Browsing by Author "DesJardine, Patricia"

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    Incorporating Universal Design for Learning in Disciplinary Contexts in Higher Education
    (University of Calgary, 2021) Abegglen, Sandra; Aparicio-Ting, Fabiola; Arcellana-Panlilio, Mayi; Behjat, Laleh; Brown, Barbara; Clancy, Tracy; DesJardine, Patricia; Din, Cari; Ferreira, Carla; Hughson, E. Anne; Kassan, Anusha; Klinke, Chelsea; Kurz, Ebba; Neuhaus, Fabian; Pletnyova, Ganna (Anna); Paul, Robyn Mae; Peschl, Houston; Peschl, Rosalynn; Squance, Rod; Dyjur, Patti
    Universal Design for Learning (UDL) is a set of principles that can be used to guide course design and delivery with the goal of enhancing the learning for the greatest number of students. Incorporating UDL in higher education is complex, varied and nuanced work that instructors are doing to meet the learning needs of students in their classes. In this guide we illuminate different ways in which UDL principles have been implemented across disciplines and in different ways to enhance student learning. Each chapter offers a case of how UDL has been incorporated into learning experiences in higher education. Our goal is to provide discipline-based examples of courses that illustrate how UDL can be incorporated into a higher education context. Along the way, we hope you will be inspired by the work of others. We wish you great success in your journey to teach courses that are increasingly accessible and inclusive!
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    Paradoxical Mothers - Examining the complexities of being the mother of a disabled child and a deceased child
    (2021-09) DesJardine, Patricia; Hughson, E.Anne; Milaney, Katrina; Badry, Dorothy; Nelson, Fiona; Dimitropoulis, Georgina; Fuchs, Donald
    Mothers of disabled children can be silenced by stereotypical depictions of their heroism, bravery, divine purpose or own pathology. Born from a medical model perspective that sets disability as a type of death, these depictions have the power to elevate or denigrate a woman’s maternal identity. When disability is set as a metaphorical death, mothers are expected to grieve the loss of their imagined perfect child as a process for accepting their disabled child. Her resolution with that grief then serves as a determinant of her ability to love and care for that child. In turn, this same silencing serves to negate mothers’ voices in their process of providing love and care, even while they are being rhetorically elevated by human service professionals (HSPs) as ‘experts’ of their disabled children. The stories of six mothers of disabled children who have also buried a child speak of their understanding of grief, death, disability and expertise, as disruptive acts of resistance to such silencing. Their stories reflect a desire to challenge the notion that being the mother of a disabled child demands they adopt said stereotypes.