-on sample of the workshop we facilitated, followed by insights from our approach, post-workshop survey results, and practical strategies. Learn how to implement and scale UDL training in your institution.
Implementing innovative and effective UDL 3.0 in your classroom: a collaborative workshop
Adjunct A/Prof Cathy Snelling, Education Specialist, Title Holder, Faculty of Health & Medical Science; Dr Hayley McGrice, Associate Dean, Learning Quality, Faculty of Science, Engineering and Technology; A/Prof Beth Loveys, Associate Head of School (Learning and Teaching), School of Agriculture, Food and Wine, University of Adelaide
Presenter/s: in-person
Workshop: 60-minutes
This collaborative workshop will present an authentic case study of UDL innovation in higher education, align it to the principles of UDL 3.0 and give participants the opportunity to reflect on how they could implement this inclusive pedagogy into their own practice.
Adjunct A/Prof Cathy Snelling
Cathy Snelling has been involved in higher education for more than 30 years and currently is a Principal Consultant, Course Development at Skills SA. After a 20-year tenure at the University of Adelaide, she is now an Adjunct Associate Professor at the Faculty of Health and Medical Science. Cathy was also a visiting lecturer at TAFE SA (1993-2017) and holds Senior Fellowship at the Higher Education Academy, (UK). Cathy’s teaching expertise has been acknowledged by many awards including a National Award for University Teaching (2013), Australian Awards for University Teaching Citation for Outstanding Contribution to Student Learning (2013, 2017).
Dr Hayley McGrice
Hayley McGrice is the Associate Dean Learning Quality and Student Experience in the Faculty of Science Engineering and Technology and leads the Empowered Educators professional development program at the University of Adelaide. Hayley is passionate about improving the student experience through reflective practice, facilitating continuing professional development workshops , inclusion of students as partners and actively listening to the student voice at all levels of university operations and governance. Hayley was recognised for her outstanding leadership and practice in 2023 when she received a Stephen Cole the Elder Award for excellence in the leadership, support and enhancement of teaching.
A/Prof Beth Loveys
Beth Loveys is an Education Specialist & member of the Adelaide Education Academy at The University of Adelaide. She holds several leadership positions at the University & is a Senior Fellow HEA (UK). Beth’s success has been recognised by: Office of Learning and Teaching Citation for Outstanding Contribution to Student Learning, SA Science STEM Educator finalist, Stephen Cole the Elder Award for Excellence & Vice Chancellors and Presidents Award for Excellence & the Australian Awards for University Teaching. Beth’s research interests are broad, but unified by a desire to better understand what motivates students learning and leads to improved learning outcomes.
Dr Sasha Lanyon
Sasha Lanyon is Lecturer in Animal and Veterinary Biosciences at The University of Adelaide. She is a passionate and innovative educator whose student-centred approach has been recognised by Executive Dean’s Awards for Excellence in Individual Teaching and Outstanding Excellence in Teaching, as well as numerous student-led teaching awards. Sasha’s professional practice has also been recognised with fellowship of Advance HE. Sasha supports and influences her colleagues through shared practice, facilitation of communities of practice, and involvement in institutional initiatives.
UDL 3.0 in Action: Reducing Stress and Enhancing Inclusion for Students in Higher Education
Elizabeth Hitches, PhD Candidate, Sessional Academic, University of Queensland (Research); Griffith University (Teaching); A/Prof Stuart Woodcock, Griffith University; Dr Melissa Johnstone, Senior Research Fellow, University of Queensland; A/Prof Dean Dudley, Macquarie University
Presenter/s: online
Presentation: 25-minutes
This presentation will share students’ voices from across Australia on what is contributing to their stress and what the impacts of this are. These stressors will be viewed through the lens of UDL 3.0, highlighting the possibilities for reducing unnecessary barriers in the learning experience.
Elizabeth Hitches
Elizabeth Hitches teaches undergraduate and postgraduate levels in the areas of inclusive education, diversity, equity, and accessibility. Elizabeth is an Associate Fellow of the Higher Education Academy. Her research interests lie in inclusive education at a national and international level, as well as equity, achievement, and wellbeing for students with accessibility requirements and/or disabilities.
A/Prof Stuart Woodcock
Stuart Woodcock currently teaches in a range of areas, such as inclusive education at undergraduate and postgraduate levels. His established research areas focus on inclusive education, self- and collective efficacy, and the systemic support that is in place for teachers and principals to manage, teach, and differentiate inclusively.
Attending to (neurodivergent) identity: universal design and professional identity formation
A/Prof Laura Gray, Deputy Director, Drapac Centre for Equity in Health Professions Education; A/Prof Jo Tai, Deakin University
Presenter/s: online
Presentation: 25-minutes
Many programs, particularly in health professions, require neurodivergent students to navigate a tension between their neurodivergent identity and a narrow ideal of a professional identity, compromise student learning and wellbeing. Through interviews and surveys, we identify the need for a shift in educational culture to foster truly inclusive learning environments.
A/Prof Laura Gray
Laura Gray is the Deputy Director of the Drapac Centre for Equity in Health Professions Education and an Associate Professor with the School of Medicine, Deakin University. She leads programs of research, evaluation, strategy and policy design and implementation, with a focus on equity and inclusion. With extensive experience in higher education leadership, she is committed to advancing equitable access to higher education and programmes to enable all students to thrive.
A/Prof Jo Tai
Joanna Tai is Associate Professor at the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University. Her research in assessment focuses on inclusion and diversity, feedback literacies, developing evaluative judgement, and student experiences across the university and workplace. Joanna is a Senior Fellow of the Higher Education Academy, and a member of the Australian and New Zealand Association for Health Professions Education, and the European Association for Research on Learning and Instruction. She has a background in medicine and health professions education.
Day 2 - Stream B
Leveraging AI and Assistive Technology to Enhance Inclusion in Higher Education
Dr Hillary Goldthwait-Fowles, Assistive Technology Specialist/Instructional Design Specialist, Kennedy Krieger Institute, Baltimore, USA
Presenter/s: online
Presentation: 25-minutes
Discover how AI and Assistive Technology can transform higher education by enhancing inclusion and accessibility. This session will provide practical strategies, real-world examples, and interactive elements to help educators integrate these technologies, aligned with UDL 3.0 guidelines, to support diverse learners and improve student success.
Universal Design for Learning: A Pilot Study on Improving Student Success Rates
A/Prof Kelly Linden, 2025 ACSES Equity Fellow, Charles Sturt University
Presenter/s: online
Presentation: 25-minutes
In this presentation I will share the process of developing guidelines for unit development, based on the principles of UDL and share data on the impact they have had on student success at a large regional Australian university. For audience engagement, I will seek feedback on the guidelines.
A/Prof Kelly Linden
Associate Professor Kelly Linden is a 2025 ACSES Equity Fellow from Charles Sturt University. Over the last 9 years, Kelly has developed and led retention work across Charles Sturt which has resulted in a number of publications and awards. Her research interests are student engagement, success, retention and feedback with a particular focus on how universities can better support part-time students.
Universal Design for Learning as a basis for inclusive-digital education - Analysis of an intervention program in higher education in the degree program Teacher of Professional Studies in the main profession
Dr René Wüthrich, Lecturer, Swiss Federal University for Vocational Education and Training
Presenter/s: in-person
Presentation: 25-minutes
Presentation of an intervention program in higher education (HE) for the implementation of inclusive-digital education in the classroom for students. Students receive input on UDL 3.0 in order to design lesson planning with inclusive-digital content. They recognize the importance of inclusive-digital education but find the implementation challenging.
Teaching UDL by doing UDL: Modelling inclusive design in Initial Teacher Education
Dr Ana Garcia-Melgar, Lecturer, Inclusive Education, La Trobe University
Presenter/s: online
Presentation: 25-minutes
In this session, we will explore how Universal Design for Learning (UDL) principles are embedded and actively modelled in the design and delivery of an online Inclusive Education specialisation within an Initial Teacher Education degree. By experiencing UDL in practice, pre-service teachers develop the knowledge and skills to create inclusive learning environments in their own classrooms.
Dr Ana Garcia-Melgar
Dr Ana Garcia-Melgar is a lecturer in Inclusive Education in the School of Education at La Trobe University. She is currently coordinating and teaching subjects within the Inclusive Education specialisation of the Bachelor of Education (Primary and Secondary). Her research interests are in the areas of inclusive education, reasonable adjustments, Universal Design for Learning (UDL) and multi-tiered supports, and neuro-affirming practices. She has collaborated with La Trobe University’s Living with Disability Research Centre and Rural Health department on several projects aimed at improving the accessibility and responsiveness of mainstream services for people with disabilities.
University Pathway Teachers’ Adoption of Universal Design for Learning: An Observational Case Study
Nelson Lo, PhD Candidate & Sessional Academic; Professor David Evans, Special Education; A/Prof Ilektra Spandagou, Inclusive Education, University of Sydney
Presenter/s: in-person
Presentation: 25-minutes
This presentation reports the adoption of UDL by two teachers teaching in an Australian university pathway college, which offers alternative pathways for students to access university education. Twenty-four hours of observational data (12 hours each) were collected and analysed using Basham’s UDL-OMT (2020) and will be discussed using UDL 3.0.
Nelson Lo
Nelson Lo (FHEA) is a doctoral candidate and sessional academic at the Sydney School of Education and Social Work in the University of Sydney. He has extensive experience working as a teacher, course coordinator and academic advisor in university pathway settings, where he closely works with students with disabilities and students from EAL/D backgrounds. Nelson also had a background in secondary school and TAFE teaching.
The UDL Quandary of Organisational Implementation
Trina Bianchini, Teaching & Learning Specialist, TAFE, SA; Jennifer Cousins, Coordinator SA and NT, Positive Partnerships
Presenter/s: in-person
Presentation: 25-minutes
This presentation explores the challenges and lessons implementing Universal Design for Learning (UDL) in education across TAFE SA. It also explores how the updated UDL Framework 3.0 may assist further development and implementation; and concludes with advice for other tertiary education providers trying to implement UDL successfully across their organisation.
Empowering Students as Co-Designers: Innovative Assessment Design for Equity and Engagement
Dr Karen-Anne Wong, Sessional Academic and Research Affiliate, University of Sydney
Presenter/s: in-person
Presentation: 25-minutes
This presentation explores how innovative assessment design engages students as co-designers, linking to UDL 3.0 guidelines. By offering diverse assessment options, students demonstrated competence through essays, photo essays, or multi-media projects. Peer review and workshopping fostered critical skills, with student interviews highlighting the positive impact on learning.
Dr Karen-Anne Wong
Dr Karen-Anne Wong is an inter-disciplinary researcher and sessional academic in both the Department of Gender and Cultural Studies and the School of Psychology at the University of Sydney. Her research interests include educational design, pedagogy, diversity, inclusion, disability and qualitative methodologies. She has published on innovation in assessment, intersectional identity, disability in the classroom and conducting sensory ethnographies. She is interested in young people of all ages, and to this end, her current research is practice-led; a middle-grade novel investigating representations of neurodivergent girls. Karen is also a mum of two young children and two old dogs.
Reclaiming “SLACKERS”: Co-designing accessibility with students
Katie Duncan, Inclusive Practices Coordinator; Liz Penny, Manager, Accessibility and Financial Assistance Service, University of Technology Sydney
Presenter/s: in-person
Presentation: 25-minutes
Discover how the Student Learning Advisory Committee (SLAC) is transforming accessibility at UTS. Named by students to reclaim the term "slackers," SLAC is a collaboration between the Education Portfolio and the Accessibility Service and students to gather feedback and co-design materials for academics on accessible and inclusive practice.
Day 2 - Stream C
Building an Institutional Culture of UDL: Empowering University Faculty to Foster Learner Agency
Dr Annjanette Bennar, Director of Mathematics and Computer Literacy; Dr Robert LeGary, Director, Master of Education (M.Ed.) in Teacher Leadership, Goodwin University, Connecticut, USA
Presenter/s: online
Presentation: 25-minutes
Since 2016, our northeastern American university has transformed teaching through comprehensive UDL implementation. Through faculty cohorts, podcasts, webinars, and conferences, we've created a learner-centered culture that spans our entire institution. Our +1 solutions approach has improved course design, assessment flexibility, and learning scaffolding, while influencing broader institutional practices.
Dr Annjanette Bennar
Annjanette Bennar, Ed.D., serves as the Director for the Center for Teaching Excellence at Goodwin University in Connecticut, where she is also a Senior Teaching Fellow and Full Professor. After completing her Ed.D. in Curriculum and Instruction from Capella University in 2024, Dr. Bennar has focused on advancing Universal Design for Learning (UDL) in higher education. In her role as a Senior Teaching Fellow, she has co-facilitated UDL Professional Learning Institutes at various universities nationwide. Dr. Bennar has published and delivered presentations on UDL implementation in multiple academic venues, contributing to both institutional development and the broader educational community.
Dr Robert LeGary
Robert LeGary Jr., Ed.D., is director of the Master of Education in Teacher Leadership Joint Degree Program at Goodwin University and University of Bridgeport, an associate professor, and a senior teaching fellow. He earned his doctorate in educational leadership from the University of Hartford. For 20 years, Rob has served as a school administrator and program developer in the special education field. Rob also has taught, developed courses, and co-facilitated professional learning in higher education since 2003. He has published, presented, and consulted on UDL pedagogy in higher education and K-12 education. Rob is passionate about UDL and inclusive teaching practices.
Beyond the Excuses: Advancing Inclusive Education Without Compromising Academic Excellence
Dr Susannah French, Academic/Administrator, Australian National University
Presenter/s: in-person
Presentation: 25-minutes
This presentation challenges the false dichotomy between academic rigor and inclusivity, demonstrating how Universal Design for Learning (UDL) 3.0 enhances accessibility and strengthens learning outcomes. Through a case study of my teaching, I will showcase practical UDL strategies, lessons learned, and evidence-based approaches to fostering rigorous and equitable education.
Institutional Change Through UDL: Building a Culture of Inclusion at Maynooth University, Ireland
Dr Margaret Flood, Assistant Professor, Inclusive and Special Education, Maynooth University, Ireland
Presenter/s: in-person
Presentation: 25-minutes
This presentation explores how Maynooth University, Ireland is embedding Universal Design for Learning (UDL) across its campus to create a more inclusive learning environment. It will share insights from a cross-faculty fellowship initiative, highlighting successes, challenges, and strategies for building a university-wide culture of inclusion that supports both students and staff.
Dr Margaret Flood
Margaret Flood is an Assistant Professor in Inclusive Education at Maynooth University, Ireland and Academic Advisor for the Maynooth Access Programme. She also leads Years 1 and 2 of the BScEd programme. With a background in teaching, curriculum and policy development, and teacher professional learning, Margaret is passionate about Universal Design for Learning (UDL) and inclusive education. She has led inclusive curriculum initiatives and supported professional development nationally and internationally at local, institution, and government agency level . As a Fulbright Scholar, she collaborated with CAST on UDL Guidelines 3.0. Margaret also hosts the podcast Talking about all things Inclusion.
Enhancing Authentic Engagement in Group Assessments
Dr Jessica Zanuttini, Lecturer of Special and Inclusive Education, University of Sydney
Presenter/s: in-person
Presentation: 25-minutes
This session addresses common challenges experienced by learners in group assessment in higher education. Aligned with Universal Design for Learning framework, it explores speed-interviewing, team charters, and reflective collaborative statements to enhance autonomy, collaboration, and reflection. Using learner data, it offers practical, inclusive strategies for improving student engagement.
Dr Jessica Zanuttini
Dr Jessica Zanuttini is a Lecturer in Special and Inclusive Education at the University of Sydney. With a background in primary and secondary teaching, her research explores how educational supports and interventions shape the learning experiences of all students, with a focus on inclusive practices. She uses qualitative and quantitative methods to examine the social, political, and cultural influences on student outcomes. Jessica’s work centers on amplifying student and caregiver voices, particularly in autism research, and embeds co-design approaches to ensure meaningful, community-informed impact.
Beyond Accommodation: Embedding Inclusive Assessment for Institutional Change
Dr Nattalia Godbold, Project Officer; Christopher Frost, Manager e-learning, University of Queensland
Presenter/s: in-person
Presentation: 25-minutes
Inclusive assessment enables student success without the need for alternative or adapted assessment versions, fostering an environment that celebrates diversity and promotes student collaboration (Nieminen, 2022). Despite its potential, evidence of the widespread and systematic implementation of inclusive assessment strategies in higher education remains limited (Tai et al., 2021). Furthermore, scholarly discussions surrounding the assessment design process are relatively new (Fernandez-Ruiz, Panadero and Garcia-Perez, 2021; Bearman et al., 2016). This presentation aims to share our approach to driving institutional change for inclusive assessment practices in a research-intensive university.
Dr Nattalia Godbold
Dr Nattalia Godbold is a Project and Research Officer at the University of Queensland (UQ), where she supports initiatives focused on inclusive assessment and student engagement in higher education. She is currently coordinating a university-wide project on inclusive assessment practices and co-facilitates UQ’s Student Fellows program, fostering meaningful student–staff partnerships. Nattalia’s research explores student partnership, curriculum co-design, and innovative approaches to teaching and learning. She brings a strong background in educational leadership and a passion for creating more equitable and collaborative learning environments.
Christopher Frost
Chris Frost is a learning designer at the University of Queensland (UQ), managing a learning design team in the Faculty of Humanities, Arts and Social Sciences. Chris and his team work with academic staff to maintain and improve inclusive teaching and assessment practice while securing assessment from inappropriate AI use. He co-developed and maintains and UQ's Assessment Ideas Factory, which promotes alternative forms of assessment that allow students to demonstrate their learning in diverse ways.
Rethinking Examinations in the Age of AI: Enhancing Student Agency and Inclusion Through Universal Design for Learning
Dr Kashmira Dave, Senior Lecturer; Kylie Day, Manager, eLearning; Jean Heath, Coordinator, Exams & eAssessment, University of New England
Presenter/s: online
Presentation: 25-minutes
As AI drives a return to invigilated exams, UNE’s innovative, UDL-aligned model enhances flexibility and inclusivity. By allowing students to choose exam times and environments, removing accessibility barriers, and supporting diverse needs, this approach balances academic integrity with learner agency, offering a scalable framework for equitable assessment.
Dr Kashmira Dave
Dr Kashmira Dave is an experienced academic and educational learning design specialist with over 20 years of experience in teaching, learning design, and research. Her work spans diverse fields, including learning and teaching in HE, curriculum development, learning design, third space, active learning, technology integration, inclusion and ePortfolios in higher education. As a Senior Lecturer in Academic Development at UNE, Kashmira leads professional development initiatives, supports curriculum innovation, and oversees projects that enhance SoTL for academic staff. Kashmira is a published researcher and reviewer, her passion is advancing educational practices through evidence-based strategies fostering a community of practice in higher education.
Leveraging AI to Create Inclusive Educational Podcasts
Mark Shelton, Senior Teaching Fellow, University of Tasmania
Presenter/s: in-person
Workshop: 60-minutes
Explore how AI can enhance digital education by converting written materials into various podcast formats. This workshop will guide educators in using AI tools to create accessible and inclusive content, catering to diverse learning preferences. Ideal for those in both the HE and VET sectors.
Mark Shelton
As Senior Teaching Fellow and Coordinator of the University Connections Program (UCP) at the University of Tasmania, Mark bridges secondary schools and university education while teaching in the Diploma of Applied Technologies. Mark has pioneered educational podcasting initiatives that exemplify universal design for learning principles, creating accessible audio content that accommodates diverse learning styles and needs. This podcasting work extends his commitment to inclusive education and reflects his broader mission of developing authentic, technology-enhanced learning experiences for all students. He shares these insights via presentations and workshops, supporting peers in integrating research findings into their teaching through innovative technology use.
Key dates
Abstract submissions closed: 9:00 am Monday 3 March 2025 AEDT
Abstract acceptance notifications: Thursday 13th of March 2025 AEDT
Registrations close
In-person: Wednesday 18 June 2025
Online: Monday 23 June 2025
In partnership with:
Supported by:
