Building inclusive Learning Development spaces ‘…but we don’t have time for universal design’

Authors

DOI:

https://doi.org/10.47408/jldhe.vi32.1463

Keywords:

universal design for learning, UDL, neurodiversity, inclusivity, Higher Education

Abstract

This project sets out to convert a Continuous Professional Development (CPD) workshop on Dyslexia awareness into a series of mini asynchronous learning experiences. The aim is that learning and teaching staff will access the short asynchronous activities by scanning a Quick Response (QR) code; these activities will provide a brief insight into relevant examples of neurodiverse experiences, followed by tips on changes to professional practice that can embed inclusive and universal design.

Universal Design for Learning (UDL) is an ethos that we all strive for in our various roles in learning development; It embraces the principles of the social model of disability, which the Office of Students (2019) states ‘is not about “fixing” the individual but about restructuring environments and attitudes around them’. As highlighted by Dettmer and Welton (2024, p.62) the learning community seeks to promote the social model of disability when promoting inclusive learning environments.

Stripe and Ntonia’s article on implementing change for inclusive teaching (2023) highlights that the challenges faced include lack of time for staff CPD, negative attitudes towards reasonable adjustments, and mindsets that are not conducive to inclusivity. These factors are sector wide; time is precious for many learning and teaching staff, and attending CPD workshops, particularly when it means adding to an existing heavy workload, are not typically at the top of priority lists. However, as proposed, engaging in a 30-60 second asynchronous activity, might lead to some ‘quick wins’ for the adoption of universal design principles.

The proposed short asynchronous activities discussed here are based on experiences of neurodiverse learners when faced with non-inclusive environments, and provide strategies that can be immediately implemented. It is hoped that by scanning a QR code and engaging in learning experiences ‘on the go’, this approach will encourage staff to see that inclusive and universal design can start with small changes and have a fundamental impact on students’ learning experiences.

 

Author Biography

Alexandra Read, University of Suffolk

Alexandra Read is an Academic Skills Advisor at the University of Suffolk. In her role, she provides academic skills and learning support through individual sessions with students as well as delivering workshops embedded through aligned courses. Additionally, Alex actively contributes towards the development of Inclusive CPD training within the institute, focusing on her areas of expertise and interest, which includes Specific Learning Differences (Splds), Inclusive Practice and Universal Design in Higher Education.

References

Dettmer, J. Welton, K. (2024) ‘Diversity in our expertise. Empowering neurodivergent students within learning development’, pp.62-70, in A. Syska and C. Buckley (eds.) How to be a Learning Developer in Higher Education. London: Routledge.

Office of Students (2019) Beyond the bare minimum: Are universities and colleges doing enough for disabled students? Available at: https://www.officeforstudents.org.uk/publications/beyond-the-bare-minimum-are-universities-and-colleges-doing-enough-for-disabled-students/#:~:text=Thesocialmodeldevelopedout,environmentsandattitudesaroundthem (Accessed: 14 January 2024)

Stripe, K. and Ntonia, I. (2023) ‘22 recommendations for inclusive teaching and their implementation challenges’, Journal of Learning Development in Higher Education, 28, pp.1-26. Available at: https://doi.org/10.47408/jldhe.vi28.1034

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Published

31-10-2024

How to Cite

Read, A. (2024) “Building inclusive Learning Development spaces ‘…but we don’t have time for universal design’”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1463.

Issue

No. 32 (2024): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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Copyright (c) 2024 Journal of Learning Development in Higher Education

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