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Using U.D.L. to support transgender student integration within higher
education in Ireland
Following review of current research and legal frameworks, higher educational institutions are obliged
to recognize and integrate the needs of the transgender student into their learning environment. UDL
methodology, by preparing proactively rather than reactively to potential students, offers an effective
mechanism to obtain maximum benefits when doing so.
Equal treatment of transgender students is included within
the general protection against gender discrimination under
the Equal Status Act 2000-2010: Hannon v First Direct
Logistics Limited (DEC – S2011 – 066, 29th March 2011).
Section 3(2) of the Equal Status Act 2000-2015 requires equal
treatment of transgender individuals in the provision of
services, including education. Section 7(2) defines an
educational establishment to include “a university or any
other third-level or higher-level institution, whether or not
supported by public funds.” The processes and
requirements of a third level institution must ensure the
equal treatment of transgender students in:
(a) the admission or conditions of admission;
(b) the access of the student to any course, facility or benefit
provided;
(c) any term or conditions of participation by the student;
(d) the expulsion of the student from the establishment or
any other sanction.
To ensure this occurs, a third level institution must protect
against less favourable treatment of a transgender student
in comparison to how another person is, has been or would
be treated. The conditions of learning and participation
generally must also employ practices and methods that
transgender students can comply with. Where it can be
shown that a condition or practice exists that can be
satisfied by substantially more individuals who are not
transgender than transgender and it cannot be justified as
reasonable in all the circumstances, then unlawful indirect
discrimination has occurred: section 3(1) Act 2000-2015. The
main institution in this area is the Workplace Relations
Commission (with a right of appeal to the Labour Court).
“Transgender”: Scope and Definition.
Term for individuals most commonly used, whose gender
identity and/or expression is different from the gender
assigned to them at birth. “Trans” people include individuals
who are transsexual, genderqueer, agender, androgyne,
demi-gender, genderfluid, individuals who cross-dress or
dress androgynously, and other individuals who cross or go
beyond traditional gender categories.
Transitioning: The period during which a person begins to
live as their “true” gender. It may include changing one’s
name, taking hormones, having surgery, and altering legal
documents.
Transsexual People: Individuals whose gender identity is
different from their assigned gender at birth. Transsexual
people often undergo hormone treatments and gender
affirming surgeries to align their anatomy with their core
identity, but not all desire or are able to do so.
In a survey conducted among medical students enrolled in
the United States and Canada, 15.8% of students from 152
institutions identified themselves as belonging to sexual and
gender minorities. The most common reasons for concealing
their sexual identity were privacy, fear of discrimination, and
social norm. In terms specifically of transgender people, in
2014, the US Behavioural Risk Factor Surveillance System
(BRFSS) included an optional gender identity module and
was adopted in nineteen states in the United States.
Transgender people’s demographics from BRFSS data show
that they make up to 0.53% of the population
TENI, Transgender Equality Network Ireland is the
representative organisation in Ireland for the transgender
community.
A non-profit organisation seeking to promote the rights and
equality of transgender people and their families. In the
field of education, workshops and training are offered to
raise awareness and understanding of trans issues in the
main sectors of Irish society.
According to TENI, the most common obstacle to
expressing gender identity in the educational session is
team resistance. According to the organisation the refusal of
teachers and school administrators to respect a student's
preferred name.
Issues include:
• Name and pronoun changes including the circumstances
around use;
• Communicating the changes to the wider school
community (or other young people within the
educational setting);
• Plans for access to toilets, changing rooms and taking
part in activities;
• Young person’s experiences and perceptions concerning
safety (including process for reporting bullying and
harassment)
Other support e.g. access to CAMHS (“Child and
Adolescent Mental Health Services” (or resilience support)),
educational psychology, counsellors or other medical
professionals
According to Sharek (2013)1 an appropriate educational
program can promote greater resilience for young
transsexuals during their training in higher education and
assist them in developing their professional careers.
john.eardly@griffith.ie
jamie.boland@griffith.ie gwen.kenny@griffith.ie
camilla@griffith.ie
Acknowledgments This poster was jointly funded by Griffith College and LGBT Ireland
References
1 McCann, E., & Sharek, D., 2013. International Journal of Mental Health Nursing
2 Mace, R. (1974) University of North Carolina
3 Bergstahler, S. E., & Cory, R. C. (2008) Harvard Education Press
4 Daniels, J. R., & Geiger, T. J. (2010). 2010, The Association for the Study of Higher Education.
The Role of UDLEducational Needs of
Transgender Students in the
Republic of Ireland
Scope and Definition Irish Law & Institutions
This research explores the meaning of the “transgender learner” before examining their needs
and current legal entitlements within an educational context and assessing how UDL
methodology may facilitate their successful integration within the higher level education sector
in Ireland.
IntroductionSummary
The Role of UDL and Contribution to Knowledge
• Universal Design for Learning is designed for students
facing physical barriers to succeeding in higher education
(Mace, 1974).2
• UDL has now broadened its scope to deal with students
whose barriers are not visible (Bergstahler and Cory,
2008)5. This includes transgender students and how
authorities should prepare for a potential student rather
than try to fit to an existing student to obtain maximum
benefits (Daniels, Geiger, 2010)3
• This research examines how higher education facilities,
by creating a campus that facilitates transgender students,
can greatly help the students’ chance of success through a
safe learning environment and enabling greater
understanding (Daniels, Geiger (2010)4

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Poster sobre questão LGB no Ensino Superior.

  • 1. Using U.D.L. to support transgender student integration within higher education in Ireland Following review of current research and legal frameworks, higher educational institutions are obliged to recognize and integrate the needs of the transgender student into their learning environment. UDL methodology, by preparing proactively rather than reactively to potential students, offers an effective mechanism to obtain maximum benefits when doing so. Equal treatment of transgender students is included within the general protection against gender discrimination under the Equal Status Act 2000-2010: Hannon v First Direct Logistics Limited (DEC – S2011 – 066, 29th March 2011). Section 3(2) of the Equal Status Act 2000-2015 requires equal treatment of transgender individuals in the provision of services, including education. Section 7(2) defines an educational establishment to include “a university or any other third-level or higher-level institution, whether or not supported by public funds.” The processes and requirements of a third level institution must ensure the equal treatment of transgender students in: (a) the admission or conditions of admission; (b) the access of the student to any course, facility or benefit provided; (c) any term or conditions of participation by the student; (d) the expulsion of the student from the establishment or any other sanction. To ensure this occurs, a third level institution must protect against less favourable treatment of a transgender student in comparison to how another person is, has been or would be treated. The conditions of learning and participation generally must also employ practices and methods that transgender students can comply with. Where it can be shown that a condition or practice exists that can be satisfied by substantially more individuals who are not transgender than transgender and it cannot be justified as reasonable in all the circumstances, then unlawful indirect discrimination has occurred: section 3(1) Act 2000-2015. The main institution in this area is the Workplace Relations Commission (with a right of appeal to the Labour Court). “Transgender”: Scope and Definition. Term for individuals most commonly used, whose gender identity and/or expression is different from the gender assigned to them at birth. “Trans” people include individuals who are transsexual, genderqueer, agender, androgyne, demi-gender, genderfluid, individuals who cross-dress or dress androgynously, and other individuals who cross or go beyond traditional gender categories. Transitioning: The period during which a person begins to live as their “true” gender. It may include changing one’s name, taking hormones, having surgery, and altering legal documents. Transsexual People: Individuals whose gender identity is different from their assigned gender at birth. Transsexual people often undergo hormone treatments and gender affirming surgeries to align their anatomy with their core identity, but not all desire or are able to do so. In a survey conducted among medical students enrolled in the United States and Canada, 15.8% of students from 152 institutions identified themselves as belonging to sexual and gender minorities. The most common reasons for concealing their sexual identity were privacy, fear of discrimination, and social norm. In terms specifically of transgender people, in 2014, the US Behavioural Risk Factor Surveillance System (BRFSS) included an optional gender identity module and was adopted in nineteen states in the United States. Transgender people’s demographics from BRFSS data show that they make up to 0.53% of the population TENI, Transgender Equality Network Ireland is the representative organisation in Ireland for the transgender community. A non-profit organisation seeking to promote the rights and equality of transgender people and their families. In the field of education, workshops and training are offered to raise awareness and understanding of trans issues in the main sectors of Irish society. According to TENI, the most common obstacle to expressing gender identity in the educational session is team resistance. According to the organisation the refusal of teachers and school administrators to respect a student's preferred name. Issues include: • Name and pronoun changes including the circumstances around use; • Communicating the changes to the wider school community (or other young people within the educational setting); • Plans for access to toilets, changing rooms and taking part in activities; • Young person’s experiences and perceptions concerning safety (including process for reporting bullying and harassment) Other support e.g. access to CAMHS (“Child and Adolescent Mental Health Services” (or resilience support)), educational psychology, counsellors or other medical professionals According to Sharek (2013)1 an appropriate educational program can promote greater resilience for young transsexuals during their training in higher education and assist them in developing their professional careers. john.eardly@griffith.ie jamie.boland@griffith.ie gwen.kenny@griffith.ie camilla@griffith.ie Acknowledgments This poster was jointly funded by Griffith College and LGBT Ireland References 1 McCann, E., & Sharek, D., 2013. International Journal of Mental Health Nursing 2 Mace, R. (1974) University of North Carolina 3 Bergstahler, S. E., & Cory, R. C. (2008) Harvard Education Press 4 Daniels, J. R., & Geiger, T. J. (2010). 2010, The Association for the Study of Higher Education. The Role of UDLEducational Needs of Transgender Students in the Republic of Ireland Scope and Definition Irish Law & Institutions This research explores the meaning of the “transgender learner” before examining their needs and current legal entitlements within an educational context and assessing how UDL methodology may facilitate their successful integration within the higher level education sector in Ireland. IntroductionSummary The Role of UDL and Contribution to Knowledge • Universal Design for Learning is designed for students facing physical barriers to succeeding in higher education (Mace, 1974).2 • UDL has now broadened its scope to deal with students whose barriers are not visible (Bergstahler and Cory, 2008)5. This includes transgender students and how authorities should prepare for a potential student rather than try to fit to an existing student to obtain maximum benefits (Daniels, Geiger, 2010)3 • This research examines how higher education facilities, by creating a campus that facilitates transgender students, can greatly help the students’ chance of success through a safe learning environment and enabling greater understanding (Daniels, Geiger (2010)4