Accessible Workplaces with Connor Duignan

Welcome to Episode 145 of the Think UDL podcast: Intentional Workshop Design with Tolu Noah. Dr. Tolu Noah is the Instructional Learning Spaces Coordinator at California State University, Long Beach and is a gifted speaker, facilitator and presenter. Every time I get the chance to talk with Tolu I learn something new, inventive, and helpful for my own teaching and presenting. I am very happy to get a chance to talk to her about her upcoming book, Designing and Facilitating Workshops with Intentionality: A Guide to Crafting Engaging Professional Learning Experiences in Higher Education. I had the chance to be a pre-reader for the book and am so excited to see this out in the world and help so many of us who teach in so many contexts. It is an incredibly thoughtful and helpful guide. You can find out more about her book and how to pre-order on the resource section for this episode at ThinkUDL.org. And you can pre-order the book June 4-24 before its release date of June 25th. Today’s conversation delves into how UDL is such an important part and guiding principle of Tolu’s practice and her book and how UDL can help design really fantastic learning opportunities in the workshop format!

Welcome to Episode 144 of the Think UDL podcast: Accessible Workplaces with Connor Duignan. Connor Duignan is a Technical Software Developer at Innopharma Education. I met Connor at the AHEAD (Association On Higher Education and Disability) conference in Dublin, Ireland. His talk “Tertiary Education as Accessible Workplaces” beautifully summarized what accommodations and structures we have in higher education could also be transferred to the workplace to make a better working environment for all involved. In our conversation, we discuss principles that should be in place to make the workplace more flexible and accessible. This episode hits on the major ideas of Connor’s thesis with some excellent talking points for employers and employees to follow. Additionally, we had a wonderful time talking about the Irish language and its renaissance in Ireland, and why language itself is so important to a people and a culture. This is important to identity, culture, and individuality which is also linked to learner variability, and why we need to have places where everyone can bring their best selves in any environment, from higher ed to the workplace and everywhere else.

Welcome to Episode 143 of the Think UDL podcast: Accessible HOUSE with Trevor Boland. Trevor Boland is an Assistive Technology Officer at the DLSS (Disability and Learning Support Service) at Dublin City University in Dublin, Ireland. I had the good fortune to meet Trevor at the AHEAD (Association for Higher Education Accessibility and Disability) conference in Dublin recently and wanted to bring his great ideas about how we all can make our classes and workplaces more accessible, and how it isn’t just the instructor’s job to do so either. In today’s episode, we talk about a very entry level acronym for accessibility called HOUSE that you can share with your students as well as the Marrakesh Treaty, lots of accessibility resources, and what to do to start this process in your area. If you want to learn more you can find Trevor’s contact information along with the resources mentioned in today’s episode on the ThinkUDL.org website under resources just before the transcript for this episode. 

Welcome to Episode 142 of the Think UDL podcast: Empathetic Design with Jimena Vergara Sanz. Jimena is an Assistant Professor of Industrial Design at Appalachian State University in Boone, North Carolina. A teaching and learning college of mine introduced me to Jimena’s work, so I’d like to thank Derek Eggers in our Center for Teaching and Learning for Student Success for this fantastic connection. In today’s episode, we discuss empathetic design, human-centered design, adaptive design versus universal design, and of course, universal design for learning. I learned so much from the exercises Professor Jimena Vergara Sanz has introduced to her students and so have her students and also, so has she as we will discuss. We talk about her interesting journey as a professor in a foreign context, that is being an international professor teaching in the United States, and also how having a physical disability informs her teaching practice. And we end with hope. So much hope! And how we need empathy in the world and how empathetic design makes the world so much better–not just in education, but in politics, the medical and medical insurance field, and just everywhere. I am so excited to bring this conversation to you and if you want to learn more you can find Jimena’s contact information along with the articles mentioned in today’s episode on the ThinkUDL.org website resources just before the transcript for this episode.

 Welcome to Episode 141 of the Think UDL podcast: Strategies to Support Neurodivergent Learners with Jennifer Pusateri. Dr. Jennifer Pusateri is a Senior Universal Design Consultant at the University of Kentucky, as well as a talented author, speaker and educational consultant with whom I love to work and with whom I have worked often! I was so excited to participate in a workshop of hers entitled “10+ UDL-Aligned Strategies for Supporting Neurodivergent students” at a recent conference and I knew I needed to bring this to my Think UDL listeners. In today’s episode we discuss neurodiversity, terminology, and multiple strategies to support neurodivergent students in areas such as focus, attention, and motivation, organization and structure, unspoken expectations, time management, emotional and sensory regulation. And what we talk about today isn’t everything in this power-packed workshop, so if you want to learn more you can find Jen’s contact information on the ThinkUDL.org website resources for this episode.

Welcome to episode 140 of the Think UDL Podcast: Professional Development Programming with Saskatchewan Polytechnic’s Heather Touet, Tasha Maddison, and Myra Zubot Mitchell.  All three of my guests today work at Saskatchewan Polytechnic which is located on Treaty 4 and Treaty 6 territory and has campuses in Moose Jaw, Saskatoon, Prince Albert and Regina. Tasha Maddison is an Educational Developer in the ILDC (Instructional and Leadership Development Center). Myra Zubot Mitchell is a Learning Technology Trainer with the Learning Technologies Department and, like Tasha, is in the Learning and Teaching Division. Heather Touet (pronounced “Tway”) is an Instructor with Learning Services in the Student Services Division. In today’s conversation, we discuss the programs that these fabulous multi-disciplinary folks are offering including a UDL Institute which is a yearly event in March, and the intersection of UDL, Artificial Intelligence and accessibility, and a really fun idea they have implemented called UDL mini-challenges. In addition, we discuss how UDL and indigenizing the curriculum are related at their institution among other ideas.

Welcome to Ep 139 of the think UDL podcast: Emotional Capacity and Intercultural Competence with Tara Harvey. Dr. Tara Harvey is the Founder and Chief Intercultural Educator of True North Intercultural. She assists educational institutions in reaching their internationalization goals through consulting, training, and coaching and helps educators develop their capabilities to incorporate intercultural learning into their work with students. I took a course from Tara several years ago and have found so many connections between intercultural learning and UDL over the years. In today’s conversation we discuss the recently updated UDL 3.0 guidelines released in the summer of 2024 and pay particular attention to the section on emotional capacity. Quite a few changes took place in that section of the guidelines and I thought that a discussion about them through the lens of intercultural competence may help listeners to understand what those changes really mean. Even if you are not familiar with the old or new guidelines, this conversation is helpful for anyone –and not just in higher ed. It is helpful in teaching and learning, but it is also very helpful in life in general to think about how we act in the world and how different we may be from each other.

Welcome to Ep 138: Neuroinclusive Advising with Rachel Adams and Fred Zinn. Rachel Adams is Associate Director of Education and Training, Disability Services at UMAss Amherst and a Doctoral Candidate, UMass Higher Education and Administration. She offers education and training around disability and also teaches undergraduate students at the University of Massachusetts at Amherst. Fred Zinn is Associate Director, Digital Learning in the College of Education at the University of Massachusetts, Amherst, and focuses his practice on teaching teachers how to teach and teaching with technology as well as educating others about accessibility. In today’s conversation, Rachel, Fred, and I discuss how faculty and staff in the role of an advisor can support undergraduate and graduate students, both formally and informally. We discuss best advising practices specifically with a neuro inclusive lens. You’ll hear my new favorite term in today’s conversation “unconditional positive regard” in relation to supporting neurodivergent students, but it seems appropriate to me to use in many other situations. I hope you enjoy this thoughtful conversation on the Think UDL podcast.

Welcome to Episode 137 of the Think UDL podcast: Deconstructing "College Material" with Cate Weir. Cate Weir is the Program Director for Think College for the Institute for Community Inclusion at the University of Massachusetts at Boston. She has written and managed grants to create programs for students with intellectual disabilities to attend college and continues to work with, improve and grow these programs nationwide. In today’s conversation, we talk about the history of and need for college programs for students with intellectual disabilities, what the benefits are to the students enrolled in these programs as well as the benefits to professors who teach and the general enrollment students who take classes in which students with intellectual disabilities are co-enrolled. Throughout the conversation we deconstruct what “college material” has been and how it has changed over the years and we end with thoughts on how instructors, students and universities can design environments where all students, including those with intellectual disabilities, are included.

Welcome to Episode 136 of the Think UDL podcast: Centering Disability with Katie Grennell. Dr. Katie Grennell completed her PhD in American Studies from the University at Buffalo in 2016. Her dissertation, entitled The Making of the ‘Fame Monster’: Disability Aesthetics, Bodily Deviance and Celebrity Culture delved into the distinctions between deviance and normativity by analyzing representations of disability, bodily difference, and deviance in American popular music and popular culture of the late 20th and early 21st century. She has worked as an adjunct in the disciplines of history, American Studies, American popular music, and disability studies for 17 years at multiple institutions throughout Western New York. She currently works as an Accessibility Strategist at Anthology, supporting institutions using Ally. Her first book, Disability and Accessibility in the Music Classroom: An Instructor’s Guide (Routledge) was published September 1, 2022. In this conversation, I ask her about UDL in performance-based classrooms and how disability access has shaped her teaching. In addition, we discuss what disability culture teaches all of us and what her vision is for the future of inclusive education.