ADCET UDL Symposium: Reclaiming “SLACKERS” - Co-designing accessibility with students

In-person presentation

This presentation explored the transformative work of the Student Learning Advisory Committee (SLAC) at the University of Technology Sydney (UTS). SLAC, a consultation group named by students to reclaim the term "slackers," is a collaboration between the Accessibility Service and the Education Portfolio. This initiative ensures that students with disabilities are compensated for their time, with paid roles that involve monthly three-hour meetings and opportunities to write blog posts.

The work with SLAC involves gathering feedback from students on how to make UTS more accessible and inclusive. In the first year, a comprehensive report based on student feedback was complied, which was shared with university leadership and published as a blog post. This report highlighted key areas for improvement and provided actionable recommendations.

In the second year, the focus was on developing personas that represented the diverse experiences and needs of students with disabilities. These personas, designed in collaboration with the students, are published on the LX at UTS website and used in workshops and professional development sessions for academic staff. By incorporating these personas into training materials, the aim is to foster a deeper understanding of accessibility issues and promote inclusive teaching practices such as Universal Design for Learning (UDL) 3.0 across the university.

Through SLAC, a platform for students with lived experience of disability has been created to help them actively participate in the co-design of educational resources, including blogs, reports, and personas. These resources support academics in adopting accessible practices in line with the principles of Universal Design for Learning (UDL), promoting an inclusive educational environment that benefits all learners.

This session provided information about the SLAC journey, the impact of student-led initiatives on accessibility, and how co-design drives meaningful change in higher education.