This session will introduce the concept of Crip and Neurodiverse Wisdom: the knowledge, practices, habits, and hacks that disabled and neurodiverse learners, educators, and staff have developed for navigating ableist educational environments. We will consider how disabled and neurodivergent experiences of space, time, and productivity may offer ways of creating more inclusive educational spaces. Drawing on specific examples from our own experiences and from institutional responses to recent global disruptions in postsecondary education, we will discuss approaches to making access in educational designs more visible and sustainable. Participants will co-develop a set of principles and practices for shifting from individualized accommodation to collective access. These principles and practices will be based on the experiences of the facilitators and participants’ own lived and vicarious experience of access barriers. Strategies will include, but are not limited to:
(1) Approaches to creating space for access talk, openly naming and discussing access needs; (2) Ways of recognizing and navigating access friction; (3) Ways of re-conceptualizing time in the design of learning experiences and assessments; (4) Choosing inclusive language of accessibility, disability, and accommodation; and (5) Balancing pro-active design and the ability to be responsive to emerging and dynamic needs.
Planned activities in the session include:
(1) Large group and small group discussions, honouring both spoken and written contributions and (2) Use of collaborative docs for the codesign activity for the principles.
