Abstracts
Keynote presentation
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Professor Paul Harpur OAM, Professor at The University of Queensland and leading international and comparative disability rights legal academic
As a member of the Universities Accord Ministerial Reference Group, founding member of the Department of Education roundtable on disability higher education matters, member on the Higher Education Standards Panel, among other roles, the speaker today has been privileged to be front and centre on disability reforms in higher education. Professor Paul Harpur OAM will emphasise in his speech, that the current approach to supporting students with disabilities in higher education was designed to resolve a problem that existed decades ago. While those early interventions helped, the problem we face today is fundamentally different. The landscape has shifted, and our systems must evolve to meet new challenges and expectations.
Originally, disability support frameworks were built around the assumption that only 3–4% of the student population had a disability. Today, that number has surged to over 12% in many universities. This dramatic increase reflects not only better identification and disclosure but also a broader societal shift. And while that might seem a large percentage, it is a common belief that disability is under-reported. 'Reported' being a key word here, as this framework relies on the student initiating the process by what we call 'disclosure'. Another word which brings with it perhaps negative connotations.
In the past, our systems were shaped by social pressure to reduce discrimination. Now, under the United Nations Convention on the Rights of Persons with Disabilities (CRPD), students with disabilities are entitled to demand equality, inclusion, and far-reaching accommodations. The CRPD has introduced, for the first time in a UN human rights treaty, a right to higher education—transforming the obligations of states and universities alike. This shift requires a profound transformation in how disability is approached. The old model focused on retrofitting disabling barriers after they were identified. The new model presumes an equal experience from the outset, designing out barriers through universal design and recognising a right of access. This is not just a technical adjustment—it is a philosophical and legal reorientation. Staff and students with disabilities are now expecting and demanding that their human rights be respected, and universities must respond accordingly.
Despite the normative changes, stakeholders in roundtables, forums, and research consistently report that equality remains an unmet dream. The Disability Royal Commission has highlighted persistent problems in education, and addressing these issues will require significant effort from both governments and universities. Encouragingly, this work is already underway.
We are in the midst of considerable reforms in disability and higher education.
Recent developments include the introduction of a psychosocial code of conduct under work health and safety laws, enhancing protections for staff with disabilities. Disability discrimination is now recognised as a source of harm—a risk that must be actively managed. The Universities Accord reforms have led to the creation of a National Student Ombudsman (NSO), empowered to handle complaints around reasonable adjustments for students with disabilities.
Universities that want to do better have often faced resource constraints, but the government has stepped up. The December 2024 Mid-Year Economic and Fiscal Outlook presented a new approach to funding equity in higher education, increasing funding from \$13 million to \$53 million in 2025. This increased in funding is associated with increased obligations upon universities – many of which are still being developed. Additionally, the Disability Discrimination Act is under review. This review is likely to introduce positive duties and revamp reasonable adjustment laws, at a minimum.So, what can universities do now? We can anticipate disability and be proactive in our teaching and learning, as well as in our research. The Group of Eight (Go8) is powerfully positioned to champion change and further stamp its expertise in research. Now is not the time to sit and wait. It is time to seize the social license and find avenues to succeed. The opportunity is here—to lead, to innovate, and to ensure that disability inclusion in higher education is not just a policy goal, but a lived reality.
Inclusive digital learning environments
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Matthew Harrison, FoE, Emile van Leishout & Bhawana Bhatta (Presenting Author), Science, and Meredith Hinze (Presenting Author), Arts
This presentation explores the perspectives of neurodivergent students on improving the accessibility and user experience of Canvas LMS. Drawing on survey data and focus group workshops with our neurodivergent student population at the University of Melbourne, we identified a series of key themes, including the need for consistent navigation, improved accessibility features, and better content organisation. The findings highlight the importance of consistency between subject sites, predictable layouts, clear communication, and inclusive design in digital learning environments. We explore practical implications for educators and institutions seeking to enhance the online (LMS) experience for neurodivergent students and create a more inclusive academic environment.
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Dr Catherine Sutton (Presenting Author), FEIT, and Ashley Anderson, Rebecca Yang (Presenting Author) & Reuben Fry (Presenting Author), Student and Scholarly Services
This presentation outlines the process and lessons learned from making a STEM subject’s Canvas page more inclusive and accessible. This included the page’s structure and design, particularly the Module layout, Assessments and the Welcome page; captioning of recordings (there are over 170 solution videos to tutorial problems!); types of files provided and alt-texts of graphs, complex diagrams and mathematical formulae. A panel of collaborators will share their experience of this process. Such endeavours are crucial to the University avoiding indirect discrimination, and it needs to be recognised that suitable time and support is provided.
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Kate Mitchell, Student and Scholarly Services and Dr Asli McCarthy, MDHS
Reflection and ePortfolio pedagogies when implemented well, can support metacognitive deep learning, processed based learning, identity development, inclusion aims and student resilience and wellbeing. However, designing appropriate ePortfolio related technologies, activities and student supports can be complex. In this presentation we will outline tips and examples for implementing ePortfolios and reflective practice at University of Melbourne using educational technologies such as H5P and PebblePad, based on evidence-based approaches to inclusive quality online learning that align to accessibility, Universal Design for Learning and ePortfolio high-impact practice.
Inclusive assessment and teaching strategies
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Timsy Gupta, Bridget Keane, Geoff Kelly & Michael Burville (Presenting Author), Student and Scholarly Services and Hui Seung Sarah Song (Presenting Author), ABP
How can assessment design in higher education better support equity, access, and inclusion? This session shares insights from a collaborative project between the Faculty of Architecture, Building and Planning (ABP) and Teaching and Learning Innovation, focused on aligning assessment practices with the Disability Discrimination Act and Disability Standards for Education. Through participatory workshops, a self-assessment tool was co-developed to support academics in embedding inclusive practices. This presentation outlines the project’s approach, key findings, and outcomes, and invites participants to reflect on their own assessment designs. Attendees will leave with practical strategies to enhance accessibility and student belonging in their teaching.
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Dr Alice Boer-Endacott, Arts
Crafting a teaching space which is accessible to students from a variety of nationalities and disciplines so that they can engage with the content, the teacher, each other, and the assessment tasks, can be challenging. This presentation explores the pedagogical approach taken to foster this outcome across three subjects taught in the Executive Masters of Arts.
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A/Prof Grace Thompson, FAAM
Assessment signals to students what is considered valuable in their learning, how success is measured, and how they are tracking against these measures. Each discipline has learning and teaching traditions the recognise and foster excellence. Students with disability are the fastest growing diversity group at the University of Melbourne, with flow-on considerations for Student Support Services. Universal Design for Learning is a framework to guide the development of more inclusive learning materials that recognise learner diversity. This presentation will discuss the advantages of inclusive assessments that can circumvent students needing to disclose disability and staff needing to reactively create adjustments.
Supporting diverse student needs
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Rhiannon Lowrey, FoE
This presentation explores how higher education can better support twice-exceptional (2e) learners—students who are both gifted and experience disability. Drawing on international research and the Australian handbook for teachers Too Quirky, Too Quick: 2E, it highlights how current equity frameworks often overlook 2e learners’ complex, asynchronous profiles. A strengths-based model is proposed, combining Universal Design for Learning, flexible assessment, and mentoring to cultivate potential while addressing challenges. Using a composite case vignette, the session provokes participants to re-imagine inclusion as generative rather than compliance-driven, ensuring that excellence and disability are understood as co-existing realities within diverse student cohorts.
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A/Prof Judith Marychurch, Law
Crafting a teaching space which is accessible to students from a variety of nationalities and disciplines so that they can engage with the content, the teacher, each other, and the assessment tasks, can be challenging. This presentation explores the pedagogical approach taken to foster this outcome across three subjects taught in the Executive Masters of Arts.
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