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Presentations
Presenter bio's to be added shortly
Day 1
Growth of UDL Implementation among faculty: Understanding the risks that lead to instructors losing momentum
Dr Frederic Fovet, Assistant Professor, Thompson Rivers University, Canada
In-person
Workshop: 60-minutes
This fully interactive workshop will lead participants on an exploration of some of the factors which may impact instructors’ journey with UDL, beyond their initial exposure to professional development. It will weave into the structure findings from a recent Canadian study.
Making the Potential of UDL a Reality: Challenging Barriers to Institution-Wide Adoption
Dr Katie Butler, Equity, Diversity & Inclusion Coordinator; Dr Carl Leonard, School of Education, University of Newcastle
In-person
Workshop: 60-minutes
Limited time, resources, knowledge and implementation difficulties are barriers preventing academics from applying UDL in their teaching. In this interactive workshop, participants will collectively consider how identified barriers could be addressed so as to support institution-wide adoption of UDL in higher education.
Toward an Institutional-Wide Approach for Embedding UDL in Tertiary Education Settings
Dr Erin Leif, Senior Lecturer; Dr Amanda Gigliotti, Senior Lecturer, Monash University
In-person
Workshop: 60-minutes
This session will explore how interdependence and collective learning – two themes in the UDL Guidelines 3.0 – can be used to drive systemic UDL implementation in tertiary education settings. Through case studies and interactive discussions, participants will identify enablers and barriers, collaborate on solutions, and develop actionable strategies to embed UDL.
Day 2
Liberatory Pedagogy: Where UDL Meets Anti-Racism
Dr Tanya Manning-Lewis, Assistant Teaching Professor; Dr Frederic Fovet, Assistant Professor, Thompson Rivers University, Canada
In-person
Workshop: 60-minutes
The current political climate calls for an urgent need to interrogate the race-neutral lens that continues to shape much of UDL scholarship, revealing the limitations of accessibility frameworks that fail to engage meaningfully with systemic racism and the lived experiences of marginalized learners. In this interactive workshop, participants will:
- Explore the limitations of UDL scholarship and field initiatives that overly focus on disability without considering race
- Examine some of the tension which makes merging UDL and anti-racism challenging for instructors
- Explore classroom practices that succeed in merging UDL strategies and anti-racism objectives
- Consider some of the institutional hurdles that can limit the scope of this work.
Experiencing Universal Design for Learning: An Immersive Approach to Inclusive Teaching
Raymond Rutgers, Learning Accessibility Consultant; Bec Inwood, Manager, Access & Inclusion, Murdoch University
In-person
Workshop: 60-minutes
Experience an immersive UDL activity that has successfully driven professional development and institutional change. This session offers a hands-on sample of the workshop we facilitated, followed by insights from our approach, post-workshop survey results, and practical strategies. Learn how to implement and scale UDL training in your institution.
Implementing innovative and effective UDL 3.0 in your classroom: a collaborative workshop
Adjunct A/Prof Cathy Snelling, Education Specialist, Title Holder, Faculty of Health & Medical Science; Dr Hayley McGrice, Associate Dean, Learning Quality, Faculty of Science, Engineering and Technology; A/Prof Beth Loveys, Associate Head of School (Learning and Teaching), School of Agriculture, Food and Wine, University of Adelaide
In-person
Workshop: 60-minutes
This collaborative workshop will present an authentic case study of UDL innovation in higher education, align it to the principles of UDL 3.0 and give participants the opportunity to reflect on how they could implement this inclusive pedagogy into their own practice.
UDL 3.0 in Action: Reducing Stress and Enhancing Inclusion for Students in Higher Education
Elizabeth Hitches, PhD Candidate, Sessional Academic, University of Queensland (Research); Griffith University (Teaching); A/Prof Stuart Woodcock, Griffith University; Dr Melissa Johnstone, Senior Research Fellow, University of Queensland; A/Prof Dean Dudley, Macquarie University
Streamed
Presentation: 25-minutes
This presentation will share students’ voices from across Australia on what is contributing to their stress and what the impacts of this are. These stressors will be viewed through the lens of UDL 3.0, highlighting the possibilities for reducing unnecessary barriers in the learning experience.
Attending to (neurodivergent) identity: universal design and professional identity formation
A/Prof Laura Gray, Deputy Director, Drapac Centre for Equity in Health Professions Education; A/Prof Jo Tai, Deakin University
Streamed
Presentation: 25-minutes
Many programs, particularly in health professions, require neurodivergent students to navigate a tension between their neurodivergent identity and a narrow ideal of a professional identity, compromise student learning and wellbeing. Through interviews and surveys, we identify the need for a shift in educational culture to foster truly inclusive learning environments.
Leveraging AI and Assistive Technology to Enhance Inclusion in Higher Education
Dr Hillary Goldthwait-Fowles, Assistive Technology Specialist/Instructional Design Specialist, Kennedy Krieger Institute, Baltimore, USA
Streamed
Presentation: 25-minutes
Discover how AI and Assistive Technology can transform higher education by enhancing inclusion and accessibility. This session will provide practical strategies, real-world examples, and interactive elements to help educators integrate these technologies, aligned with UDL 3.0 guidelines, to support diverse learners and improve student success.
Universal Design for Learning: A Pilot Study on Improving Student Success Rates
A/Prof Kelly Linden, 2025 ACSES Equity Fellow, Charles Sturt University
Streamed
Presentation: 25-minutes
In this presentation I will share the process of developing guidelines for unit development, based on the principles of UDL and share data on the impact they have had on student success at a large regional Australian university. For audience engagement, I will seek feedback on the guidelines.
Universal Design for Learning as a basis for inclusive-digital education - Analysis of an intervention program in higher education in the degree program Teacher of Professional Studies in the main profession
Dr René Wüthrich, Lecturer, Swiss Federal University for Vocational Education and Training
In-person
Presentation: 25-minutes
Presentation of an intervention program in higher education (HE) for the implementation of inclusive-digital education in the classroom for students. Students receive input on UDL 3.0 in order to design lesson planning with inclusive-digital content. They recognize the importance of inclusive-digital education but find the implementation challenging.
Teaching UDL by doing UDL: Modelling inclusive design in Initial Teacher Education
Dr Ana Garcia-Melgar, Lecturer, Inclusive Education, La Trobe University
Streamed
Presentation: 25-minutes
In this session, we will explore how Universal Design for Learning (UDL) principles are embedded and actively modelled in the design and delivery of an online Inclusive Education specialisation within an Initial Teacher Education degree. By experiencing UDL in practice, pre-service teachers develop the knowledge and skills to create inclusive learning environments in their own classrooms.
University Pathway Teachers’ Adoption of Universal Design for Learning: An Observational Case Study
Nelson Lo, PhD Candidate & Sessional Academic; Professor David Evans, Special Education; A/Prof Ilektra Spandagou, Inclusive Education, University of Sydney
In-person
Presentation: 25-minutes
This presentation reports the adoption of UDL by two teachers teaching in an Australian university pathway college, which offers alternative pathways for students to access university education. Twenty-four hours of observational data (12 hours each) were collected and analysed using Basham’s UDL-OMT (2020) and will be discussed using UDL 3.0.
The UDL Quandary of Organisational Implementation
Trina Bianchini, Teaching & Learning Specialist, TAFE, SA; Jennifer Cousins, Coordinator SA and NT, Positive Partnerships
In-person
Presentation: 25-minutes
This presentation explores the challenges and lessons implementing Universal Design for Learning (UDL) in education across TAFE SA. It also explores how the updated UDL Framework 3.0 may assist further development and implementation; and concludes with advice for other tertiary education providers trying to implement UDL successfully across their organisation.
Empowering Students as Co-Designers: Innovative Assessment Design for Equity and Engagement
Dr Karen-Anne Wong, Sessional Academic and Research Affiliate, University of Sydney
In-person
Presentation: 25-minutes
This presentation explores how innovative assessment design engages students as co-designers, linking to UDL 3.0 guidelines. By offering diverse assessment options, students demonstrated competence through essays, photo essays, or multi-media projects. Peer review and workshopping fostered critical skills, with student interviews highlighting the positive impact on learning.
Reclaiming “SLACKERS”: Co-designing accessibility with students
Katie Duncan, Inclusive Practices Coordinator; Liz Penny, Manager, Accessibility and Financial Assistance Service
In-person
Presentation: 25-minutes
Discover how the Student Learning Advisory Committee (SLAC) is transforming accessibility at UTS. Named by students to reclaim the term "slackers," SLAC is a collaboration between the Education Portfolio and the Accessibility Service and students to gather feedback and co-design materials for academics on accessible and inclusive practice.
Building an Institutional Culture of UDL: Empowering University Faculty to Foster Learner Agency
Dr Annjanette Bennar, Director of Mathematics and Computer Literacy; Dr Rober LeGary, Director, Master of Education (M.Ed.) in Teacher Leadership, Goodwin University, Connecticut, USA
Streamed
Presentation: 25-minutes
Since 2016, our northeastern American university has transformed teaching through comprehensive UDL implementation. Through faculty cohorts, podcasts, webinars, and conferences, we've created a learner-centered culture that spans our entire institution. Our +1 solutions approach has improved course design, assessment flexibility, and learning scaffolding, while influencing broader institutional practices.
Beyond the Excuses: Advancing Inclusive Education Without Compromising Academic Excellence
Dr Susannah French, Academic/Administrator, Australian National University
In-person
Presentation: 25-minutes
This presentation challenges the false dichotomy between academic rigor and inclusivity, demonstrating how Universal Design for Learning (UDL) 3.0 enhances accessibility and strengthens learning outcomes. Through a case study of my teaching, I will showcase practical UDL strategies, lessons learned, and evidence-based approaches to fostering rigorous and equitable education.
Institutional Change Through UDL: Building a Culture of Inclusion at Maynooth University, Ireland
Dr Margaret Flood, Assistant Professor, Inclusive and Special Education, Maynooth University, Ireland
In-person
Presentation: 25-minutes
This presentation explores how Maynooth University, Ireland is embedding Universal Design for Learning (UDL) across its campus to create a more inclusive learning environment. It will share insights from a cross-faculty fellowship initiative, highlighting successes, challenges, and strategies for building a university-wide culture of inclusion that supports both students and staff.
Enhancing Authentic Engagement in Group Assessments
Dr Jessica Zanuttini, Lecturer of Special and Inclusive Education, University of Sydney
In-person
Presentation: 25-minutes
This session addresses common challenges experienced by learners in group assessment in higher education. Aligned with Universal Design for Learning framework, it explores speed-interviewing, team charters, and reflective collaborative statements to enhance autonomy, collaboration, and reflection. Using learner data, it offers practical, inclusive strategies for improving student engagement.
Beyond Accommodation: Embedding Inclusive Assessment for Institutional Change
Dr Nattalia Godbold, Project Officer; Christopher Frost, Manager e-learning, University of Queensland
In-person
Presentation: 25-minutes
Inclusive assessment enables student success without the need for alternative or adapted assessment versions, fostering an environment that celebrates diversity and promotes student collaboration (Nieminen, 2022). Despite its potential, evidence of the widespread and systematic implementation of inclusive assessment strategies in higher education remains limited (Tai et al., 2021). Furthermore, scholarly discussions surrounding the assessment design process are relatively new (Fernandez-Ruiz, Panadero and Garcia-Perez, 2021; Bearman et al., 2016). This presentation aims to share our approach to driving institutional change for inclusive assessment practices in a research-intensive university.
Rethinking Examinations in the Age of AI: Enhancing Student Agency and Inclusion Through Universal Design for Learning
Dr Kashmira Dave, Senior Lecturer; Kylie Day, Manager, eLearning; Jean Heath, Coordinator, Exams & eAssessment, University of New England
Streamed
Presentation: 25-minutes
As AI drives a return to invigilated exams, UNE’s innovative, UDL-aligned model enhances flexibility and inclusivity. By allowing students to choose exam times and environments, removing accessibility barriers, and supporting diverse needs, this approach balances academic integrity with learner agency, offering a scalable framework for equitable assessment.
Leveraging AI to Create Inclusive Educational Podcasts
Mark Shelton, Senior Teaching Fellow; Dr Brigid Morrison, Senior Teaching Fellow; Sophia Holmes, Teaching Fellow, University of Tasmania
In-person
Workshop: 60-minutes
Explore how AI can enhance digital education by converting written materials into various podcast formats. This workshop will guide educators in using AI tools to create accessible and inclusive content, catering to diverse learning preferences. Ideal for those in both the HE and VET sectors.
Key dates
Abstract submissions closed: 9:00 am Monday 3 March 2025 AEDT
Abstract acceptance notifications: Thursday 13th of March 2025 AEDT
Registrations close
In-person: Wednesday 18 June 2025
Online: Monday 23 June 2025
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