Dáil Éireann Debate, Thursday - 7 July 2022
71. Deputy Pauline Tully asked the Minister for Further and Higher Education, Research, Innovation and Science the steps he will take to ensure that universal design for learning policies that are embedded within each further and higher education institution and universal design for learning principles are incorporated within all class preparations; and if he will make a statement on the matter. [36729/22]
View answerOn 2nd June 2022, I announced new initiatives to support autistic students and those with an intellectual disability access higher education. The proposals, which will form part of the proposed new National Access Plan, will allocate ring-fenced funding of €3 million a year to 2025 so higher education institutions can implement universal design and inclusive practices on their campuses, and enhance opportunities for students with intellectual disabilities in higher education. Funding in 2022 will be directed towards universal design and inclusive practices. This includes improving campus accessibility improvements such as supporting autism friendly campuses such as wayfinding apps, signage, small-scale capital works such as autism-friendly spaces such as sensory rooms or quiet zones.
These measures are to be put in place under a new PATH Strand 4: Universal Design for All and improving opportunities for Students with Intellectual Disabilities to engage in Higher Education.
PATH 4 (Programme for Access to Higher Education) aims to:
- support a more diverse student body in Higher Education that includes students with an intellectual disability
- support capacity building and embed universal design approaches for all, particularly students with autism and an intellectual disability in higher education
- develop policies and subsequent implementation plans to promote participation of students with intellectual disabilities in higher education
- advance a holistic student-centred partnership approach within the tertiary education sector which will enable students with an intellectual disability reach their potential.
A key priority of Future FET: Transforming Learning, the national Further Education and Training (FET) Strategy 2020-2024 is to ensure consistency of support for all learners, underpinned by a universal design approach. This approach aims to reduce obstacles to learning by taking into account the needs of learners of diverse backgrounds and abilities. I was delighted to launch the UDL for FET Practitioners Guidance last summer which SOLAS and Education Training Boards Ireland [ETBI] partnered with AHEAD to develop, with substantial consultation and engagement with FET practitioners. This practical guidance document builds on existing good inclusion practices in the FET sector and outlines how universal design for learning principles and practices can help FET practitioners reduce barriers to learning by building and incorporating flexibility, accessibility, learner voice, and choice in the fabric of the learning interactions they design. SOLAS is continuing to develop the knowledge and resources that promote and drive consistent learner support, based on the UDL principles in partnership with key stakeholders.
