ADCET UDL Symposium: Designing Tertiary Education to Support Executive Functioning - A Universal Design for Learning Approach

In-person presentation

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 explored 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, this presentation examined how working memory load, task initiation barriers and organisational complexity are embedded within curriculum, assessment and digital environments. It explores 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.

Through short reflection prompts, real world case scenarios and a guided design audit, attendees were able to leave with practical, scalable strategies that strengthen inclusion and improve student outcomes.

Presenter

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.

(June 2026)