Strand 4: Accessible Learning Resources

Strand Lead: Professor Michael Shevlin

Strand Aim: As Trinity reimagines the curriculum in the post COVID era and the challenges of making learning accessible to ID students. It is critical to ensure that no students are left behind. This provides us with a timely opportunity to embed UDL inclusive principles and practices which value the diversity of the student body.

Strand Objectives

• Develop TCD capacity for inclusive teaching, learning and assessment.
• Mainstream accessible and inclusive practices and embed formatting of curriculum materials in an accessible format as an inclusive practice. 
• Enable technology solutions for mainstreaming and upskilling across the college community. 
• Create and develop curriculum materials to enhance and reinforce ID student learning with the initial focus on the Disability/Human rights modules.
• Apply Trinity’s Accessible Information Policy and the principles of Universal Design for Learning for the development of VLE’s and all new module approvals.
• Identify alternative methods of effective communications with ID students. 
• Identify library access to materials for ID students. 

Benefits

• Implementation of Universal Design practices will support the participation and success of all students, having an environment in higher education which can be accessed by all and enables full engagement, progression, and success for all students. 
• Embedding UDL principles and practices will develop Trinity’s capacity for inclusive teaching, learning and assessment and provide greater opportunities for participation in higher education by all students including ID students. 
• Equitable use of resources for both degree students and ID students. 
• Flexibility in the use of resources which accommodates a wide range of individual preferences and abilities. 
• Trinity will be an exemplar of a fully accessible campus. 

Trinity will be a fully accessible campus, that is welcoming to all students, both degree students and ID students.