Participants will learn about UDL Rising to Equity, a community-driven project by CAST. They will have an opportunity to engage in an ongoing conversation to update the UDL Guidelines to address systemic barriers that create inequitable learning opportunities and result in inequitable outcomes for learners. Through facilitated breakout room discussions, participants will be able to share their experiences, suggestions, and expertise regarding how UDL may be applied as a lever for equity and what gaps may exist in the current Guidelines. Participants will also hear from a school applying UDL to address equity concerns and reduce barriers due to individual, structural, and systemic bias. 

Session Video Recording
Handout
Interactive Notes Document

To date, UDL implementation in the post-secondary sector has been mostly led by disability service providers. This resource examines: (a) How effective collaboration with social justice partners creates more exposure for UDL implementation and offers more chances for successful implementation on post-secondary campuses; (b) the trajectory of a post-secondary Canadian disability service provider as it completes its 4th year of proactive UDL implementation; and (c) the importance of dynamic and organic relationships and alliances with social justice partners on campus, as part of a disability service provider’s efforts to broaden UDL adoption across campus faculties. It analyses data collected over a three year period to identify key factors that have led to greater UDL awareness and faster adoption of the model beyond its relevance to students with disabilities. The discussion section endeavors to examine how to build these successful partnerships, and how best to frame the UDL model in order to appeal to units such as Teaching and Learning Services, Indigenous groups, international student advocates, and feminist and LGBT lobby groups.

This resource examines: (a) How effective collaboration with social justice partners creates more exposure for UDL implementation and offers more chances for successful implementation on post-secondary campuses; (b) the trajectory of a post-secondary Canadian disability service provider as it completes its 4th year of proactive UDL implementation; and (c) the importance of dynamic and organic relationships and alliances with social justice partners on campus, as part of a disability service provider’s efforts to broaden UDL adoption across campus faculties.