Universal Design for Learning: Critical Practice in Higher Education

Nicola Martin has worked in education since 1982 and in universities since 1993. As Professor of Social Justice and Inclusive Education at London South Bank University, Nicola conducted research into embedding inclusive practice into all aspects of student experience under the Universal Design for Learning umbrella.
Mike Wrayis currently a lecturer at London South Bank University. He has a background delivering and managing services in the public sector to support disabled people, before moving into higher education initially as manager of the disability service at the University of the West of England. He has been a member of policy groups for a range of projects and organisations and has worked in a consultancy capacity for universities including York, Durham, Huddersfield, Middlesex and Cardiff Metropolitan.
Joy Jarvis is currently Professor of Educational Practice at the University of Hertfordshire and a UK National Teaching Fellow. She has experience in a wide range of education contexts and works to create effective learning experiences for students and colleagues. She is particularly interested in the professional learning of those engaged in educational practice in higher education settings and has undertaken a range of projects, working with colleagues locally, nationally and internationally, to develop practice in teaching and leadership of teaching. Joy works with doctoral students exploring aspects of educational practice and encourages them to be adventurous in their methodological approaches and to share their findings in a range of contexts to enable practice change.
Karen Smith is Reader in Higher Education in the School of Education at the University of Hertfordshire. Her research focuses on how higher education policies and practices impact on those who work and study within universities. Karen has worked within educational development and on lecturer development programmes. She holds a Principal Fellowship of the Higher Education Academy and is currently the Director of the University of Hertfordshire's Professional Doctorate in Education. Karen also leads collaborative research and development in her School, where she engages in externally funded research and evaluation and supports the development of scholarly educational practice through practitioner research.