Friday Sessions

Jenna Gravel

Jenna Gravel is CAST’s Senior Director of PreK-12 Research. She leads efforts to connect research and practice by supporting educators to apply UDL to design inclusive learning environments in which learners are honored, supported, and challenged. Jenna co-chaired the community-driven, research-based process to develop the most recent version of the UDL Guidelines. She is also an adjunct lecturer at the Harvard Graduate School of Education. Prior to these roles, Jenna was a middle school special educator and a research associate at CAST where she contributed to the original editions of the UDL Guidelines.

Elizabeth Hitches

Elizabeth Hitches research interests lie in inclusive education at a national and international level, as well as equity, achievement, and wellbeing for students with disability, chronic health conditions and/or accessibility requirements. Her research is currently exploring academic stress in higher education, and how this can be reduced in inclusive and accessible ways through a UDL lens. She is also a sessional academic teaching in inclusive education across various universities, and a teacher of research methods at the UQ.

Abstract - International UDL Open Research Hub

CAST and partners from the University of Queensland, the University of Newcastle, the State College of Florida-Manatee-Sarasota, and Central Connecticut State University are developing the idea of an International UDL Open Research Hub. This Hub would be a universally designed and accessible space to share research and spark global collaboration around UDL interventions, implementation, methodologies, and outcomes. The Hub concept is still in the initial stages of development, and we would be thrilled to learn from your feedback. Would a Hub be useful to you and your practice? What kinds of features would support you? How might we design the Hub to build community? 
 
The session will begin with a brief overview of the Hub concept. Then participants will share their ideas. We will conclude the session with ways to get involved in further developing the Hub idea. Participants’ feedback will be shared with both attending session participants as well as with participants who might not be able to join but who would still like to contribute their ideas and perspectives. 

Dr Mariko Francis

Dr Mariko Francis is Lecturer and Course Coordinator in Inclusive Education at RMIT University. She teaches across undergraduate and postgraduate courses in inclusive education, including, differentiation, positive behaviour support, and policy. Her teaching and research focus on inclusive education, Universal Design for Learning, Multi-Tiered Systems of Support, and equitable design across teaching, assessment, and support planning. She co-developed the INSIGHT Framework with Dr Elise Waghorn as a practical scaffold for inclusive planning and decision-making. In this workshop, she draws on one application of the framework to support barrier-aware assessment design that strengthens accessibility, learner agency, and inclusive practice. Dr Mariko Francis ORCID page

Dr Elise Waghorn

Dr Elise Waghorn is Program Manager and Lecturer in Early Childhood Education at RMIT University. Her research focuses on sensory responsive pedagogies, inclusive education, and initial teacher education, with particular attention to how pedagogical and environmental design support participation, engagement, and wellbeing. She completed her PhD at the University of Melbourne in 2023, examining global childhoods and the intersections of children’s lifeworlds, policy, and educational experiences across Australia, Hong Kong, and Singapore. Dr Waghorn co developed the INSIGHT Framework with Dr Francis and works across research, curriculum, and professional learning to translate inclusive education principles into practical tools for teaching, assessment, and planning. Dr Elise Waghorn ORCID page

Abstract - INSIGHT: Operationalising UDL in Assessment

Universal Design for Learning (UDL) is widely endorsed across Higher Education (HE) and Vocational Education and Training (VET), yet implementation often remains conceptual rather than embedded in assessment design decisions. Research indicates that educators and Initial Teacher Education (ITE) students tend to endorse inclusive education principles (Basham et al., 2020; Griful-Freixenet et al., 2020; Francis & Waghorn, 2025; Sharma, 2018), this endorsement is often conceptual rather than operational and does not necessarily translate into confident assessment design practices.

This exploratory pilot study examined the INSIGHT Framework as a design scaffold embedded within ITE coursework in a HE context. The study focuses on educator learning and design processes rather than student achievement outcomes. Pre-service teachers used the framework to analyse and redesign authentic assessment tasks through structured barrier anticipation aligned to UDL 3.0 considerations, including learner variability, executive functioning demands, and multiple means of engagement, representation, and action and expression.

Evidence was drawn from two sources: de-identified comparative analysis of coursework artefacts and an anonymous survey capturing participants’ reported confidence, preparedness, and clarity when designing inclusive assessment tasks. Preliminary findings indicate more explicit identification of participation barriers and greater confidence in adjusting assessment tasks to support participation.

In this workshop, participants will apply the INSIGHT framework to analyse and redesign an assessment task from their own HE or VET context. Participants will leave with a structured method for analysing assessment tasks, identifying participation barriers, and making targeted design adjustments aligned with UDL 3.0.

Abstract - Scaling UDL in Indonesian Higher Education

Universal Design for Learning (UDL) is increasingly recognised as a key framework for advancing inclusive teaching in higher education (HE). However, many universities in emerging higher education systems face challenges in translating UDL principles into practice due to limited lecturer training, institutional awareness, and practical implementation models. This presentation shares the design and outcomes of a multi-university initiative in Indonesia aimed at strengthening lecturers’ capacity to implement UDL in inclusive higher education settings.

The initiative targeted lecturers in higher education institutions and involved a structured professional development model consisting of UDL workshops, follow-up mentoring, and open-access digital learning resources. Three regional workshops engaged 217 lecturers from 75 universities, focusing on applying the UDL 3.0 guidelines, particularly the principles of multiple means of engagement, representation, and action and expression in course design. Participants analysed learning barriers experienced by students with disabilities and redesigned their course plans to increase flexibility and accessibility.

Following the workshops, a mentoring program supported lecturers in implementing UDL strategies in their courses. Evidence from mentoring reflections and action plans showed that more than half of participants implemented at least one UDL principle in their teaching, resulting in redesigned lesson plans, alternative assessment options, and improved accessibility of learning materials. Participants also reported increased awareness of student learning variability and greater confidence in supporting students with disabilities.

The goal of this session is to share a scalable professional development model for implementing UDL in higher education and to discuss lessons learned in promoting inclusive teaching practices across diverse institutions. The session will actively engage online participants through interactive polling, case-based discussion of teaching scenarios, and collaborative reflection on how UDL strategies can be adapted within participants’ own institutional contexts.

Jessica Wang

Jessica Wang is an Associate Lecturer in Asian Languages at Curtin University, with extensive experience teaching Mandarin across primary to tertiary contexts. Since 2019, she has worked as a unit redeveloper, coordinator, lecturer, and tutor in Chinese language and culture at Curtin University and Open University Australia. Her teaching and curriculum work focus on inclusive, student‑centred language learning, with a strong emphasis on applying Universal Design for Learning (UDL) to assessment, engagement, and spoken language development. Jessica is the recipient of multiple Curtin Learning and Teaching Excellence Awards for curriculum transformation and innovative pedagogy.

Abstract - UDL: Practical Strategies for the University CFL Classroom

This presentation demonstrates a comprehensive redesign of a Chinese as a Foreign Language (CFL) course, specifically addressing the challenge of “heavy” content loads by applying UDL 3.0 guidelines to foster autonomous “expert learners”. By providing a “buffet” of multi‑modal tools, the curriculum reduces systemic barriers and allows students to customise their learning path based on individual needs.

To support Multiple Means of Representation, the Ricciwawa platform allows students to customise digital text through toggling Simplified/Traditional characters and adjusting Pinyin/Zhuyin visibility and audio speeds. This flexibility reduces the cognitive load associated with character recognition and tonality. Vocabulary acquisition is further supported by Multiple Means of Engagement, where students choose between customisable physical flashcards for tactile learning or gamified digital platforms such as Quizlet, Wordwall, and Blooket. These tools transform rote memorisation into a “Joy and Play” experience, allowing students to regulate their own level of challenge.

A central innovation is Multiple Means of Action and Expression through immersive roleplay. To lower the high affective filter and anxiety of oral output, students perform as news anchors or voice actors after initial teacher‑led coaching. By framing speech within creative scenarios, student tension is replaced by social interaction, leading to higher oral proficiency and text comprehension. Impact is measured by students’ increased self‑efficacy and their ability to proactively use iLectures for pre‑class preparation.

Finally, the session models Hybrid Engagement, demonstrating how Padlet allows online and in‑person participants to share video and audio contributions in a single digital space. This ensures all learners, regardless of location, receive real‑time feedback and participate in a unified, inclusive community of practice.

Dr Arianna Dick

Dr Arianna Dick is an early career Lecturer in Food Technology at RMIT University and Program Manager of the Bachelor of Food Technology and Nutrition. Her research focuses on advanced food processing, with expertise in the physical, rheological and tribological characterisation of food materials. Arianna was awarded the RMIT School of Science Early Career Teaching Award for her 2024 teaching performance. Her teaching practice centres on inclusive and student centred assessment design, and she explores digital approaches to support effective feedback, student engagement and accessibility in large, diverse cohorts, aligned with Universal Design for Learning principles.

Abstract - Inclusive Learning in a Virtual Gallery Space

This project proposes the development and implementation of a virtual gallery platform to enhance inclusive learning experiences for all students, particularly those with disabilities, mental health challenges, neurodivergence, and varied cultural, linguistic, and educational backgrounds, offering multiple ways to participate and demonstrate knowledge.

The gallery will serve as both an assessment space and a learning environment, where students can upload posters, narrated presentations, or interactive media, while interactive, persona-based tutorials will provide guided learning experiences. Grounded in UDL principles, the platform will offer flexible, multimodal participation options that promote accessibility, autonomy, and engagement. 

The initiative responds to accessibility and participation barriers in higher education, where traditional classroom formats often disadvantage students experiencing anxiety, sensory sensitivities, or communication challenges. By allowing students to present and interact through customisable personas in a virtual space, this project fosters student voice, choice, and ownership, key elements of inclusive pedagogy.

The gallery will be piloted in an RMIT STEM course in Semester 2, 2026. Students will upload assessment materials to a shared virtual space, encouraging peer learning, low-pressure discussions, and peer feedback. The platform will also explore interactive tutorials, where students attend as avatars or personas, thereby reducing social anxiety and enabling alternative modes of participation, such as chat, gesture-based responses, or visual cues, to promote accessibility.

Accessibility will be prioritised through compatibility with screen readers, captioning, and other assistive technologies. Feedback will be collected through student surveys to evaluate the impact on student confidence, engagement, and learning outcomes.

This online session will showcase the virtual gallery’s progress and design rationale to online and in-person participants. Through a short, scenario-based guided walkthrough, participants will experience the space from a learner’s perspective and be invited to provide feedback and reflect on how it applies to their own educational contexts, reinforcing relevance beyond the session.

Abstract - A Programmatic Approach to UDL in Postgraduate Health Promotion

The Masters of Health Promotion has a changing demographics of their online, asynchronous cohort of post-graduate students. The team turned to Universal Design for Learning (UDL) principles to ensure the program of courses were designed with inclusive online learning pathways. The program utilised UDL to promote further equitable engagement of future student cohorts towards achieving program learning outcomes and readiness for the health promotion workforce.

This online presentation will showcase how the team programmatically designed for learner variability with an innovative Canvas (Learning Management System) template. The design of this template for all courses meant UDL and optimised learning was embedded in the initial design and learning barriers were proactively removed. We present an online postgraduate course template for use in Canvas, developed in collaboration with three Academics and an Educational Designer. The team aimed for the innovative template to promote a programmatic approach to course design, enabling consistency across courses so the learning experience was equitable for our diverse student population. The template provided a structure for all public health courses, prompting each module in a course to include key concept video/s, concept reading/s, applied concept activities and assessment practice activities. 

Evidence will outline the student and academic experience. Post-graduate learners now experience a consistent yet flexible presentation of content with multiple modalities with a reduced cognitive load. For academic staff, the use of the template means UniSC public health teaching team can remain focused on our value of creating educational experiences. They can redesign their content with a focus on students learning the threshold and key learning concepts with the template supporting them to flesh this out in a scaffolded, accessible, and inclusive way. The template has supported our goal of creating equitable learning experiences for online postgraduate students. It is being viewed for greater institutional-wide adoption. 

Abstract - From Lecture to the Production Line

Students in Food Processing Technology can master fundamentals yet still struggle to apply theory in real food manufacturing, where decisions are shaped by equipment capability, food safety requirements, product quality targets, and shelf-life expectations. This Higher Education (HE) course redesign applies the UDL Guidelines 3.0 to build learner agency by making application visible, offering choice-driven pathways, and extending learning beyond the classroom into authentic industry contexts (themes: UDL beyond the classroom; Innovative UDL practices in teaching and learning).

Across a 12-week semester, each topic begins with brief micro-videos (animations/curated clips) to preview key concepts, followed by pre-recorded lectures in Canvas for flexible, self-paced learning and revision. Fortnightly tutorials use industry-inspired case studies to bridge theory-to-application. Students select a case pathway from a menu (dried products, beverages, sterilised foods) and work through guided questions showing how core concepts inform troubleshooting, process decisions, and quality outcomes.

Application is reinforced through practical sessions in a food pilot plant and laboratory. Students produce and evaluate products (e.g., spray-dried milk powder; canned fruits/vegetables; emulsions), analyse properties using analytical instruments, and compare lab-made outputs with commercial equivalents. UDL beyond the classroom is embedded through two industry guest speakers (Kraft Heinz; Asahi Beverages) and two site visits (Asahi Beverages; Edlyn Foods), connecting processing steps, quality checks/validation, common challenges, and career pathways to real workplaces. Tutorials, guest sessions, and equipment-in-operation videos are recorded and uploaded to support flexible participation and revisit opportunities.

Following implementation, the course Overall Satisfaction Indicator (OSI) increased from 2.5 to 4.3, supported by student feedback highlighting clear explanations, constructive assessment feedback, and the value of combining theory, practical learning, and industry involvement. This presentation will provide participants with a replicable ‘theory-to-industry’ design map to strengthen learner agency in practical, industry-linked courses.

Sarah Irvine

Sarah Irvine is an experienced senior learning advisor at the University of Southern Queensland. She is passionate about digital literacy, widening participation in higher education, and also shares a deep interest in working with diverse groups of students including those from diverse cultural, linguistic, and neurodivergent backgrounds. Sarah is an active member of the Association for Academic Language and Learning as the Communications Portfolio lead. She is dedicated to equitable online learning and embedding UDL practices in her learning advisor work within curriculum.

Kacie Fahey

Kacie Fahey is a Kamilaroi woman currently working as a Senior Learning Advisor (First Nations) at the University of Southern Queensland. Kacie is passionate about amplifying the voices of marginalised cohorts and creating a more equitable higher education sector. As an academic languages and literacies professional, Kacie focuses on embedding a decolonial, trauma-informed approach. With experience in the child protection, family wellbeing, youth advocacy, gender-based violence, and domestic and family violence sectors, Kacie brings an intersectional focus to her work.

Abstract - Supporting the Whole Student

Universal Design for Learning (UDL) and trauma-responsive practice offer complementary, evidence-based approaches that can strengthen the work of higher education student facing practitioners. UDL provides the design backbone for inclusive, flexible learning that reduces barriers and supports resilience, while trauma-responsive frameworks bring an explicit focus on safety and trust.

Many university students are simultaneously grappling with the impacts of complex trauma while also attempting to meet the academic and emotional demands of higher education (O’Shea & Martinussen, 2025). Current UDL guidelines (CAST, 2024, 9.1) refer to “recognizing expectations, beliefs and motivations” where learners “need to be supported to deal with frustration and anxiety when they are in the process of meeting their goals”. Using a trauma-responsive framework can be an effective way to meet this guideline by giving student-facing practitioners in higher education a robust strategy and practical examples to support student success. Using both UDL guidelines and trauma-responsive practices, student-facing practitioners can support higher education students’ academic success and well-being.

During this hands-on workshop, participants will be invited to explore and apply our unique trauma-responsive framework designed to support higher education students. Participants will examine specific case students by discussing how they would apply the framework to the students and their support/learning goals. The workshop’s goal is to equip participants with practical experience in combining UDL guidelines with trauma-responsiveness.

As both UDL and trauma-responsive methods have had success in increasing student success and retention (Capp, 2017; Miller et al., 2024), this innovative practice can be adapted by many practitioners who work with students beyond the classroom. 

References:
Capp, M. J. (2017). The effectiveness of universal design for learning: a meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791–807
CAST. (2024). Recognize expectations, beliefs, and motivations (UDL Guidelines 3.0 – Checkpoint 9.1).
Miller, A., Yohn, H., & Trochmann, M. B. (2024). Meeting the moment: Trauma-responsive teaching for student success. Journal of Public Affairs Education, 30(1), 28–51.
O’Shae, S., & Martinussen, M. (2025). Trauma awareness: A new priority for higher education. EduResearch Matters.

Abstract - From One Slide Deck to Five Access Points

Generative AI is often framed in tertiary education as either a productivity tool or an academic integrity concern. This session reframes Gen AI as a design partner that can operationalise Universal Design for Learning (UDL) 3.0 principles to proactively reduce predictable barriers in Higher Education contexts.

Using a practical workflow drawn from curriculum redesign practice, this presentation demonstrates how a single PowerPoint lecture can be intentionally transformed into multiple access points: recorded video with captions and transcripts, structured written summaries, mobile-friendly microlearning, and interactive learning objects. Each transformation is explicitly mapped to UDL 3.0 considerations, including supporting executive functioning, reducing cognitive load, clarifying learning goals, and sustaining engagement.

Rather than producing “more content,” the workflow focuses on designing multiple pathways to the same learning outcomes. Participants will see how Gen AI can assist educators in restructuring content, making implicit structure visible, chunking complex information, and embedding low-stakes retrieval opportunities. This approach supports learner variability without lowering academic standards and reduces reliance on reactive adjustments.

Evidence of impact includes improved comprehension of core concepts, reduced clarification requests, and increased student confidence in applying theoretical principles, particularly for students requiring additional processing time.

The session will include live demonstration, barrier-identification reflection prompts, and digital collaborative input to engage both in-person and online participants. Attendees will leave with a replicable AI-assisted design framework that positions inclusion as intentional pedagogy rather than post-production accommodation.

Abstract - Inclusion from the Ground Up

This presentation explores how Equity Impact Assessments (EIAs) can be used as early-stage design tools to embed Universal Design for Learning (UDL) before curriculum, pedagogy, or delivery are finalised in new programs.

The Hume Tech School EIA was conducted prior to program development, positioning equity as a design driver rather than a post-implementation compliance activity. It asked program leads to challenge assumptions about the “typical” STEM learner, and found that Hume Tech School would serve all secondary schools in the City of Hume, including cohorts historically excluded from STEM, such as culturally and linguistically diverse students, First Nations learners, students with disability, girls, gender diverse young people. EIA research informed design decisions by providing local demographic and social context and recognising the compounding impacts of trauma and disadvantage. This evidence base reinforced that fixed delivery models would create barriers to engagement and participation.

UDL was operationalised through development of the Hume Tech School EIA Program Design Inclusion Checklist and accompanying AI inclusion bot. Together, these tools translate equity goals into practical design prompts aligned with multiple means of engagement, representation, and action and expression, while explicitly anticipating learner variability and supporting executive functioning. The checklist embeds student voice and co-design, cultural safety, accessibility and psychological safety as non-negotiable design considerations.

In practice, the EIA functioned as a frontloading mechanism, ensuring accessibility, flexibility, and learner agency were designed in rather than retrofitted. Early impact measurements will centre around learner confidence, clearer participation pathways for students unfamiliar with STEM learning environments, reduced anxiety for neurodivergent students, and decreased reliance on individual adjustments informed through visiting teacher and facilitator observation and student feedback.

The goal of this session is to provide participants with a transferable model for using Equity Impact Assessments and inclusion checklists as practical infrastructure for embedding UDL 3.0 at an organisational level.

Dr Boya Zhang

Dr Boya Zhang is a Learning Adviser at Southern Cross University with a background in second language teaching and learning. She has solid experience in teaching, designing, and refining learning materials, and in supporting individual students with disability or mental health conditions in their assignment work. Her work centres on developing inclusive and accessible teaching practices and learning support resources. She has also contributed to an institution-wide project aimed at developing accessible assessment skills resources for students.

Abstract - Embedding UDL 3.0 in Institution-Wide Academic Support Resource Design

At Southern Cross University (SCU), Learning Advisers led the development of an institution-wide Assessment Skills Toolkit within Blackboard Ultra to better respond to learner variability. This project aligns with symposium themes of “Accessibility” and “UDL beyond the classroom” by embedding UDL 3.0 guidelines into digital academic support resources, extending inclusive design beyond classroom instruction.

The initial design philosophy prioritised authentic application of knowledge through interactive H5P books combining multimedia content and practice activities. However, feedback from Educational Designers highlighted accessibility limitations, particularly for students using screen readers. This prompted a shift from tool-driven interactivity to principle-driven design guided by the UDL 3.0.

Using UDL 3.0, accessibility and learner variability became foundational rather than retrofitted considerations. The Toolkit was relocated to Blackboard Ultra, leveraging the integrated accessibility tool Ally, which generates alternative formats (e.g. audios). Across the three UDL 3.0 dimensions, the redesign foregrounded agency and autonomy. In Engagement, scenario-based entry points allow students to choose pathways aligned with their assessment challenges. In Representation, content is structured in multimodal formats, with consistent text alternatives and clearly chunked text, to support information processing and reduce cognitive overload. In Action and Expression, varied practice and note-taking activities support strategic learning and flexible demonstration of understanding. Overall, UDL 3.0 reframed both the product and the development process, positioning inclusive design and self-regulation as foundational.

Early student and staff feedback indicates improved navigation clarity and greater confidence in approaching assessments. Evaluation is ongoing, including consultation with inclusion support teams to understand accessibility impact across diverse learner groups.

This session will demonstrate how UDL 3.0 can inform the development of digital resources in Higher Education. Both in-person and online participants will engage in a guided design audit of a sample toolkit module and identify actionable redesign priorities for their own contexts.

Amber Kaiwi

Amber Kaiwi has spent more than a decade helping schools, universities and training providers use inclusive technology to strengthen engagement, regulation and learner confidence. She brings a unique blend of EdTech experience and a background in Body Psychotherapy, giving her deep insight into how cognitive load, emotional safety and behaviour interact in the classroom. Amber is known for her warm, grounded communication style and her ability to translate complex ideas about learner diversity and connection into simple, practical approaches that support both students and staff.

Abstract - Designing Tertiary Education to Support Executive Functioning

Executive functioning underpins success in tertiary education, across both higher education and vocational contexts. Yet it is rarely made explicit. Students are expected to plan, initiate, organise, prioritise and manage attention while navigating complex assessments and digital systems. When these demands exceed capacity, disengagement and withdrawal often follow.

This session explores a shift from reactive support to proactive design. Grounded in Universal Design for Learning 3.0, it focuses on designing for natural variability in executive functioning from the outset, rather than retrofitting accommodations once barriers appear.

Drawing on current cognitive science and sector research, we will examine how working memory load, task initiation barriers and organisational complexity are embedded within curriculum, assessment and digital environments. We will explore how targeted UDL checkpoints, including recruiting interest, sustaining effort and self regulation, and supporting comprehension, can reduce unnecessary cognitive load and increase clarity across programs.

Institutional retention data shows that when expectations are visible and executive load is reduced, persistence, completion and student confidence improve. These gains are particularly strong for neurodivergent learners and students who are first in the family.
Participants will identify at least one hidden executive demand within their own context and apply a UDL aligned design adjustment that externalises structure and reduces overload.

Through short reflection prompts, real world case scenarios and a guided design audit, attendees will leave with practical, scalable strategies that strengthen inclusion and improve student outcomes across whole systems.

Abstract - Universal Design for Learning in Regulated VET

Implementing Universal Design for Learning in the regulated VET sector presents both opportunity and complexity. The UDL 3.0 framework has been shown to enhance learner agency and reduce barriers, however Registered Training Organisations must also operate within strict compliance requirements, audit expectations, and standardised assessment frameworks.

Aligned with the UDL 2026 symposium themes of “Institutional-wide approaches to UDL” and “UDL beyond the classroom”, this presentation explores how organisational decision making shapes the success and sustainability of UDL adoption within these complex systems.

The session examines the benefits and risks of embedding UDL within RTO practice, with specific attention to regulatory requirements. It takes a systems and leadership perspective rather than a classroom technique focus, analysing where UDL adds value and where risk arises if applied without sufficient structure, clarity, and planning.

Participants will consider how UDL interacts with compliance frameworks, organisational systems, and competing priorities across three VET relevant lenses: learner completion and engagement, knowledge evidence, and performance evidence. Common risks will be examined, including over flexibility, inconsistent expectations, dilution of evidence quality, and variability in assessment judgement, across both adult and VET in Schools contexts.

Presenters will draw on experience applying UDL across diverse environments, including Cert I to Cert III programs within schools, programs supporting people with disability and culturally and linguistically diverse learners, and Certificate IV and Diploma programs delivered to industry professionals in workplace settings.

Attendees will gain practical strategies for implementing UDL principles in ways that support learner agency while maintaining compliance, consistency, and evidence integrity within regulated training environments. The session will contribute to sector wide discussion about how UDL can be integrated sustainably into complex, compliance driven systems without diluting evidence requirements or weakening the validity and reliability of our assessments.

Abstract - The Importance of Universal Design for Learning for Part-Time Students

University students have traditionally studied full-time and as such, university processes are skewed towards supporting full-time students. In 2024, 35% of domestic Australian university students enrolled to study part-time and students from equity cohorts studied part-time at a higher rate than average. Many barriers that students face at university stem from institutional structures that create unnecessary complexity. The hidden curriculum, encompassing unclear processes and communication, can particularly disadvantage students from diverse backgrounds (Orón Semper & Blasco, 2018).

Universal Design for Learning (UDL) promotes inclusive, flexible learning environments through varied opportunities for engagement, multiple means of expression and diverse representation (CAST, 2024). The aim of this study was to investigate which elements of UDL are important in unit design for part-time students. A total of 965 part-time students from 35 Australian universities completed a survey, including the question ‘How important are each of the following in the design of your subjects/units/courses?’ Students were provided with 11 elements of unit design to rate using a Likert-like scale of not important at all to very important. A total of 44% of participants reported a disability, condition or illness that impacted their studies (29% registered with their university, 15% not registered with their university) and 56% of participants reported no disability.

The four most important elements of unit design were the same for students with disability whether registered or not. The most important element for students with disability was access to automatic extensions, however this was only the 7th most important element for students without disability. The next three most important elements were consistent LMS site layout, having the learning content available early and clear distinctions between key and additional content. Results from this study can help to inform which elements of unit design are important to the success of part-time students.

Abstract - UDL and AI Organised through Lived Experience

Students with disabilities in higher education don’t graduate at the same time there is often a delay period then other without these lived experiences in Australia. Jennifer Lowe is an advocate with lived experience LGBTQ+ experience, learning disability and sexual assault experience. They have spoken in many different forms such as Times higher education campus live ANZ, Universities Australia student summit and other national conversations.

Jennifer Lowe explores the how UDL and Ai can co-exist and support learning in sustainable and ethical ways to support individuals with learning disabilities or developmental disorders. The perspective UDL model engages with a software such as obsidian, Llama 4 (Local Open source Ai), plugins and Zotero. All these are free resources are free and closed systems (done offline and doesn’t use API). The model works based on key word association that support live long learning and collecting perspectives. Jennifer will talk through the history and need of this model for themselves while then engaging with how this model can be used to support students to succeed regardless of their lived experience.

The perspective UDL model has many different aspects including template for suggested relational mapping for concepts categorisation along with related information to then inform artificial intelligence technology. A slide presentation will also play to inform the audience about the process of the UDL creation process. 

This model was created by a student and if is used more widely support alternative ways for students to engage in their studies in different ways particularly with working memory disorders. 

Bec Inwood

Bec Inwood is an inclusive education specialist, qualified secondary teacher and has an extensive background in the Arts. In her current role at Murdoch University, she is leading institution-wide adoption of UDL and developing a tiered UDL support program for staff using a creative and flexible approach. With over 25 years of experience in education, Bec has worked with learners from diverse backgrounds, and taught all ages across a variety of settings and subjects. Her teaching philosophy is deeply integrated with inclusive education pedagogy, and she has a very personal interest in the impacts of disability, health conditions, culture and socioeconomic status on learning.

Abstract - Redesign with UDL in Mind

Following a 2024 curriculum review of the Bachelor of Nursing (BN), Murdoch University’s (MU) Nursing school committed to adopt a Universal Design for Learning (UDL) approach, in the course redesign, to develop inclusive learning experiences that aim to improve student wellbeing, learner agency and success (3,4,5). 

Building robust and inclusive teaching practices is rarely achieved in isolation. To support this significant undertaking, in 2025, the school partnered with MU UDL specialists to pilot the co-design of a mentoring program for unit coordinators that would empower them to embed UDL strategies (grounded in the UDL 3.0 guidelines) across the suite of 28 new undergraduate units. This two-year program was launched in early 2025, providing flexibly structured, collaborative support; all unit coordinators have participated in the program to different degrees, with delivery beginning semester 1, 2026. Throughout 2026, mentoring and coaching will continue to be available to all staff to support the implementation of UDL strategies (6). Additionally, ongoing evaluation will be undertaken, including a planned research project to measure impact on student experience and inform further development of the course, using a student co-designed feedback process (1,2)

This presentation will give insight into the structure, successes, challenges and key enablers, of our innovative pilot program and outline our progress as implementation is happening; using a UDL approach of course – including interactive and accessible multimedia content, micro-joy moments and prompts for individual and collective reflection (7). Participants will be invited to reflect on how a program like this could be replicated or used as inspiration in their own space and crucially, how the power of relationship building can establish collaborative driving forces for a broad and sustainable movement towards an authentically inclusive education culture in higher education (5,6)

References:
(1) Dollinger, M., Lodge, J., & Coates, H. (2018). Co-creation in higher education: Towards a conceptual model. Journal of Marketing for Higher Education, 28(2), 210–231. 
(2) Laugaland, K. A., Klippen, M. I. F., Ravik, M., Gonzalez, M. T., & Akerjordet, K. (2025). Exploring co-creation with student nurses in contemporary nursing education: A systematic scoping review. Nurse Education Today, 146, Article 106515.       
(3) Levey, J. A. (2018). Universal Design for Instruction in Nursing Education: An Integrative Review. Nursing Education Perspectives, 39(3), 156–161. 
(4) Davis D., McLaughlin, M.K., & Anderson, K.M. (2022). Universal design for learning: a framework for blended learning in nursing education. Nurse Educator 47(3) 133-138. 
(5) Garrad, TA., & Nolan, H. (2023). Rethinking higher education unit design: Embedding universal design for learning in online studies. Student Success, 14(1), 1-8. 
(6) Jwad, N and Assoc., O’Donovan, M., Leif, E., Knight, E., Ford, E., Buhne, J. (2022). Universal Design for Learning in Tertiary Education: A Scoping Review and Recommendations for Implementation in Australia. 
(7) CAST (2024). Universal Design for Learning Guidelines version 3.0 [graphic organizer]. Lynnfield, MA: Author. 

Kendal Sylvester

Kendal Sylvester is a Teaching Fellow at University College, University of Tasmania, where she coordinates units in the Health and Community Support program. Having navigated her own significant barriers to education, including leaving school without completing college and not learning to read until her later school years, Kendal brings a deeply lived understanding of what it means to struggle within systems that were not designed for everyone. That understanding sits at the heart of her work designing UDL-aligned, AI-assisted tools that support students around the clock.

Abstract - Designing GenAI for Inclusion, Not Shortcuts

Generative AI is becoming increasingly visible across tertiary education, yet much of the conversation continues to focus on risk rather than possibility. This presentation shares an early-stage, practice-based example of how generative AI can be intentionally designed to support inclusion, learner agency, and access, rather than assessment shortcuts.

The session draws on work within the Applied Health and Community Support team at University College, University of Tasmania, where a 24/7 AI-enabled student support tool has been introduced to complement existing teaching and support practices. Guided by Universal Design for Learning (UDL) Guidelines 3.0, the tool supports students with unit navigation, assessment clarification, academic skills, and general study questions. It deliberately avoids generating assessment answers or exemplars, instead providing prompts, explanations, and redirection to relevant learning resources.

This approach responds to common barriers experienced by students across both HE and VET contexts, including studying outside standard hours, balancing work and caring responsibilities, disability, anxiety, and language differences. Early reflections and emerging data from the initial implementation will be shared to illustrate impacts on student confidence, help-seeking behaviour, and perceived belonging, while acknowledging the evolving nature of the evidence base.

Academic integrity and ethical use are addressed directly through clear design boundaries and ongoing oversight. The presentation positions generative AI as an assistive technology that can reduce systemic barriers and support learner independence, while maintaining the central role of educators and human connection.

Designed for both in-person and online audiences, the session will include structured reflection prompts to support shared learning and practical transfer to participants’ own teaching and support contexts.

Abstract - ‘Inclusive by Design’

This presentation outlines RMIT University’s whole of institution approach to embedding inclusive learning and teaching, guided by the Universal Design for Learning (UDL) Guidelines 3.0. In response to growing student diversity, evolving regulatory expectations, and institutional commitments to equity, RMIT has developed a cohesive framework that integrates data insights, organisational values, and national and international principles to build a compelling case for system level change—offering lessons relevant across the tertiary sector.

The presentation will describe how RMIT has approached planning and implementation by cultivating cross functional stakeholder networks, aligning governance and assurance systems, and creating a succinct “plan on a page” to focus and communicate the program of work. An accompanying impact and evaluation framework supports sequencing, priority setting, and ongoing refinement.

Key principles shaping the initiative include co design with students, educators, and professional staff; embedding inclusive practice within existing processes; and identifying early wins to build momentum. Priorities initiated in 2025 span four domains: leadership; culture and capability; education practice; and infrastructure, services and operations.

The session will also address challenges encountered so far and outline next steps for 2026 and beyond. 

Finally, through provocations and open ended questions, attendees will be invited to reflect on their own contexts, share experiences, and explore implications for advancing inclusive practice within their institutions.

Dr Anna Branford

Dr Anna Branford is a Careers Educator at the Centre for Education, Innovation & Quality at RMIT University with a doctorate in Sociology. She is an internationally published children's author whose books include the Violet Mackerel series, and whose research has been published in journals including The Australian Journal of Anthropology; the Journal of Teaching and Learning for Graduate Employability; the International Journal of Work Integrated Learning; and The Yonsei Journal of International Studies. She has also published opinion pieces in fora including the Times Higher Education and The New Philosopher, and with colleagues has received a Citation for Outstanding Contributions to Student Learning, Australian Awards for University Teaching.

Abstract - Through Multiple Perspectives

This interactive presentation will use provocations and open-ended Mentimeter questions to guide a facilitated exploration of inclusive assessment practices. It is designed to foster meaningful engagement and provide an inclusive experience for both in-person and online participants, while prompting participants to connect with their own contexts and practices and inviting a diversity of perspectives.

The facilitated discussion will draw from the presenters’ interprofessional collaboration in co-designing and delivering institutional-wide workshops on inclusive assessment strategies at a dual sector institution. Presenters’ interprofessional expertise spans across educational practice, equitable learning and careers education. These different professional perspectives provide a unique co-design opportunity that has supported the practical translation of universal design for learning (UDL) approaches into assessment design strategies for workshops across the institution.

Workshop content is aligned to UDL and strategically models multiple means of engagement, representation, action and expression for participants. It includes worked examples of removing assessment barriers, and guidance on adopting an experimental Inclusive Thinking Cycle for assessment redesign. Further, content provides practical approaches to strengthening regulatory, legal and industry assurance for creating equivalent opportunities for all students. As well as the exploration and development of skills in self-advocacy, a significant skill for navigation of the learning journey and throughout a career.

We welcome participants at every stage of their UDL journey, from those new to UDL through to experienced experts. Through multiple perspectives and interprofessional collaboration, we will explore ways to advance inclusive assessment practices. Given the significant role assessment plays in both student and educator experiences, this facilitated discussion is designed to support the sharing of practical strategies for removing curriculum barriers in assessment design.

Abstract - Unlocking the Equity Potential of AI through Open Education

Generative AI (GenAI) tools have changed the landscape of equity in higher education, functioning increasingly as assistive technology or equity tools for many students. Students can use their preferred GenAI tool to create alternative formats of learning materials, translate or explain texts, support task planning and initiation, and more. Without absolving institutions of their responsibilities, these applications may offer students greater agency, independence and flexibility to navigate barriers and meet access needs. Yet copyright restrictions on course resources can limit the equity affordances of GenAI, putting institutions, staff, and students at legal and ethical risk. We explore these tensions and consider how open resources offer an alternative pathway to equitable learning.

Our presentation is the outcome of a cross-disciplinary collaboration between an inclusive education academic with an AI focus, a university copyright manager, and an open education academic. We use a storytelling approach to explore the experiences of a fictionalised undergraduate educator and four students navigating their unit. Throughout the session, we use a simple visual metaphor to argue: GenAI tools offer real equity affordances, but copyright restrictions present a barrier to accessing them, and prioritising open resources at the design stage can unlock these barriers and contribute to more inclusive and flexible learning environments.

Our presentation is conceptual and design-focused. It addresses the symposium theme of ‘GenAI and Assistive Technology as enablers of inclusion’ by showing how GenAI can enhance inclusion when supported by intentional design. It supports UDL 3.0 in content and format, emphasising learner agency and the reduction of systemic barriers. Participants will leave with an increased understanding of how GenAI could support equity, recognise related copyright risk, and identify strategies for prioritising open resources.

Shelly Jones

Shelly Jones is a leader in educational resource development and facilitation. With over 15 years’ experience working within the VET and ACE sectors, Shelly is passionate about looking at innovative and accessible approaches to learning. Currently working for The Zahra Foundation, she now channels her passion and expertise into developing and delivering educational programs and resources that empower women impacted by domestic and family violence to rebuild their lives.

Abstract - UDL in Action

This workshop demonstrates how the World Café group learning approach strongly aligns with the Universal Design for Learning (UDL), particularly in its commitment to multiple means of engagement and expression, and its capacity to honour learner variability.
The World Café is a participatory facilitation method that enables learners to explore complex questions, collective insight, and build shared understanding through small group dialogue in a relaxed, café style environment. Rather than positioning a single facilitator as the source of answers, the World Café model creates a safe, inclusive space where many voices, abilities, and perspectives can be expressed, cross pollinated, and woven together.

This workshop addresses several symposium themes including ‘Innovative UDL practices in teaching and learning’, ‘Engagement, joy, and play ‘and ‘UDL beyond the classroom’ which will appeal to a diverse range of attendees.

A successful World Café is grounded in purposeful design: curated questions, welcoming, accessible physical or virtual environments, and conversational structures that encourage connection, reflection, and idea sharing. The process culminates in a “harvest” of collective insights, enabling groups to identify patterns, possibilities, and shared directions for action. These features make the method especially valuable when navigating complex or open ended challenges where diverse perspectives are essential for sense making or co creation.

World Café can be readily adapted for online or hybrid delivery using breakout rooms and digital collaboration tools for café tables, with rotations and shared digital spaces for capturing insights. Feedback can occur through chat, visual summaries, or collaborative whiteboards, ensuring accessibility and participation across modalities.

Drawing on experience facilitating with groups ranging from 20-200 participants, this presentation illustrates how the method supports inclusive dialogue, distributed leadership, and collective learning. 

The workshop involves a World Café experience and practical guidance for educators interested in integrating World Café processes to enhance engagement and harness the strengths of diverse learners.

Dr Dmitry Zavialov

Dr Dmitry Zavialov is a Learning Designer at Skills Institute in Auckland, New Zealand. Originally from Tajikistan, he holds a PhD in Politics from the University of Otago (New Zealand), an MA in Human Rights and Multi-Level Governance from the University of Padua (Italy), and a Specialist degree in International Relations from Lomonosov Moscow State University. He has extensive experience in university teaching, curriculum design, and academic research, and is the author of Whataboutism in International Politics (Palgrave Macmillan, 2025). Dmitry is also the founder of Walk and Talk, an Auckland community initiative fostering wellbeing through authentic human conversation.

Abstract - Beyond the LMS

Learning design in higher education and vocational education and training often concentrates on curriculum, assessment and the learning management system. Yet many learners, including international students, experience a loneliness gap that undermines engagement, wellbeing and participation. Drawing on Aristotle’s view that learning occurs through social life in the polis and habituation, and Habermas’s claim that good reasoning depends on fair, supportive dialogue conditions, this presentation makes the case for Universal Design for Learning (UDL) beyond the classroom: designing intentional peer connection as part of learning.

At Skills Institute (Aotearoa New Zealand), we pair a heutagogical progression (from structured foundations to growing autonomy and independent practice) with Skills Connect, a voluntary, non-credit programme of seven fortnightly activities across a 14-week semester for business, digital technology and culinary learners. The model uses Buddy Trios for continuity, cross-programme mixing, and Walk and Talk networking: a guided route with timed pair rotations and prompts that lower barriers to conversation. Activities rehearse employability behaviours (respectful communication, teamwork, follow-through) while remaining culturally inclusive and enjoyable. In these peer interactions, we also observe “aura farming” in action: micro-practices that cultivate authentic presence, empathy, ethical judgement, resilience and courageous leadership alongside technical learning.

Aligned with UDL Guidelines 3.0, the design nurtures joy and play, fosters collaboration and community, and addresses biases, threats and distractions through clear norms, low-stakes participation options, and multiple ways to communicate (movement, speech, chat, artefacts). Impact is monitored through attendance and repeat attendance, pulse surveys on belonging and confidence, and facilitator observations, feeding into a continuous improvement cycle.

By the end of this presentation, participants will leave with a ready-to-use blueprint and practical resources to adapt the approach for their own context.

Dr Susan Hemsley

Dr Sue Hemsley is an Educational Designer in the School of Chemistry at the University of Sydney. She reached this destination via undergraduate and postgraduate degrees in Veterinary Science, then academia, followed by a sideways move into an educational support/design role with the Centre for Veterinary Education, all at the University of Sydney. She commenced her current role in 2022. Sue has a particular interest in UDL and is leading the School of Chemistry’s efforts to realise its strategic goal of ‘Embracing Universal Design for Learning’ by collaboratively embedding UDL principles to support inclusive, accessible education across the School.

Abstract - Intentional Redesign of an Undergraduate Chemistry Laboratory Program

This captioned PowerPoint presentation showcases redesign of a University of Sydney chemistry undergraduate laboratory program undertaken by students in three 3rd year units. Students work through a series of guided laboratory tasks then design, complete and report on their own experiment. Multiple small stakes assessments lead into two larger assessments.

Issues identified previously were a condensed structure, rushed assignments, delayed feedback and a confusing LMS (Canvas) site. In response, the program and LMS site were intentionally redesigned with reference to the UDL Guidelines 3.0.

We aim to showcase positive changes that are transferable to other contexts. We acknowledge that this comprehensive redesign took a large collaborative effort but emphasise that just one aspect of one change could be applied in a ‘Plus 1’ approach.

Assessment redesign

Changes include:

• Much of the assessment being completed in the laboratory, where staff are available for immediate support and feedback (consideration 8.2)
• Timely feedback on assessment tasks with an emphasis on formative learning (consideration 8.5) 
• Clear, multi-format communication about goals, expectations, logistics and relevance of tasks (considerations 1.2 and 7.2).
• A scaffolded build up to students designing, managing and presenting their own experimental work (considerations 6.2 and 6.4).

Canvas redesign

Changes include:

• Attention to accessibility (consideration 4.2).
  E.g., using Canvas accessibility checker, chunking blocks of text, clear delineation of buttons and tables, using clear language
  Video content captioned and a transcript provided (consideration 1.2).
• Improved site structure and navigation (considerations 4.1 and 7.4).
  More intuitive movement through the site
  Site navigation video provided
  Multiple possible ways of navigating the content 
  Canvas Sections utilised so individual students see only content relevant to them

Impact

We will be gathering survey and Canvas usage data prior to the symposium to measure impact.

Michael Grawe

Michael Grawe is an educator and Professional Learning Manager with Pathways Awarua, specialising in adult literacy and numeracy across Aotearoa New Zealand. He works at the intersection of Universal Design for Learning (UDL) and digital innovation, developing tools that support more inclusive learning and reduce cognitive load. He contributes to Observodon, an interactive video platform supporting reflective, feedback-rich practice within Learning Management Systems (LMSs), and co-directs ExplainIT NZ, creators of DysCalculator, a calculator app designed for learners with dyscalculia and maths anxiety. Michael brings over 25 years’ experience in education and learner development to this work. Michael Grawe LinkedIn page

Abstract - Making Practical Learning Visible

In higher education (HE) and vocational education and training (VET), assessing practical competence remains challenging, particularly for diverse learners studying online, on placement, or across multiple sites. Text-based assessment and feedback often fail to capture authentic performance and can introduce avoidable barriers to clarity, engagement, and progression.

At the 2025 ADCET UDL Symposium, the sector signalled strong interest in authentic assessment and inclusive digital practice. This presentation extends that conversation by demonstrating how video-based evidence and feedback, integrated within the Learning Management System, can operationalise Universal Design for Learning (UDL) 3.0 in practical and scalable ways across HE and VET.

Observodon is a video observation, annotation, and feedback tool that integrates directly within existing Learning Management Systems. Framed explicitly through UDL 3.0, the approach supports multiple means of representation (visual and spoken feedback), action and expression (demonstrating competence through authentic performance rather than text alone), and engagement (iterative, self-paced improvement supported by concrete visual evidence). By reducing reliance on written explanation alone, this design expands access to assessment and feedback for learners with diverse literacy, language, or learning needs.

Drawing on implementation across trades, clinical skills, and teacher education contexts, we illustrate how video-based evidence and time-stamped feedback increase transparency of expectations, reduce ambiguity in assessment decisions, and support more consistent moderation across educators and sites. From an Aotearoa New Zealand perspective, this aligns with mana ōrite (equity and fairness) by making standards and feedback more visible, usable, and culturally responsive.

The session has two clear goals: (1) to demonstrate how video-based assessment can be intentionally designed in alignment with UDL 3.0 principles in HE and VET, and (2) to provide participants with a practical workflow they can adapt within their own programmes. The presentation will primarily focus on illustrating design principles and implementation examples.

Abstract - Co‑Designing UDL‑Aligned Summative Assessment for Care Sector Training

This presentation shares insights analysis from the survey with 46 Vietnamese‑Australian community members, pre‑learners, and experienced care workers about what matters in care. Overall, their answers converged: cultural values like filial piety and respect for elders are not obstacles to professional practice, they are its foundation. Nine out of ten workers identified their cultural background as an asset to care delivery. Yet current training and assessment in the Entry into Care Role Skill Set does not recognise these strengths, and seven out of ten workers described boundary challenges no existing curriculum prepares them for.

The findings emerged from a co‑design process within a project led by a multicultural Adult Community Education provider, with RTO partner and aged care/NDIS employers. Surveying across three groups of Vietnamese Australian (general community members, experienced support workers, and foundation learners ready to enrol into a skill set in health care training), we documented how literacy demands in standard summative assessment function as barriers unrelated to workplace competence (Black & Yasukawa, 2014), while culturally responsive pedagogy calls for assessment that builds on learner strengths rather than treating difference as deficit (Gay, 2018).

The data point toward a clear need: summative assessment for accredited care skill sets must be redesigned using UDL 3.0 principles, so CALD learners can demonstrate competency through situated practice rather than decontextualised writing (Boud & Falchikov, 2006). This means co‑designing observation rubrics, video evidence, and scenario‑based assessments with community, RTO, and industry input. In this project, we use AI‑assisted development of multilingual resources to legitimise bilingual care, building assessment around what workers actually do at work, not what they can write in English.

This presentation proposes a co‑design framework for inclusive assessment. Attendees will leave with strategies for redesigning assessment that unlocks the capability of learners currently assessed out rather than educated in.

References:
Black, S. & Yasukawa, K. (2014). The literacy myth continues: adapting Graff’s thesis to contemporary policy discourses on adult ‘foundation skills’ in Australia. Critical Studies in Education, 55(2), 213–228.
Boud, D. & Falchikov, N. (2006). Aligning assessment with long‑term learning. Assessment & Evaluation in Higher Education, 31(4), 399–413.
CAST (2024). Universal Design for Learning Guidelines version 3.0.
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice (3rd ed.). Teachers College Press.

Abstract - Improving Supervision for Neurodivergent Graduate Researchers

While undergraduate enrolments by neurodivergent students are increasing, prevalence rates for neurodivergent graduate researchers (GRs) are currently unknown, and many do not seek support. Supervisors are the single most important point of contact for GRs, and this relationship is vital for students’ success. Neurodivergent strengths in passion, innovative thinking and hyperfocus means many GRs may be neurodivergent, yet their needs remain largely unexamined.

The Improving Supervision for Neurodivergent Graduate Researchers project is developing a training package for higher-degree-by-research (HDR) supervisors in neurodiversity-affirming practices, funded by the Australian Centre for Student Equity and Success (Curtin University) and the Olga Tennison Autism Research Centre (La Trobe University). The four-stage project is co-designing, developing, delivering and evaluating a training package via a randomised-controlled-trial. The project is led by a neurodivergent GR, supported by neurodivergent research assistants and a team of neurodiverse researchers and educators.

This presentation focuses on the co-design stage, which included a literature and resources review, a mixed-methods survey, and focus groups with neurodivergent GRs and supervisors at La Trobe University. This stage has highlighted the importance of centering neurodivergent researchers authentic identities and ways of learning and working.  Both students and supervisors have shared experiences of bias, masking, and shame, but also times of deep engagement and joy when supervisors have approached relationships with curiosity and flexibility and clarified organisational processes and expectations by making the implicit explicit. The heterogeneity in supervision contexts, practices and neurodiversity knowledge across our university has emphasised the need for training to expand emotional capacity (UDL 3.0 Guideline 9) and executive-functioning strategies (Guideline 6) so supervisors can better support their students.

Our presentation will include a brief reflection section. We will share how we’re applying UDL and participatory-research principles to the HDR context by co-designing and developing an institution-wide training package to improve supervision for neurodivergent students.