The document discusses how the COVID-19 pandemic has created unprecedented opportunities to re-examine educational landscapes and pedagogies from an inclusive perspective. It explores how the disruption has impacted mindsets around learner engagement, the definition of diversity, and funding models for inclusion. The author argues that while challenging, the pandemic has catalyzed long-needed changes and a shift towards more authentically transformative and inclusive educational approaches.

1. Shaping inclusive educational landscapes in a post-
pandemic world: Seizing unprecedented
opportunities for authentically transformative
pedagogies
Frederic Fovet, PhD.
Keynote, Sunday November 26th, 2023
IECONF 2023, Vienna

2. Land Acknowledgement
• Thompson Rivers University
campuses are on the traditional
lands of the Tk'emlúps te
Secwépemc (Kamloops campus)
and the T’exelc (Williams Lake
campus) within
Secwépemc'ulucw, the
traditional and unceded
territory of the Secwépemc. The
region TRU serves also extends
into the territories of the
St’át’imc, Nlaka’pamux,
Tŝilhqot'in, Nuxalk, and Dakelh

3. Personal introduction
• Assistant Professor in the School of Education at Thompson Rivers University, BC,
Canada
• Universal Design for Learning and Inclusion specialist
• Extensive parallel experience in Disability Studies and Accessibility (Head of
Accessibility on a large Canadian campus for a period of 4 years)
• Consultant on UDL and inclusion with K-12 and post-secondary institutions, both
domestically and internationally.
• Focuses on the strategic and organizational implementation of inclusive policies

4. Context
• The COVID pandemic has been a great disruptor.
• Forced an overnight adaptation to unforeseen circumstances and imposed
contingency measures in most aspects of education
• As the post-pandemic era begins, many are realizing that the disruption and the
change of habits and mindsets probably go far deeper than had initially been
foreseen
• On the surface, an urgent and noticeable need of educational institutions to return
to old practices
• Upon further analysis, the COVID disruption has been a catalyst for much deeper
change and more profound rethink
• The field of inclusion is impacted by this deep and profound alteration in vision and
intent

5. Objectives of the session
Examine the impact of the pandemic on design
mindset among educators
Explore the emerging rethink around learner
engagement
Acknowledge the rapidly changing construct of
learner diversity within this post-pandemic
landscape
Examine the impact of the ‘big resignation’ on
learner expectations and needs – particularly on
those of diverse learners
Examine the impact of the COVID disruption on
funding models and on financial provisions for
inclusion
Explore the recent organizational and
institutional thirst for radically more effective
‘sale’ of educational experiences

6. Impact of the pandemic on design
mindset among educators
• The profession’s reflection on the impact of the COVID pandemic on inclusive
provisions for diverse learners is split almost evenly
• Half of educators surveyed see the pandemic has having made inclusion more
challenging; the other half considers this to have been a beneficial time for inclusion
and frameworks such as UDL
• The reason for this split construct of reality is the divergence of experiences: many
challenges were encountered in the provision of inclusive education, but many giant
steps were also taken.
• Greatest success and most powerful outcome: educators have now become urgently
aware of their role as designers of the learning experience; they now embrace this
role.
• Great gain as educators (in both K-12 and post-secondary sectors) are now more
receptive than ever to inclusive scholarship and PD on UDL

7. Emerging rethink around learner
engagement
• During the pandemic, there was much discussion around expectations around engagement.
Many of the absurdities in some of the requirements that were observed (cameras on, etc.)
have brought to the surface the need to have a more meaningful discussion as to how
expectations about leaner engagement should be framed and formulated.
• There has also long been discussions around the fact that inclusive pedagogy could not
simply be about removing barriers.
• It is also about creating a curriculum that invites in diverse learners and allows them to
create authentic connections to their own lived experience.
• Inherent connection to Deci & Ryan’s work around self-realization and intrinsic motivation.
• Critical pedagogy has longed argued that learner voice and identity should be at the center of
curriculum choices to create genuine learner engagement.
• There is now a more authentic commitment from educators to move away from teacher-
centric expectations around engagement.
• This is a significant advance for inclusive education practitioners that allows a deep reflection
around the ‘affective’ dimension of learning.
• UDL work itself is now much more focused, post pandemic, on the ‘multiple means of
engagement principle’

8. Rapidly changing construct of learner diversity within
this post-pandemic landscape
• The pandemic has radically altered our construct of what a ‘diverse learner’ is
• The scholarship had been pointing to this for some time.
• The online COVID pivot has made all educators realize that many groups of students
had challenges with online instruction and assessment: Indigenous students, lifelong
learners, culturally diverse learners, linguistically diverse learners, etc.
• The pandemic has illustrated the relevance of the social model of disability: The
challenges and barriers experienced by diverse students had nothing to do with
learner exceptionality; they were caused by faulty design of learning experiences.
• This broad rethink around the very notion of diverse learners is continuing post-
pandemic
• There is also exceptional synchronicity with many societal phenomena: Black Lives
Matters, the #MeToo movement, the Truth and Reconciliation Commission Report,
the emergence of Trans advocacy, etc.

9. Impactofthe‘greatresignation’onlearnerexpectationsandneeds–
particularlyonthoseofdiverselearners
• The ‘big quit’ represents a radical and fundamental shift in the public mindset
around work, but also around education.
• Most educational institutions (secondary and post-secondary) are realizing the
considerable pressure that now exist on learners to rethink their employment
options and therefore the relevance of formal qualifications
• Many learners, particularly diverse leaners, may be reconsidering the appeal of
post-secondary education.
• Instead, micro-credentials, vocational training, further education, and internship
training are increasingly popular with learners who may feel disillusioned with the
ability of formal educational spaces to address their needs. This is particularly true
of diverse learners.
• Community colleges, vocational training institutions, further education colleges, and
filed partners are acknowledging and embracing this urgent need for inclusive
programs that address the needs of diverse learners.

10. ImpactoftheCOVIDdisruptionon fundingmodelsandonfinancial
provisionsforinclusion
• Funding models for inclusion have so far been framed around bio-medical approaches to
interventions
• The COVID online pivot disrupted this specific funding model:
• (i) many students who had not thus far been considered as ‘diverse’ had specific access
needs
• (ii) the financial needs during the online pivot were more about educators’ need for support
than about targeted individual interventions with students
• (iii) financial needs during the pandemic reflected structural needs that challenges deficit
model approaches to exceptional students. Much attention was paid to the fact that it was
environments (specifically badly designed learning experiences that needed to be rethought)
that disabled students; this had nothing to do with impairment.
• Much of this reflection around the transformation of funding for inclusion is continuing at all
levels of government, post-COVID
• This government frustration with obsolete, bureaucratic, and deficit based models of funding
for inclusion had been brewing for some time.

11. Outcomes and Reflection
• The post-pandemic landscape is not - in reality - characterized by a desire to return to the
‘old normal’
• Behind the frenzy to regain status quo and return to old ways, emerges a radically altered
landscape
• Not all changes occurring are caused by the pandemic
• Many of these changes were brewing for a long time in an educational sector that is
increasingly competitive, neoliberal in format, and subject to business model pressures.
• The COVID pandemic and online pivot have acted as a catalyst for a radical transformation of
the educational landscape that was a long time coming
• In terms of pressure to create inclusive policies, these are now seen as more immediate,
broader, and involving many more stakeholders.
• This transformation of the inclusive landscape, in the post-COVID environment, involves a
radical rethink of funding, of format of T&L, and of learner engagement with learning.

12. Resources
Aquino, K. (2022) Exploring Postsecondary Administrators’ Inclusion of Disability within Their Definition of Student
Diversity. International Journal of Disability, Development and Education, 69(5), 1565-1572, DOI:
10.1080/1034912X.2020.1808951
Chita-Tegmark, M., Gravel, J. W., Maria De Lourdes, B. S., Domings, Y., & Rose, D. H. (2012). Using the Universal Design
for Learning Framework to Support Culturally Diverse Learners. Journal of Education, 192(1), 17–22.
https://doi.org/10.1177/002205741219200104
Dickinson, K. J., & Gronseth, S. L. (2020). Application of Universal Design for Learning (UDL) Principles to Surgical
Education During the COVID-19 Pandemic. Journal of surgical education, 77(5), 1008–1012.
https://doi.org/10.1016/j.jsurg.2020.06.005
Fovet, F. (2021) Developing an Ecological Approach to Strategic UDL Implementation in Higher Education. Journal of
Education and Learning, 10(4).
Fovet, F. (Ed.) (2021) Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts,
Case Studies, and Practical Implementation. IGI Global
Fovet, F. (2020) Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the
Next Decade of Implementation. Education Journal. Special Issue: Effective Teaching Practices for Addressing Diverse
Students’ Needs for Academic Success in Universities, 9(6), 163-172.
http://www.sciencepublishinggroup.com/journal/paperinfo?journalid=196&doi=10.11648/j.edu.20200906.13
Fovet, F. (2020b) Exploring the Potential of Universal Design for Learning with Regards to Mental Health Issues in Higher
Education. Pacific Rim International Conference on Disability & Diversity Proceedings, 4.
https://kahualike.manoa.hawaii.edu/pacrim/2020/Articles/4/

13. Resources (contd.)
Fovet, F. (2019) Not just about disability: Getting traction for UDL implementation with International Students.
In: Kate Novak & Sean Bracken (Eds.) Transforming Higher Education through Universal Design for Learning: An
International Perspective, Routledge.
Hills, M., Overend, A., & Hildebrandt, S. (2022). Faculty perspectives on UDL: Exploring bridges and barriers for
broader adoption in higher education. The Canadian Journal for the Scholarship of Teaching and Learning, 13(1).
https://doi.org/10.5206/cjsotlrcacea.2022.1.13588
James, K. (2018) Universal Design for Learning (UDL) as a Structure for Culturally Responsive Practice. Northwest
Journal of Teacher Education, 13(1), Article 4.
Kennette, L., & Wilson, N. (2019) Universal Design for Learning: What is it and how do I implement it?
Transformative Dialogues: Teaching & Learning, 12(1)
Kilpatrick, J.R.., Ehrlich, S., & Bartlett, M. (2021) Learning from COVID-19: Universal Design for Learning
Implementation Prior to and During a Pandemic. The Journal of Applied Instructional Design.
https://edtechbooks.org/jaid_10_1/universal_design_forS
Knott, K. (2023, February 21) OCR Complaints Show Pandemic’s Effects. Inside Higher Ed.
https://www.insidehighered.com/news/2023/02/21/civil-rights-complaints-show-pandemics-effects-colleges
Sheik Mohamed, S.A., & Sivakumar, R. (2020). Inclusiveness in Higher Education through Universal Design
Learning – UDL. Think India Journal, 22(45), 23-26. https://thinkindiaquarterly.org/index.php/think-
india/article/view/19702

14. Contact details
• Frederic Fovet (PhD.)
• Assistant Professor, School of Education, Thompson Rivers University
• ffovet@tru.ca
• UDL and Inclusion Consultant
• Implementudl@gmail.com
• @Ffovet
• www.implementudl.com