OLCreate: PUB_10236_1.0 Anti-Ableist Practice in Inclusive Education

Course content

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Course Introduction

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- Select activity Welcome! Welcome to this free online course, Anti-...
  
  Welcome!
  
  Welcome to this free online course, Anti-Ableist Practice in Inclusive Education. Created for education professionals throughout the UK, this programme strengthens understanding of disability and anti‑ableism, supporting the development of more inclusive and responsive educational practice. Please begin by watching the course introduction video below.
  
  Learning Outcomes
  
  By completing this course and engaging with the activities, you will be able to:
  
  Compare and contrast inclusive pedagogies for disabled learners in mainstream educational settings
  
  Critically reflect on the historical and contemporary representation of disabled people
  
  Review and adapt learning activities for a range of educational contexts
  
  Reflect on your own positionality and attitudes regarding disabled learners
  
  GTCS Professional Standards (Scotland)
  
  This module supports the GTCS Standards for Career-Long Professional Learning, enabling educators to:
  
  Plan and Manage: Enhance planning for diverse needs (3.1.1) and organise learning environments (3.2.1).
  
  Teach and Engage: Utilise effective pedagogical resources (3.1.2) and boost learner participation (3.2.2).
  
  Collaborate and Relate: Build positive, rights-respecting relationships (3.2.3) and utilise partnerships for wellbeing (3.1.3).
  
  Reflect and Develop: Engage critically with research (3.3.1) and advance expertise through reflective practice (3.3.2).
  
  CPD Value Estimated study time: This course could contribute up to 20 hours of Continuing Professional Development (CPD) toward your GTCS Professional Update requirements.
  
  Course Structure
  
  This course consists of:
  
  Six learning modules
  
  A reflective log
  
  An end-of-course quiz
  
  Course evaluation
  
  Upon successful completion of these elements, you will earn an OpenLearn digital badge and statement of course completion that can be displayed on your CV and LinkedIn profile. To ensure you receive these please watch all of the videos and manually check off each video and activity after completion. In order to receive your badge you must also get 70% or over on the final course quiz.
  
  Micro lectures
  
  Each module has micro lectures embedded in from Youtube. To get the best quality, please make each video is full screen then click the settings cog in the top right corner and increase the quality to 1080p.
- Select activity Meet the Tutors Dr. Siân JonesBSc, MSc, PhD, CPsyc...
  
  Meet the Tutors
  
  Dr. Siân Jones
  BSc, MSc, PhD, CPsychol, SFHEA
  
  Siân Jones is a Senior Lecturer in the Psychology, Sociology and Education Division and a Chartered Psychologist. She has been teaching in higher education (HE) since 2007, across multiple institutions. During her time at all teaching institutions, she has been able to draw on her living experience of being ‘outside the curriculum’ as a physically disabled, queer academic. Sian has Cerebral Palsy and is Autistic.
  
  She has spent the past ten years or so focusing her research attention on disabled children’s friendship groups, discovering along the way that there aren’t very many lecturers like her, nor disabled teachers in schools. Her research now centres on school-level approaches to anti-ableism, encouraging open dialogue around disability in education among all educational professionals and those whom they teach.
  
  You can connect with Sian via Linkedin: Dr Sian Jones Linkedin
  
  Her webpage is QMU ToyBox Diversity Lab
  
  You can read more about her research here: Sian Jones EResearch
  
  You can email Siân via sjones@qmu.ac.uk
  
  Dr. Clare Uytman
  
  BA, MSc, PhD, CPsychol.
  
  Dr. Clare Uytman is a qualitative researcher specialising in phenomenological and thematic research. Her PhD research explored individuals’ experiences of limb loss and prosthesis use. Recently, her focus has shifted to understanding attitudes toward disability and examining how disability representation influences these attitudes. Collaborating with disabled children and their parents, disabled adults and educators, she explores strategies to foster meaningful changes in perceptions and behaviours. Through the work of the QMU ToyBox Diversity Lab she is striving to create more inclusive and representative school environments for all children through improved resources and focus on embedded anti-ablism in education. Clare is a Senior Lecturer in Psychology and Chartered Psychologist.
  
  You can connect with Clare via LinkedIN: Dr Clare Uytman LinkedIN
  Her webpage is QMU ToyBox Diversity Lab
  You can read more about her research here: Clare Uytman EResearch
  You can email Clare via cuytman@qmu.ac.uk
- Select activity Course Introduction Video
  
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  Course Introduction Video
- Select activity Course Introduction Video Transcript
  
  Course Introduction Video Transcript File
- Select activity Course Introduction Slide Deck
  
  Course Introduction Slide Deck File
  
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- Select activity Key Terminology
  
  Key Terminology Page
  
  Throughout this course we will be using some terminology that you may or may not be familiar with. Below are some brief descriptions of this terminology, please feel free to refer back to these as you complete the course.
Module 1: Disability and Ableism in Educational Settings

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ExpandModule 1: Disability and Ableism in Educational Settings
- Select activity Learning Outcomes After completing this module, yo...
  
  Learning Outcomes
  
  After completing this module, you will be able to:
  
  Outline key debates around the concept of ableism in educational settings.
  
  Reflect on your positionality vis-à-vis disability and ableism
- Select activity 1.1 Introduction to Module 1 Video
  
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  1.1 Introduction to Module 1 Video
- Select activity 1.1 Module 1 Introduction Video Transcript
  
  1.1 Module 1 Introduction Video Transcript File
- Select activity Reflective Log Before working through this week's ...
  
  Reflective Log
  
  Before working through this week's content, please download the Reflective Log Book below. There are two versions, one being for use with Text-to-Speech Software.
  
  Please then complete the Pre-course Reflection: Understanding Your Starting Point in the reflective log using a notebook or a separate Word document to write your answers.
  
  You will use this reflective log throughout the course, so keep it somewhere accessible. We also recommend keeping a notebook with you while completing the course to record your reflections, ideas, and any notes you wish to revisit later.
- Select activity Reflective Log Book for Download
  
  Reflective Log Book for Download File
- Select activity Reflective Log for Text-to-Speech Download
  
  Reflective Log for Text-to-Speech Download File
- Select activity Videos 1.2-1.4 Please watch the videos below. Ther...
  
  Videos 1.2-1.4
  
  Please watch the videos below. There are transcripts that go along with each video as well as a slide deck for all the videos in this module. To get the best quality, please make each video is full screen then click the settings cog in the top right corner and increase the quality to 1080p.
- Select activity 1.2 Inclusive Education Video
  
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  1.2 Inclusive Education Video
- Select activity 1.2 Inclusive Education Video Transcript
  
  1.2 Inclusive Education Video Transcript File
- Select activity 1.3 Ableism in the Curriculum Video
  
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  1.3 Ableism in the Curriculum Video
- Select activity 1.3 Ableism in the Curriculum Video Transcript
  
  1.3 Ableism in the Curriculum Video Transcript File
- Select activity 1.4 Privilege Video
  
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  1.4 Privilege Video
- Select activity 1.4 Privilege Video Transcript
  
  1.4 Privilege Video Transcript File
- Select activity Module 1 Slide Deck - All Videos
  
  Module 1 Slide Deck - All Videos File
  
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- Select activity Module 1 Activities
  
  Module 1 Activities
- Select activity Identity, Intersectionality & Privilege
  
  Identity, Intersectionality & Privilege Page
- Select activity Wheel of Privilege Activity
  
  Wheel of Privilege Activity File
- Select activity Activity: Anti-Ableism Self Audit
  
  Activity: Anti-Ableism Self Audit Page
- Select activity Anti-Ableism Self Audit Doc
  
  Anti-Ableism Self Audit Doc File
- Select activity Conclusion You have now completed Module 1 of the ...
  
  Conclusion
  
  You have now completed Module 1 of the Anti-Ableist Practice in Inclusive Education course. Please watch the summary video below.
- Select activity 1.5 Module 1 Conclusion Video
  
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  1.5 Module 1 Conclusion Video
- Select activity 1.5 Module 1 Conclusion Transcript
  
  1.5 Module 1 Conclusion Transcript File
- Select activity Take it Further Below are two additional activitie...
  
  Take it Further
  
  Below are two additional activities. These activities are optional but are designed to support and extend your learning from this module.
- Select activity This is Deaf: Education Documentary [27m 37s]
  
  This is Deaf: Education Documentary [27m 37s] URL
  
  "Presenter Ahmed Mudawi chats with Dr Kate Rowley, an academic who is passionate about Deaf education, and meets three former students from varied educational backgrounds to uncover their experiences and why they believe Deaf students are still academically behind their hearing peers. This episode also looks at key historical figures in Deaf education, and how changes in the 1980s led to a new and very different education system."
- Select activity Key Changes in UK Inclusion History & International Policy
  
  Key Changes in UK Inclusion History & International Policy URL
  
  This website provides an overview of key developments in the history of inclusion within the United Kingdom, alongside important international policies and frameworks that have influenced inclusive education and disability rights. It explores how attitudes, legislation, and educational practices have changed over time, and considers the ongoing impact these changes have on disabled learners and inclusive practice today.
Module 2: Medical, Social and Affirmative Models of Disability

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- Select activity Learning Outcomes After completing this module, yo...
  
  Learning Outcomes
  
  After completing this module, you will be able to:
  
  Discuss the distinction between the medical, social and affirmative models of disability
  
  Compare and contrast the underlying assumptions of these models
- Select activity 2.1 Module 2 Introduction Video
  
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  2.1 Module 2 Introduction Video
- Select activity 2.1 Introduction to Module 2 Transcript
  
  2.1 Introduction to Module 2 Transcript File
- Select activity 2.2 Medical Model of Disability Video
  
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  2.2 Medical Model of Disability Video
- Select activity 2.2 Medical Model of Disability Transcript
  
  2.2 Medical Model of Disability Transcript File
- Select activity 2.3 Social Model of Disability Video
  
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  2.3 Social Model of Disability Video
- Select activity 2.3 Social Model of Disability Transcript
  
  2.3 Social Model of Disability Transcript File
- Select activity Activity: Watch Please watch this video from the N...
  
  Activity: Watch
  
  Please watch this video from the National Union of Students UK on the Social Model of Disability.
- Select activity 2.4 Affirmative Model of Disability Video
  
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  2.4 Affirmative Model of Disability Video
- Select activity 2.4 Affirmative Model of Disability Transcript
  
  2.4 Affirmative Model of Disability Transcript File
- Select activity Module 2 Slide Deck - All Videos
  
  Module 2 Slide Deck - All Videos File
  
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- Select activity Activity: Models of Disability Quiz
  
  Activity: Models of Disability Quiz
  
  Opened: Thursday, 21 May 2026, 4:48 PM
  
  Closes: Saturday, 31 December 2050, 4:48 PM
- Select activity Reflective Log
  
  Reflective Log Page
- Select activity Conclusion You have now completed Module 2 of the ...
  
  Conclusion
  
  You have now completed Module 2 of the Anti-Ableist Practice in Inclusive Education course. Please watch the summary video below.
- Select activity 2.5 Module 2 Conclusion Video
  
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  2.5 Module 2 Conclusion Video
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  2.5 Module 2 Conclusion Transcript File
- Select activity Take it Further Below is an optional additional ac...
  
  Take it Further
  
  Below is an optional additional activity, which is designed to support and extend your learning from this module.
- Select activity Activity: Take it Further
  
  Activity: Take it Further Page
- Select activity Jones (2024)
  
  Jones (2024) File
Module 3: UK Inclusive Language and Voice & Disability

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ExpandModule 3: UK Inclusive Language and Voice & Disability
- Select activity Learning Outcomes After completing this module, yo...
  
  Learning Outcomes
  
  After completing this module, you will be able to:
  
  Consider use of language in the context of disability ableism and anti-ableism
  
  Outline different ways of listening to disabled students' voices, including consideration of barriers
- Select activity 3.1 Introduction to Module 3 Video
  
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  3.1 Introduction to Module 3 Video
- Select activity 3.1 Introduction to Module 3 Transcript
  
  3.1 Introduction to Module 3 Transcript File
- Select activity 3.2 Language and Change Video
  
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  3.2 Language and Change Video
- Select activity 3.2 Language and Change Transcript
  
  3.2 Language and Change Transcript File
- Select activity Activity: Reflection
  
  Activity: Reflection Page
- Select activity Activity: Read Read this short blog post from Unli...
  
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  Activity: Read
  
  Read this short blog post from Unlimited titled 'Is Disability a Dirty Word?'
- Select activity Activity: Child Voice and the UNCRC/ UNCRPD A chil...
  
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  Activity: Child Voice and the UNCRC/ UNCRPD
  
  A children's rights-based approach is a principled and practical framework for working with children and young people, grounded in the UNCRC and other international rights conventions. It is about placing the UNRC at the heart of planning and service delivery and integrating children and young people's rights into every aspect of decision-making policy and practice" – State of Children's Rights Report (Together Scotland, 2017).
  
  This means that any change to policy or practice should have the rights of the child at the centre.
  
  UNICEF have provided this resource, covering the UNCRC and UNCRPD.
  
  https://www.unicef.org.uk/rights-respecting-schools/wp-content/uploads/sites/4/2021/11/Article-of-the-Week_International-Day-of-People-with-Disabilities.pptx
  
  Read through it, and add to your reflective log with notes on how you might use it or adapt it to your learners.
  
  Remember that anti-ableist practice doesn’t need to be confined to one day of the year.
- Select activity 3.3 Children's Voice on Disability Based Discrimination
  
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  3.3 Children's Voice on Disability Based Discrimination
- Select activity 3.3 Children's Voice on Disability Based Discrimination Transcript
  
  3.3 Children's Voice on Disability Based Discrimination Transcript File
- Select activity Stephenson et al. (2024)
  
  Stephenson et al. (2024) File
- Select activity Conclusion You have now completed Module 3 of the ...
  
  Conclusion
  
  You have now completed Module 3 of the Anti-Ableist Practice in Inclusive Education Course! Please watch the summary video below.
  
  The next page includes an optional additional activity, which is designed to support and extend your learning from this module.
- Select activity 3.4 Module 3 Conclusion Video
  
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  3.4 Module 3 Conclusion Video
- Select activity 3.4 Module 3 Conclusion Transcript
  
  3.4 Module 3 Conclusion Transcript File
- Select activity Module 3 Slide Deck - All Videos
  
  Module 3 Slide Deck - All Videos File
  
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Module 4: Positively Representing Disability

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ExpandModule 4: Positively Representing Disability
- Select activity Learning Outcomes After completing this module, yo...
  
  Learning Outcomes
  
  After completing this module, you will be able to:
  
  Outline the “mirrors” and windows” approach to representation in education settings and its benefits.
  
  Identify the difference between representation, participation and inclusion.
- Select activity 4.1 Module 4 Introduction Video
  
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  4.1 Module 4 Introduction Video
- Select activity 4.1 Module 4 Introduction Transcript
  
  4.1 Module 4 Introduction Transcript File
- Select activity 4.2 Mirrors, Windows and Sliding Glass Doors Video
  
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  4.2 Mirrors, Windows and Sliding Glass Doors Video
- Select activity 4.2 Mirrors, Windows, and Sliding Glass Doors Transcript
  
  4.2 Mirrors, Windows, and Sliding Glass Doors Transcript File
- Select activity 4.3 Cracked Glass Video
  
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  4.3 Cracked Glass Video
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  4.3 Cracked Glass Transcript File
- Select activity Activity: Watch Please watch this video of disable...
  
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  Activity: Watch
  
  Please watch this video of disabled children and their parents discussing disability representation in literature.
- Select activity 4.4 Belonging and Inclusion Video
  
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  4.4 Belonging and Inclusion Video
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  4.4 Belonging and Inclusion Transcript File
- Select activity Activity: Read and Reflection Task Read Jones (202...
  
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  Activity: Read and Reflection Task
  
  Read Jones (2024) Response to responses – Raising awareness isn't enough: the role of the psychology of education in disability-related justice and inclusion in primary classrooms (available for download on the next page).
  
  Whilst reading consider the “Call to Action” presented to enhance disability-related social justice in education. Then reflect on your understanding of the concepts of mirrors, windows, and sliding doors in relation to disability representation and inclusion by answering the following questions in your reflective log:
  
  How are disabled people represented within your educational setting, curriculum or practice?
  
  Whose experiences are reflected as “mirrors”?
  
  What perspectives or lived experiences are offered as “windows”?
  
  Where might “sliding doors” exist that create opportunities for understanding inclusion, or belonging?
  
  How might challenges in disability representation within your setting be improved in practice?
- Select activity Jones (2024) Response to responses
  
  Jones (2024) Response to responses File
- Select activity Conclusion You have now completed Module 4 of the ...
  
  Conclusion
  
  You have now completed Module 4 of the Anti-Ableist Practice in Inclusive Education Course! Please watch the summary video below.
  
  The next page includes an optional additional activity, which is designed to support and extend your learning from this module.
- Select activity 4.5 Module 4 Conclusion Video
  
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  4.5 Module 4 Conclusion Video
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  4.5 Module 4 Conclusion Transcript File
- Select activity Module Slide Decks -- All Videos
  
  Module Slide Decks -- All Videos File
  
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- Select activity Reflective Log Please now complete the key checkpo...
  
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  Reflective Log
  
  Please now complete the key checkpoint reflection in your log book
- Select activity Take it Further Please watch this video by the BBC...
  
  Take it Further
  
  Please watch this video by the BBC on disability representation in film and TV.
Module 5: Activities for Opening Dialogue Around Disability

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ExpandModule 5: Activities for Opening Dialogue Around Disability
- Select activity Learning Outcomes After completing this module, yo...
  
  Learning Outcomes
  
  After completing this module, you will be able to:
  
  Identify strategies for introducing disability into educational settings and opening discussions around it.
  
  Reflect on what you could do to embed disability representation into the curriculum.
- Select activity 5.1 Introduction to Module 5 Video
  
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  5.1 Introduction to Module 5 Video
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  5.1 Introduction to Module 5 Transcript File
- Select activity 5.2 Resources for Opening Dialogue Video
  
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  5.2 Resources for Opening Dialogue Video
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  5.2 Resources for Opening Dialogue Transcript File
- Select activity Activity: Explaining Disability to Children To hel...
  
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  Activity: Explaining Disability to Children
  
  To help you understand disability, watch this video and read this website. These resources explain disability in a child-friendly way and can help you learn how to talk about disability with kindness, respect, and understanding. After exploring them, think about how you would explain disability to a child.
- Select activity 5.3 The (Scottish) Chatty Pack Video
  
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  5.3 The (Scottish) Chatty Pack Video
- Select activity 5.3 The (Scottish) Chatty Pack Transcript
  
  5.3 The (Scottish) Chatty Pack Transcript File
- Select activity Activity: Lesson Plan Visit the Queen Margaret Uni...
  
  Activity: Lesson Plan
  
  Visit the Queen Margaret University Toybox Diversity Lab Website and explore the resources (Please note you will have to register/login to access the resource pages.
  
  Then:
  
  Take one of the Class Challenge activities and work through it. How would you deliver this with your class? What might you need to consider?
  
  OR
  
  Take one of the Get Creative activities. How might you deliver this in your class [to your learners]? What would work best? What would you focus on?
  
  Write down your lesson plan and post it as a 'blog post' on the next page
- Select activity Conclusion
  
  Conclusion
  
  You have now completed Module 5 of the Anti-Ableist Practice in Inclusive Education Course! Please watch the summary video below.
- Select activity 5.4 Module 5 Conclusion Video
  
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  5.4 Module 5 Conclusion Video
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  5.4 Module 5 Conclusion Transcript File
- Select activity Module 5 Slide Deck - All Videos
  
  Module 5 Slide Deck - All Videos File
  
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Module 6: Auditing and Evaluating Disability Representation in Your Setting

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ExpandModule 6: Auditing and Evaluating Disability Representation in Your Setting
- Select activity Learning Outcomes
  
  Learning Outcomes
  
  After completing this module, you will be able to:
  
  Reflect on your own practice and where you could make changes to tackle ableism
  
  Create a representative learning environment based on the social and affirmative model of disability 
- Select activity 6.1 Module 6 Introduction Video
  
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  6.1 Module 6 Introduction Video
- Select activity 6.1 Module 6 Introduction Transcript
  
  6.1 Module 6 Introduction Transcript File
- Select activity 6.2 Reassessing and Enhancing Representation Video
  
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  6.2 Reassessing and Enhancing Representation Video
- Select activity 6.2 Reassessing and Enhancing Representation Transcript
  
  6.2 Reassessing and Enhancing Representation Transcript File
- Select activity Reflective Log In your reflective log book answer ...
  
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  Reflective Log
  
  In your reflective log book answer the following question:
  
  Identify three examples of structural ableism that you have observed or experienced in educational settings. These could be related to policies, practices, attitudes, or physical environments. For each example, describe the situation and explain how it represents structural ableism.
- Select activity 6.3 Activities for Change Video
  
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  6.3 Activities for Change Video
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  6.3 Activities for Change Transcript File
- Select activity 6.4 Representation in the Classroom Video
  
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  6.4 Representation in the Classroom Video
- Select activity 6.4 Representation in the Classroom Transcript
  
  6.4 Representation in the Classroom Transcript File
- Select activity Conclusion
  
  Conclusion
  
  You have now completed Module 6 of the Anti-Ableist Practice in Inclusive Education course. Please watch the summary video below.
- Select activity 6.5 Module 6 Conclusion Video
  
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  6.5 Module 6 Conclusion Video
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  6.5 Module 6 Conclusion Transcript File
- Select activity Module 6 Slide Deck - All Videos
  
  Module 6 Slide Deck - All Videos File
  
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- Select activity Take it Further Read the following article attache...
  
  Take it Further
  
  Read the following article attached on the next page: Lalvani and Bacon (2018) Rethinking "We Are All Special": Anti-Ableism Curricula in Early Childhood Classrooms. Young Exceptional Children, 22(2), 87–100. https://doi.org/10.1177/1096250618810706
  
  https://www.researchgate.net/publication/328909780_Rethinking_We_Are_All_Special_Anti-Ableism_Curricula_in_Early_Childhood_Classrooms
- Select activity Lalvani & Bacon (2018)
  
  Lalvani & Bacon (2018) File
Overall Course Summary, Final Quiz & Course Evaluation

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ExpandOverall Course Summary, Final Quiz & Course Evaluation
- Select activity Course Summary Video
  
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  Course Summary Video
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  Course Summary Transcript File
- Select activity Summary video slide deck
  
  Summary video slide deck File
  
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- Select activity Reflective Log: Post-Course Reflection Please now ...
  
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  Reflective Log: Post-Course Reflection
  
  Please now complete the post-course reflection in your reflective log book
- Select activity Anti-Ableist Action Plan Please download and compl...
  
  Anti-Ableist Action Plan
  
  Please download and complete the Disability Action Plan on the next page
- Select activity Anti-Ableist Action Plan
  
  Anti-Ableist Action Plan File
- Select activity Final Quiz
  
  Final Quiz
  
  Opened: Saturday, 13 June 2026, 5:38 PM
  
  Closes: Friday, 30 December 2050, 5:38 PM
- Select activity Course Evaluation
  
  Course Evaluation URL
  
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Acknowledgements and References

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ExpandAcknowledgements and References
- Select activity Acknowledgements and References
  
  Acknowledgements and References Page

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Anti-Ableist Practice in Inclusive Education

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Course learning outcomes

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Course content

Welcome!

Learning Outcomes

GTCS Professional Standards (Scotland)

Course Structure

Micro lectures

Meet the Tutors

Dr. Siân JonesBSc, MSc, PhD, CPsychol, SFHEA

Dr. Clare Uytman

BA, MSc, PhD, CPsychol.

Course Introduction Video

Learning Outcomes

1.1 Introduction to Module 1 Video

Reflective Log

Videos 1.2-1.4

1.2 Inclusive Education Video

1.3 Ableism in the Curriculum Video

1.4 Privilege Video

Module 1 Activities

Conclusion

1.5 Module 1 Conclusion Video

Take it Further

Learning Outcomes

2.1 Module 2 Introduction Video

2.2 Medical Model of Disability Video

2.3 Social Model of Disability Video

Activity: Watch

2.4 Affirmative Model of Disability Video

Conclusion

2.5 Module 2 Conclusion Video

Take it Further

Learning Outcomes

3.1 Introduction to Module 3 Video

3.2 Language and Change Video

Activity: Read

Activity: Child Voice and the UNCRC/ UNCRPD

3.3 Children's Voice on Disability Based Discrimination

Conclusion

3.4 Module 3 Conclusion Video

Learning Outcomes

4.1 Module 4 Introduction Video

4.2 Mirrors, Windows and Sliding Glass Doors Video

4.3 Cracked Glass Video

Activity: Watch

4.4 Belonging and Inclusion Video

Activity: Read and Reflection Task

Conclusion

4.5 Module 4 Conclusion Video

Reflective Log

Take it Further

Learning Outcomes

5.1 Introduction to Module 5 Video

5.2 Resources for Opening Dialogue Video

Activity: Explaining Disability to Children

5.3 The (Scottish) Chatty Pack Video

Activity: Lesson Plan

Conclusion

5.4 Module 5 Conclusion Video

Learning Outcomes

6.1 Module 6 Introduction Video

6.2 Reassessing and Enhancing Representation Video

Reflective Log

6.3 Activities for Change Video

6.4 Representation in the Classroom Video

Conclusion

6.5 Module 6 Conclusion Video

Take it Further

Course Summary Video

Reflective Log: Post-Course Reflection

Anti-Ableist Action Plan

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Dr. Siân Jones
BSc, MSc, PhD, CPsychol, SFHEA