UDL Symposium: 4D. Incorporating the Pillars of UDL in University Course Design
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Live presentation including Q&A
The number of neurodivergent students studying at the tertiary level has been steadily increasing for over a decade. Educators are increasingly called upon to provide modifications and accommodations and increase the accessibility of their courses to support neurodiverse populations of students. Many course convenors are happy to do this but lack the knowledge and confidence to implement accessible course design and delivery that aligns with the UDL framework.
This presentation provided participants with a set of recommendations on how to design their courses using UDL as a framework. Participants learnt how to support students' time management and organisational skills, as well as providing multiple means of engagement, representation, and expression for students to meet the course's learning outcomes. An example of an actual course was used to illustrate the concepts discussed.
Terry Cumming is a Professor of Special Education in the School of Education and Academic Lead Education at the UNSW Disability Innovation Institute. Terry is a Scientia Education Academy Fellow and has had extensive leadership experiences in learning and teaching. Her teaching and research focus on promoting the use of evidence-based practices to support the learning and behaviour of students with disabilities and the use of technology to create inclusive, accessible, and engaging learning environments. Her most recent research involves implementing Universal Design for Learning at both the school and tertiary levels.