Professional Development
There are free resources and inquiry prompts for educators throughout the CanDARE site. If you are looking for a guided, professional development experience, Kim Ashbourne and colleagues are available for keynotes, packaged sessions and custom training.
Free Upcoming Remote Offerings…
These are sessions anyone can register for at no cost, thanks to the host organization.
Teaching and Learning with Text-to-Speech
BCcampus Accessibility Bytes: Oct 29, 2026 FREE
Accessible Digital Collaboration: Class Engagement and Group Work
BCcampus Flo Lab: Jan/Feb 2027 FREE
“Kim’s talk was the perfect balance of critically discussing disability, applying it to our work in digital spaces, and offering practical approaches we can take to eliminate barriers for our students.
Brandon Remmelgas, M.Ed, Education Developer (Access, Inclusion, and Transition), Trent University
Remote 1 hr sessions
Contact kim [at] candare [dot] ca to discuss booking one of these or to request custom training.
Introduction to Transformative Digital Accessibility for Educators (Part 1)
This session makes digital accessibility uniquely relevant to educators. We do not focus on the tech. We focus on experiences of agency, equity, and interconnectedness in the social learning environments of post-secondary. We also look at the building blocks, such as digital accessibility literacy skills and governing standards.
Transformative Digital Accessibility in Praxis (Part 2)
Educators are doing what they can to engage learners, but some day-to-day digital practices, technology choices, and pedagogical practices inadvertently marginalize learners with disabilities. This workshop shares research and tools for educators to engage learners, using a liberatory pedagogical perspective. It assumes a basic understanding of digital accessibility.
Introduction to Digitally Accessible Research in Post-Secondary
This session looks at digital accessibility issues relative to research inquiry, production, and dissemination. See digitally accessible examples of knowledge-sharing and research practices. Useful for faculty, graduate students, and librarians.
Custom Training Experiences
Royal Roads University: Transformative Digital Accessibility Praxis for the Learning Design Team
University of Lethbridge: Introduction to Digital Accessibility for University Communications and IT Teams
Guest Lectures and Panels
Trent University (2026, July 15) A Praxis-Informed Approach to Digital Accessibility: Transformative Digital Accessibility, Distinguished Visiting Teaching Scholar Lecture Series
Manitoba Flexible Learning Hub, University of Manitoba (2025, October 14). Accessibility Considerations for Engagement Activity Design. Panel on Student Engagement with Digital Tools in Flexible Learning.
University of British Columbia (March 20, 2025) Developing a Personal Transformative Digital Accessibility Praxis: Moving Beyond Accessibility Checklists MEd cohort for ETEC 565C “Ableism, Equity, and Educational Technology”
University of Victoria (July 14, 2020) Reframing Web Accessibility for Educators presentation to MEd cohort for EDCI 565 “Research & Practice of Learning Design”
Conference Presentations
Ashbourne, K., & Miller, M. (2025). Critical Perspectives on Using UDL, Digital Accessibility Practices, and Accessible Pedagogies to Foster Inclusive Learning Communities in Post-Secondary. Digital Pedagogy Institute, University of Waterloo.
Ashbourne, K. (2025). Developing a Personal Transformative Digital Accessibility Praxis. Accessibility Summer Camp Wichita State University, Online.
Ashbourne, K., & Paskevicius, M. (2025). Transformative Digital Accessibility and Post-Secondary Teaching Praxis. The Open/Technology in Education, Society, and Scholarship Association Conference, Online.
Ashbourne, K. (2024, October 29). Centring Digital Accessibility in Research Praxis. BCcampus Research Speakers Series, BCcampus Online.
Ashbourne, K. (2024). A Sensory Exploration of Inaccessible Digital Practices: Culturally acceptable marginalization in praxis. The Open/Technology in Education, Society, and Scholarship Association Conference, Montreal, Canada and Online.
Paskevicius, M., & Ashbourne, K. (2021, August). Access and Accessibility: Are Our Course Content Choices Creating Unintended Short- and Long-term Barriers for Learners? Let’s Talk about Teaching, University of Victoria.
Ashbourne, K. (2020). Reframing Web Accessibility in Post-Secondary Education: Examining The Role of the Educator in the Curation and Creation of Accessible Course Content. The Open/Technology in Education, Society, and Scholarship Association Conference, London, Canada and Online.
Ashbourne, K. (2020). 5 Things Educators Need to Know About Accessible Course Content. Let’s Talk about Teaching, University of Victoria.
Academic Publishing
Ashbourne, K. (2025). Disability and digital justice: Embodying ways of knowing and being. In S. Collins & M. Jay (Eds.), Decolonizing health, healing, and care: Embodying culturally responsive and socially just counselling. (Chapter 5.4) Counselling Concepts.
Ashbourne, K. (2025). Digital Accessibility Practices in Post-Secondary Education: A Transformative Path Toward Socially Just, Digitally Accessible Education. University of Victoria.
Ashbourne, K., & McGregor, C. (2022). Educational Policy Analysis. In D. E. Clover, K. Sanford, & W. Samara Allen (Eds.), Academic Project Designs and Methods: From Professional Development to Critical and Creative Practice. University of Victoria.
Ashbourne, K. (2021). Reframing Web Accessibility in Post-Secondary Education: Examining the Role of the Educator in the Curation and Creation of Accessible Digital Course Content. The Open/Technology in Education, Society, and Scholarship Association Conference, 1(1), Article 1.
I was so impressed by how Kim modelled each concept of digital accessibility for us throughout her talk. I found her reframing of the concept of digital accessibility to be fascinating. My breakout room discussion was lively and thought-provoking. People clearly learned a lot and had plans for how to implement that learning.
Session Attendee, Trent University