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Hooks notion of engaged pedagogy builds on critical pedagogy of the oppressed theories by expressly discussing the politics of engaging with the non-normative bodies in the classroom. She she also talks about the radial notion of “well being” in the classroom. This text offers educators pedagogical pathways toward anti-racist and anti-oppressive learning environments.
Educators like seeing theory and practical strategies come together. This theory-building paper offers many practical steps educators can take to make their courses more accessible to learners with and without disabilities.
This report, commissioned by the Federal government, offers both an analysis of the current landscape and detailed recommendations for pathways to improve educational experiences and outcomes for learners with disabilities.
This brief paper offers insights into the lived experience of 10 learners from an Ontario university who self-identify as having “invisible” disabilities.
This book is a compendium of contemporary thinking and scholarship on the past, present and future digital practices in post-secondary education relative to learners with disabilities.
This easy-to-digest podcast outlines things educators need to consider when thinking about what makes a learning environment or a pedagogical approach accessible in post-secondary.
This article is included here with my “points of contention” annotations to illustrate how the UDL framework and much UDL literature ignores digital accessibility and accessible social learning experiences, and how uncritical application of UDL principles to address the needs of disabled learners can inadvertently marginalize disabled learners in post-secondary.
This paper offers some examples of “why” and “how” educators could make digital accessibility improvements to their courses. By attempting to map WCAG 2.0, and the POUR framework to UDL–centred pedagogy, Gronseth made a unique contribution to the literature.
This article would be useful to educators beginning to grapple with the legacy of ablism within their courses and institutions. This critical piece of writing argues convincingly that reductionist approaches to accessibility, such as checklist tools, offer educators and institutions a false sense of accomplishment, and a simplistic understanding of learner needs.
