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|\n| --- | --- |\n| Fall 10-15-2023\u003Cbr>Informing Inclusive Practice in Post-Secondary Environments: Perspectives of Post-Secondary Instructors with Learning Disabilities\u003Cbr>Amy Domenique Gadsden University of Alberta, [gadsden@ualberta.ca](gadsden@ualberta.ca)[ ](gadsden@ualberta.ca)Lauren Denise Goegan\u003Cbr>University of Manitoba, [lauren.goegan@umanitoba.ca](lauren.goegan@umanitoba.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2023.2.8020](https://doi.org/10.5206/cjsotlrcacea.2023.2.8020) |  |\n\nRecommended Citation  \nGadsden, A. D., & Goegan, L. D. (2023) . Informing inclusive practice in post-secondary environments: Perspectives of postsecondary instructors with learning disabilities. The Canadian Journal for the Scholarship of Teaching and Learning, 14(2) .  \n[https://doi.org/10.5206/cjsotlrcacea.2023.2.8020](https://doi.org/10.5206/cjsotlrcacea.2023.2.8020)  \nInforming Inclusive Practice in Post-Secondary Environments: Perspectives of Post-Secondary Instructors with Learning Disabilities  \nAbstract  \nThis paper offers post-secondary instructors an opportunity to think about teaching practices and strategies for meaningful inclusion of students with learning disabilities (SLD) in post-secondary environments (PSE). Utilizing the narratives ofthe authors and building on the principles of Universal Design for Learning (UDL), it provides recommendations for effective inclusive pedagogy for instructors to consider. These recommendations are framed by the three main UDL guidelines of multiple means of engagement, representation, and of action and expression (CAST, 2011) . By approaching teaching and assessment in this way, instructors may engage learners authentically, thus reducing the potential for disengagement and subsequent underachievement. This may also facilitate an equitable environment where students can participate in meaningful ways. Finally, instructors may have more time available in class to address student questions and provide support.  \nCet article offre aux instructeurs et aux instructrices d’enseignement post-secondaire une opportunité pour réfléchir aux pratiques et aux stratégies d’enseignement qui favorisent une inclusion significative des étudiants et des étudiantes ayant des difficultés d’apprentissage dans les environnements postsecondaires. Grâce aux récits des auteurs et s’appuyant sur les principes de la Conception universelle de l’apprentissage, l’article fournit des recommandations pour une pédagogie inclusive efficace que les instructeurs et les instructrices peuvent prendre en considération. Ces recommandations comprennent trois lignes directrices principales : multiples moyens d’engagement, représentation, action et expression (CAST, 2011) . En abordant l’enseignement et l’évaluation de cette manière, les instructeurs et les instructrices peuvent faire participer les apprenants et les apprenantes de manière authentique, et par là réduire le risque d’absence de participation et d’échec scolaire. Ceci pourrait également faciliter un environnement équitable où les étudiants et les étudiantes peuvent participer le manières significatives. Pour finir, les instructeurs et les instructrices peuvent avoir davantage de temps disponible en classe pour répondre aux questions des étudiants et des étudiantes et leur offrir du soutien.  \nKeywords  \ninclusive education, higher education, pedagogy, teaching, post-secondary, learning disabilities; enseignement inclusif, enseignement supérieur, pédagogie, enseignement, post-secondaire, difficultésd’apprentissage  \nThis research paper/Rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotlrcacea.2023.2.8020](https://doi.org/10.5206/cjsotlrcacea.2023.2.8020)  \nDespite the growth of inclusi","cbCaibxfNsuedawy","https://ap.wps.com/l/cbCaibxfNsuedawy","pdf",209682,18,"English","# Abstract\n## Universal Design for Learning (UDL) Framework\n## Inclusive Teaching and Assessment Outcomes\n## Equity and Instructor Support","[{\"question\":\"What is the main purpose of the paper?\",\"answer\":\"The paper helps post-secondary instructors think about teaching strategies that enable meaningful inclusion of students with learning disabilities in post-secondary environments.\"},{\"question\":\"How does the paper use Universal Design for Learning (UDL)?\",\"answer\":\"It grounds recommendations in UDL’s three main guidelines: multiple means of engagement, representation, and action and expression.\"},{\"question\":\"What benefits does the paper expect from this approach?\",\"answer\":\"It aims to support authentic learner participation, reduce disengagement and underachievement, and facilitate a more equitable environment with additional instructor time for questions and support.\"}]","Informing Inclusive Practice in Post-Secondary Environments: Perspectives of Post-Secondary Instructors with Learning Disabilities | PDF",1792082921,45]