Search

Facing the future development needs of standardization, intelligence, and serviceability in space equipment, the orbital replaceable unit (ORU) standard interface has attracted much attention from researchers. As the main structure of the standard interface, the mechanical interface (MI) not only needs to reserve space for other functional interfaces such as electrical, thermal, fluid, and data on its contact surface, but also needs to reserve sufficient internal space to complete functional expansion. In contrast to previous studies, this paper starts from the perspective of interface internal space utilization and proposes a cost-effectiveness prioritized design strategy and process. Combining operations research ideas, the interface design is transformed into multiple linear/nonlinear programming problems, ultimately improving the structural indicators of the MI. Subsequently, Recurdyn and Workbench were used for dynamics analysis of the docking state of the mechanical interface and for static analysis of the interface after locked, respectively. Finally, the future trends and development of MI are outlined. • A cost-effectiveness prioritized design strategy to maximize the mechanical interface universality. • A linear programming method to guide the design and gear selection of the mechanical interface transmission device. • A two-stage planning method for solving the 4-bar linkage design problem under complex and nonlinear constraints. [ABSTRACT FROM AUTHOR]

Over a quarter of adults in the United States live with a disability. Historically, disability was contextualized from the lens of a medical model, which identifies disability solely as impairment for the individual and should be treated or eradicated. Individuals with disabilities have been seen as abnormal and a threat to the family system. Critical Disability Theory challenges this thought by suggesting that disability is a social construct in which one's environment prioritizes able bodies. Although numerous accommodations have been mandated by the Americans with Disabilities Act, the environment of an individual living with disabilities frequently fails to meet their needs, including the family therapy office. Universal Design (UD) is a design strategy that increases access for individuals of all abilities, mental states, and learning types. Utilizing UD principles in family therapy settings can increase client engagement, representation, and learning in a in a safe, accessible environment. [ABSTRACT FROM AUTHOR]

Background: Utilizing iterative and collaborative tools, Human-centered Design (HCD) facilitates the creation of tailored solutions for multifaceted issues by fostering empathy and a deep understanding of human behaviors. This paper presents insights gleaned from employing HCD tools to center communities in global health intervention development. Purpose: The study team collaborated with community members in Dailekh, Nepal to co-design interventions to address harms associated with menstrual seclusion, known as chhaupadi. Research Design and Study Sample: A Community Design Team, comprising 10 women representing various castes and ages convened for a four-day intervention co-design workshop in the community. A Community Validation Team, comprising 12 individuals from diverse occupational and caste backgrounds provided feedback on the interventions. Additionally, six village leaders participated in Key Informant Interviews to garner additional insights. Data Collection: In the study's initial "discovery" phase, the Community Design Team employed HCD tools to generate a nuanced understanding of the context, stakeholders, and community experiences. Subsequently, in the second "design" phase, the Community Design Team crafted interventions to address harms associated with chhaupadi. Results: Invaluable lessons gained from this study underscore the necessity of crafting contextually suitable tools, checklists, and prompts for participants, allocating sufficient staff, time, and resources, and adapting to participants' literacy levels and engagement preferences, whether through group or individual activities. Conclusions: Reflecting on these insights, our experience suggests HCD offers promising tools to authentically and equitably involve participants with diverse backgrounds in articulating their own ideas for community-based solutions in Nepal. Health practitioners, researchers, and intervention development experts are encouraged to consider adopting HCD methodologies to prioritize community voices in devising solutions for complex health challenges. [ABSTRACT FROM AUTHOR]

The demand for food safety extension programing continued throughout the COVID-19 pandemic, even as in-person training was restricted for over a year in the U.S. Consequently, innovation in virtual education occurred rapidly. Here we share the outcomes from our experience offering 23 courses to >2,000 very small food processors in 11 states between 2020 and 2021. Courses were taught in English and Spanish, offered in both synchronous and asynchronous modalities, and varied in structure, in collaboration with our in-state partners. Our goal is to provide successful strategies rooted in the pedagogy of adult education to help direct future work in virtual food safety education. For example, a clear positive outcome involved improved accessibility among audiences due to reduced travel costs and increased audio-visual options. The use of Universal Design for Learning and Resilient Pedagogy frameworks supported participant engagement, which could also be enhanced through the use of chat functions, breakout rooms, office hours, and applying Bloom's taxonomy to learning outcomes in food safety education. Positive participant feedback suggested that, now that restrictions relaxed, the opportunities available in virtual food safety education will remain an important, complementary option to in-person trainings to improve accessibility, engagement, and learning outcomes in the future. [ABSTRACT FROM AUTHOR]

Digital technologies are essential for transforming educational environments, particularly in higher education. These tools have revolutionized information access and enable flexible approaches within Universal Design for Learning (UDL). This educational model integrates findings from educational practice, research, learning theories, technological advances, and neuroscience to provide concrete proposals for implementing diverse teaching practice that accommodates different learning needs. Building on universal design concepts, UDL is structured around three neurological learning systems (affective, recognition, and strategic) and advocates three corresponding principles: multiple means of engagement, representation, and action/expression. Aligning with current parameters of quality education for all, UDL incorporates diversity as a fundamental premise in instructional planning to ensure equitable learning opportunities for all students. This framework enables teachers to create flexible curriculum designs that enrich learning, reduce barriers, and provide accessible educational opportunities. This research examined how digital technologies can enable UDL implementation by analyzing higher education students' perceptions. Using a quantitative methodology with a descriptive scope, data was collected through a specially designed Likert-scale questionnaire. The instrument demonstrated high reliability (Cronbachʹs α = 0.97). The sample included students from the Mexican public university system (n = 235) studying pedagogy and education. Results showed favorable perceptions of technology use in UDL across all three principles: representation (what to learn), action and expression (how to learn), and engagement (why to learn). They suggest that digital technologies can expand learning capacity and enhance skill development among university students in the UDL context. However, it should be noted that they need to be carefully integrated into educational frameworks designed and tested for their effectiveness; without such integration, their application may be ineffective or even counterproductive to learning processes. The findings demonstrate the potential of this design as a practical and theoretical model to, in line with current trends, contribute to the achievement of SDG4, promoting quality in education and learning opportunities for all. This will be helpful for institutions seeking to implement technology-enhanced UDL strategies while having broader implications for the body of research for improving higher education. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article is devoted to the study and analysis of the acts defining the rights of persons with disabilities, providing for the ways of their guarantee and protection, which were adopted within the Council of Europe. The concept of human rights mechanisms, in particular, in the activities of regional international intergovernmental organisations, is revealed. The author demonstrates the complex multilevel nature of the European system of human rights protection, which includes special regulatory and institutional instruments. Some acts of the so-called 'soft law' of the Council of Europe are analysed. It is shown that the first documents of the Council of Europe in the field of the rights of persons with disabilities concerned mainly the economic rights of this category of persons. Particular emphasis was placed on the importance of ensuring the required number of jobs, professional retraining and professional assessment of employees who have lost the ability to perform certain types of work. With the further improvement of human rights protection mechanisms, the Council of Europe's strategy for ensuring the rights of persons with disabilities has also changed. Member states agreed on the importance of expanding the range of freedoms for people with disabilities. This was due to the existence of numerous barriers to access to social services, cultural life of society, diversification of leisure activities, etc. The recommendations that were subsequently adopted included provisions on the absolute prohibition of discrimination on the basis of disability in such areas as education, transport, public services, political, social and cultural life of the state. The article also analyses the concept of universal design, which was introduced to ensure that the infrastructure of European countries is accessible so that every person with a disability can receive the necessary social services with minimal interference from third parties. The article examines the issue of protection of persons with disabilities from violence and ill-treatment, whether committed by relatives, healthcare professionals or third parties. The author identifies the categories of persons who are more vulnerable due to the combination of disability with certain other characteristics, such as age, gender, social status, citizenship, etc. The author reveals a new approach of the Council of Europe to ensuring the rights of persons with disabilities, which provides for the elimination of social barriers and their full integration into society. [ABSTRACT FROM AUTHOR]

Universal design and access in transport are essential for ensuring the equal and independent mobility of people with disability and those with reduced mobility. Despite progressive legislation and policies, the implementation of universal design and access standards in transport systems remains inconsistent in the City of Tshwane. This study aims to assess the state of transport and universal access in the City of Tshwane using expert opinion. Transport experts were interviewed using a semi-structured interview guide to gather in-depth insights. Thematic analysis was applied to identify issues related to policy, infrastructure, and service delivery. Experts reported that while legislation supports universal access, implementation is inconsistent, particularly in informal transport sectors like minibus taxis. The findings reveal significant gaps between policy goals and implementation. The inconsistent application of legislation has resulted in new transport modes, such as the BRT systems and the Gautrain high-speed rail, being designed with universal access principles, while other modes lag behind in accessibility standards. An integrated transport system with universally designed infrastructure is recommended to improve transport access for people with disability and those with reduced mobility. [ABSTRACT FROM AUTHOR]

Approximately one‐quarter of the adult population self‐reports having one or more disabilities. Expanding adult and continuing education access for individuals with disabilities is an important dimension of striving to make our programs more inclusive. Thus, it is crucial that adult and continuing educators have a basic understanding of the types of disability that relate most directly to adult learning. This article reviews key definitions, models of disability, and legal requirements related to adult disability. It also takes a more focused look at the literature on several types of disabilities, along with approaches that have been taken over time to develop the learning skills and strategies of individuals with these disabilities and restructure learning environments to make them more accessible. This information should be considered a starting point. Making needed changes will require continuing commitment from teachers, trainers, and program administrators. [ABSTRACT FROM AUTHOR]

We used engagement marketing and human-centered design principles to cocreate a digital decision support tool for research participation with LGBTQIA+ community members to help them make an informed decision about joining the All of Us Research Program. Building on results from the research phase, we conducted eight problem validation and solutioning workshops with 48 LGBTQIA+ community members. Community members validated barriers to engagement with All of Us and brainstormed 47 potential digital solutions. We developed potential solutions into 27 concepts (descriptive text and visual storyboards) and assessed acceptability, appropriateness, feasibility, and engagement in a set of 10 concept testing workshops with 57 community members. We developed one of the highest rated concepts, the "Decide Later Tool," into a prototype and tested it with 45 LGBTQIA+ community members and 14 community advisory group members to assess acceptability, appropriateness, feasibility, usability, and engagement. Prototype testing participants indicated that the tool provides information to help with decision making, provides a clear value or benefit to them, was designed for someone like them, provides the right amount of information, and is easy to use; they also offered constructive feedback to improve it. Across the design and development phases, community members indicated that the process of engaging them demonstrated integrity, competence, dependability, trust, and collaboration; fostered a sense of connection to All of Us; and will enhance future engagement with All of Us. Our next steps are to develop the prototype into a fully functioning web tool and pilot test it in community and health care settings. [ABSTRACT FROM AUTHOR]

After the return to on-campus teaching post-Covid, reports of student disengagement and low attendance are common and anxieties over the relationship between lecture recordings and attendance have re-emerged, leading some educators to remove recordings. To understand the potential impact of such decisions, this study explored how neurodivergent and disabled students use recordings using a qualitative survey approach. Reflexive thematic analysis emphasised the need for learning flexibility and questioned traditional lectures. Neurodivergent and disabled students raised concerns over accessibility, highlighting the crucial nature of recordings beyond attendance. For example, features such as pausing or speed adjusted were described as vital for managing learning among disabled and neurodivergent participants. Our findings do not support an uncritical view of lecture recordings. Participants discussed the self-discipline required for effective use and responses reflected prior concerns discussed in the literature regarding recordings leading to focusing on lectures to the detriment of other sources of information. However, despite challenges, we found multiple examples of students using recordings to maintain engagement as a successful self-regulated learner. In line with Universal Design for Learning, our findings support the provision of lecture recordings as an inclusive and accessible technology for all students, not just those with declared disabilities. All data and analysis code is available at https://osf.io/ue628/. [ABSTRACT FROM AUTHOR]

Introduction: Visiting a patient's living environment is important for occupational therapists, albeit costly and time consuming. MapIt is a mobile app producing a 3D representation of a home with the possibility of taking measurements. The purpose of this study was to explore the utility of a 3D representation of a patient's home for the clinical practice of occupational therapists. Methods: Case study in which the unit of analysis was the utility of MapIt as defined by ISO 9241‐11:2018 and as perceived by occupational therapists in four different occupational therapy clinical settings (Canada). Onsite observations with 10 occupational therapists (and their patients) were triangulated with data from interviews, diaries, and logbooks. Inductive thematic condensation led to emerging conclusions for each clinical setting, fuelling the next case data collection and analysis. Inter‐case analysis was corroborated by additional occupational therapists, through crowdsourcing and expert review. Results: Occupational therapists' clinical reasoning was supported by the MapIt app, enhancing and streamlining their work and inducing adjustments to treatment plans. Occupational therapists saw and measured the patient's environment remotely, to better match person‐environment‐occupation and promote occupational engagement. MapIt's 3D representations were judged useful to communicate between occupational therapists and stakeholders, to educate, allow continuity, optimise resources, minimise the patient's time on a waitlist for homecare, and save time for everyone. Discussion: MapIt allowed occupational therapists who performed home visits to bring a little of the patients' home to their office, whereas occupational therapists without access to the home could see it and take measurements. MapIt's utility was confirmed for practice in clinical settings and for better continuity of care between settings. Conclusion: MapIt makes it possible for occupational therapists to 'walk around' the patient's home remotely, but the possibility of measuring environmental elements is a 3D model's true added value over currently used photos or short videos. PLAIN LANGUAGE SUMMARY: This study explored how a mobile app called MapIt could help occupational therapists in their work. Visiting a patient's home takes a lot of time. This app creates a 3D model of a room, making it easier for occupational therapists to see and measure the home environment remotely. The research was conducted with 10 occupational therapists working in four different contexts in Quebec, Canada. Researchers studied how useful MapIt was to the occupational therapists. The latter each used MapIt with their patients, kept track of their experience in a diary and were interviewed throughout the duration of the study. The results showed that MapIt helped occupational therapists in understanding their patients' living environment and planning treatments accordingly. Occupational therapists who could not visit the homes in person found it useful. The 3D models created by MapIt were also judged helpful for communicating with other people involved in the patient's care, like family members or other health‐care professionals. MapIt could make occupational therapy more efficient and help patients get the care they need faster. Overall, the researchers concluded that MapIt is a useful tool for occupational therapists. It allows them to virtually visit patients' homes and take measurements, which is important when evaluating how to adapt a home to a patient's needs. [ABSTRACT FROM AUTHOR]

Background: Personalised and timely feedback in massive open online courses (MOOCs) is hindered due to the large scale and diverse needs of learners. Learning analytics (LA) can support scalable interventions, however they often lack pedagogical and contextual grounding. Previous research claimed that a human‐centred approach in the design of LA solutions can be beneficial. Yet, there is a scarcity of empirical studies discussing participatory approaches addressing LA for feedback in MOOCs. Paper Objectives: We report a human‐centred design, where an instructor and a tool developer employed a conceptual framework, named FeeD4Mi, to shape personalised LA‐informed feedback in a MOOC. Methods: The current study follows a qualitative interpretative approach to understand how the proposed conceptual framework FeeD4Mi served the MOOC instructor and the tool developer to design feedback interventions and re‐design an existing LA tool, respectively. Results and Conclusions: The results showed that FeeD4Mi helped the tool developer to create a contextualised LA tool, named edX‐LIMS+. edX‐LIMS+ allowed the instructor to monitor and assist struggling MOOC learners in a timely manner. Additionally, FeeD4Mi successfully guided the course instructor in designing and delivering personalised interventions. Yet, the feedback design process was perceived as time‐demanding, an issue we plan to address in our future work. Takeaways: The current study extends the existing empirical research about employing human‐centred approaches for the design of LA‐driven interventions. Moreover, this study advances the theory of scalable feedback tactics, through a conceptual framework that aims to guide MOOC instructors during the definition of feedback interventions. We envision that this research contributes to promoting participatory approaches for designing, delivering, and evaluating LA‐informed feedback interventions in authentic contexts. Lay Description: 'Instructor in Action': co‐design and evaluation of human‐centred LA‐informed feedback in MOOCs. What is known about this topic: Personalised and timely feedback in MOOCs is hindered due to massive learners' population.Learning analytics can scale feedback, but they may lack a pedagogical and contextual basis.Human‐centred design approaches can be informative for the design of LA solutions. What this paper adds: Proposal of a conceptual framework for the design of HCLA‐based feedback via in MOOCs.A MOOC instructor and a tool designer redesigned a LA dashboard upon the framework.The framework successfully guided the creation of LA‐based feedback interventions.The instructor was able to monitor and help learners struggling at course run‐time. Implications of the study findings for practitioners: We address reported gaps related to the design and provision of feedback in MOOCs.We advance the theory through a framework that guides MOOC instructors in feedback design.We report a human‐centred approach for shaping and evaluating LA‐based feedback in MOOCs. [ABSTRACT FROM AUTHOR]

This paper presents and discusses the inclusive inquiry-based alternate reality game (IB-ARGI) approach, a pedagogical gamified approach supporting inclusive contemporary educational contexts. The IB-ARGI approach comprises Inquiry-based Learning, Alternate Reality Games, Universal Design for Learning and Augmented Reality technology in order to shape an inclusive inquiry-based learning environment for all students. The aspects of the IB-ARGI approach are illustrated and discussed by focusing on an IB-ARGI implementation on the topic of Magnets and Magnetism for 65 preschool student teachers in the context of a laboratory course in Science. The study aims to explore preschool student teachers' perception of the IB-ARGI approach as learners and future teachers using a mixed method approach and assess the intervention's learning outcomes through pre- and post-tests. The results revealed fruitful insights into how the IB-ARGI approach motivated the student teachers to actively participate in the inquiry through an immersive experience involving multiple means of engagement, representation, and action and expression. Findings concerning the learning outcomes also indicated significant learning gains for the participants. Despite this work's suggestive and exploratory nature, the study offers new perspectives and findings to the literature regarding the formation of more inclusive inquiry practices. Additionally, it contributes to opening a route in the current literature concerning the formation of more inclusive approaches and practices in science education. [ABSTRACT FROM AUTHOR]

A collaboration between campus partners including the center for teaching and learning and a fee-based student learning support program set out to engage faculty in an educational campaign aimed at designing inclusive classrooms for neurodiverse students. The Neurodiversity Institute, a two-day interactive experience, provides faculty with tools to support neurodiverse students in the classroom, while cultivating sustained change beyond their participation in the Institute. Participants are tasked with developing deliverables aimed at self-reflection and growth, departmental engagement, and strategic planning for more systemic changes to practice. Findings indicated that faculty who engage with this program report a better understanding of key terms including accessibility, neurodiversity, and Universal Design for Learning (UDL). Moreover, the requirement that participants engage their department and plan strategically resulted in innovative approaches to serving neurodiverse students at the department level. This article discusses the goals of the program, findings from post-institute surveys, and recommendations for other institutions striving to change the culture and improve the educational experience for neurodiverse students. [ABSTRACT FROM AUTHOR]

Universal design for learning (UDL)-an instructional design framework that promotes expert learning by promoting accessibility and reducing of barriers to learning-is gaining momentum on the global stage. However, UDL implementations with deaf or deafdisabled learners remain limited. This study examined how UDL enabled educators of deafdisabled learners to design instruction that promoted independence. This study asked, (1) What patterns emerged when teachers used UDL to design instruction for deafdisabled students? and (2) How did teachers of deafdisabled students use UDL to promote learner-centered skills and independence? Following a UDL training, teachers designed, implemented, and reflected on a UDL-based lesson. Results indicate that the use of teacher-driven guidelines was impacted by characteristics of the students, teacher, and lesson. While teachers noted the importance of learner-driven guidelines, they experienced challenges that limited implementation. This study illustrates how instruction targeting learner-driven UDL guidelines can promote independence in students who are deafdisabled. Findings indicate that engaging in additional teacher education and research is key to ensuring educators of deafdisabled learners have opportunities to develop the knowledge and skill to understand and apply UDL. [ABSTRACT FROM AUTHOR]

In modern, fast-paced lifestyles, food containers have become a popular solution for quick meals; however, they have significantly contributed to the increase in plastic packaging waste, which poses a substantial environmental risk. The prevalent use of non-biodegradable plastic containers exacerbates plastic pollution, contradicting government regulations designed to reduce plastic usage and promote sustainability. To address these issues, this study integrates TRIZ, ergonomics, inherent safety, and universal design methodologies, with an emphasis on sustainability. First, the technical contradiction matrix from TRIZ is applied to identify parameters for improvement without inducing negative side effects. Ergonomics principles ensure the development of user-friendly designs, while inherent safety and universal design approaches aim for accessibility and full biodegradability. Through a systematic innovation design process, this research proposes a biodegradable food container capable of decomposing entirely into particles and water within one month, blending naturally with the soil without compromising functionality. Moreover, the container incorporates a quick-alignment mechanism and an intuitive sealing design that ensures airtightness and spill prevention. As a result, the product not only meets user demands but also addresses pressing environmental concerns, aligning with global sustainability goals. [ABSTRACT FROM AUTHOR]

This study investigates the innovative design of a bicycle saddle by incorporating sustainable ergonomics, universal design principles, and systematic innovation methods. Initially, the literature related to bicycle saddle design and its impact on the human body during riding was analyzed. The TRIZ contradiction matrix was then used to identify relevant invention principles, which served as references for the innovative design of the bicycle saddle. Biomechanics and the human–machine system analysis within human factors engineering were applied to ensure the innovative design is ergonomic and user-friendly. The design features a horizontally expandable and foldable bicycle saddle, enhancing its adaptability and sustainability. Universal design principles were applied to make the innovative design more accessible to the general public, and the prototype was simulated using Inventor drawing software. The research results include: (1) An innovative bicycle saddle design with horizontal expansion and folding functions is proposed. This design divides the saddle into three components, enabling the left and right parts to expand or retract based on user preferences. (2) A bicycle backrest design featuring vertical adjustability is introduced. It incorporates a quick-release adjustment mechanism at the junction of the backrest and saddle, allowing users to freely adjust the backrest height. (3) A quick-operation bicycle saddle design is presented, utilizing quick-release screws to facilitate the swift operation of the horizontal expansion and folding mechanisms. This validation method confirmed that the innovative design meets both sustainable ergonomic standards and user expectations. The systematic innovation approach used in this study can serve as a valuable reference for future research and design applications. [ABSTRACT FROM AUTHOR]

This paper offers a systematic review of the papers in the present century that have addressed the intersection between urbanism, universal accessibility, and the socio-educational sphere. The paper explores, describes, and interprets the published literature found in academic sources included in Scopus and Web of Science (WOS) from the year 2000 to the present about the intersection of these three topics. We start from the dialogue between the social and the educational spheres as a basic premise. Thus, the main objectives of this review are (1) to identify how many articles explicitly address the social dimension in relation to education and universal accessibility; (2) to determine if there is an upward or downward trend in socio-educational perspectives, inclusion, and new urbanism; and (3) to find out if the research provides frameworks for universal accessibility, urban planning, and socio-educational inclusion from this holistic perspective. After removing all exclusion criteria, the study was restricted to 29 papers. The small number of research found is noteworthy. We understand that this shortage is due to the inclusion of the social dimension as a required area. Although there seems to have been a slight increase in recent years, the sample found does not allow us to determine whether or not there is a greater interest in studying the social sphere in relation to inclusive education. We do conclude, however, that this gap highlights the need to make the socio-educational dimension more present. [ABSTRACT FROM AUTHOR]

Housing is the most regulated type of building. Standards significantly influence the design and construction quality, often making universal design more expensive and challenging to implement. This study aims to review current Spanish regulations on accessibility in the housing sector, to promote non-discriminatory and independent access, while ensuring the safety of each resident. The research is exploratory and qualitative, involving a systematic bibliographic review through an exhaustive search of regulations in force until December 2023. In Spain, there are three laws (from 1999, 1960 and 2022), three decrees (from 2006, 2013 and 2015) and a national plan from the regulatory framework. The main regulation, the Technical Building Code, outlines the accessibility, safety and habitability requirements that buildings must adhere to. The most recent is Law 6/2022 on Cognitive Accessibility. Spain has robust legislation with innovative approaches and ambitious goals. However, there is a lack of societal awareness that housing is a fundamental right and that the regulations must be upheld. Several proposals for improvement have been made. These suggested changes address the specific challenges of each region and promote more inclusive and adaptable projects for all people from the early stages of design. [ABSTRACT FROM AUTHOR]

Copyright of Arts Magazine is the property of Thamar University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

South Africa is considered an economically progressive country, meaning it is slowly exiting the third world and transitioning towards the developing world. With this comes many challenges, some rooted in transportation. Around 80% of South Africans solely rely on public transportation (PT) and are dependent on private minibus taxis. There is little knowledge and evidence on the fluidity and integration of motorised transport systems with non-motorised transport (NMT) in South Africa. Consequently, this work assessed the implementation of NMT and PT in Ekurhuleni. The study adopted a case study research design by analysing the Harambee BRT through a qualitative approach using desktop studies and semi-structured interviews with key informants involved in the project. The work identified five aspects of accessibility (application of the inclusive cities paradigm), safety (sufficient lighting, signage and frequent patrolling by law enforcement), infrastructure (Information and Communications Technology (ICT), walkways, pedestrian bridges, dedicated bus lanes, paving, and tact tiles, universal design principles and an Ekucard system), sustainability (promoting healthier lifestyles and the cost effectiveness of the transport system) and public involvement as the core elements which created a model that needs to be implemented in future projects in order to effectively integrate NMT and PT. [ABSTRACT FROM AUTHOR]

The aim of this study was to design the user experience for a head-mounted display (HMD)-based universal virtual shopping store by conducting a literature analysis and employing video ethnography techniques. Subsequently, a prototype was developed to validate the outcomes. Despite the growing trend of contactless shopping, with various brands launching virtual store platforms, these often lack the elements and experiences that users find satisfying. To address this gap, we analysed users’ offline shopping experiences using video ethnography. The insights gained informed the development of a prototype that adopts a universal design approach, incorporating key features and interface designs tailored for a virtual store environment. The prototype includes innovative features include tutorials, avatar-based virtual fitting, user location/orientation control, and voice guidance. It also incorporates design features such as colour customisation, high contrast, central interface placement, and visual cues for differentiating product types. To validate the prototype’s usability, a study was conducted with 30 university students in their 20s (mean age 23.3 years, SD = 1.8), revealing high levels of satisfaction with its functionality and interface design. Further, in-depth interviews revealed that the appropriate design of features and interfaces, aligned with shopping goals and intentions, significantly enhanced interest in and engagement with virtual shopping. The prototype’s key features, representative of the main outcomes of this study, provide valuable insights for the future development of related services. [ABSTRACT FROM AUTHOR]

Inclusive education, crucial for human rights and sustainable development, focuses on integrating and empowering students of varying needs and abilities. Understanding the interaction between Universal Design for Learning (UDL) and Differentiated Instruction (DI) is key for educators and stakeholders to implement inclusive strategies effectively. Yet, there is a significant gap in empirical research exploring this relationship. Therefore, this study examined a proposed model combining growth mindset and practice factors (ongoing assessment and flexible grouping), which explained how UDL is related to DI. Structural equation modeling was used to analyze data from 647 in-service teachers. The findings showed that practice factors independently and in combination with a growth mindset fully mediated the relationship between UDL and DI. The implications for the research community, teachers, and teacher educators to implement UDL and DI are presented. [ABSTRACT FROM AUTHOR]

The problem towards measuring the level of inclusive development of the national economy is one of the most important and controversial problems the modern scientists faced with in the 21st century. The objectives of the named research are the analysis of the various methods of assessing the level of the inclusive development of countries, defining their main advantages and disadvantages, likewise the development of the universal comprehensive method and its use for the further research on the inclusive development of the Ukraine's economy. The calculation of the integral indicator of the inclusive development of the economy of Ukraine was carried out on the basis of the data of the State Statistics Service of Ukraine according to the author's methodology using the Excel program. The given method helps to reveal the actual asymmetries in the field of the inclusive development, which should become an analytical basis for making the further managerial decisions. To increase the level of the inclusive development of the economy of Ukraine, it is necessary to: ensure the national security and territorial integrity of the country; improve the institutional support for the inclusive development of the national economy; implement an inclusive approach at all levels of the national economy; stimulate the development of the inclusive entrepreneur-ship; modernize the infrastructure based on the principles of the «universal design»; create conditions for the development of the inclusive education and medicine; stimulate the development of «green», «silver», digital, circular and serial economies. [ABSTRACT FROM AUTHOR]

Copyright of Przegląd Socjologii Jakościowej is the property of Redakcja Przegladu Socjologii Jakosciowej and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Even though Inclusive Education (IE) is required both legally and socially, it is often not implemented in the day-to-day teaching practice of faculty in higher education (HE) institutions. Professional development (PD) training is considered an important means to address this discrepancy, however, its impact on the long-term implementation of IE is unclear. This exploratory study is the first of its kind to systematically investigate the impact of three factors – PD training design, participant characteristics and organisational culture – on faculty’s subjective learning gains and the sustained integration of universal design for learning (UDL). Utilising a quasi-experimental design, we administered a survey to faculty members who had engaged in various PD trainings related to UDL at a prominent Norwegian university. Our findings indicate that HE institutions should establish two conditions to support faculty in the implementation of UDL in their teaching practice: extended training rather than brief sessions and creating platforms for ongoing discussions on UDL even beyond the training. [ABSTRACT FROM AUTHOR]

Ruijin, the birthplace of China's first red regime, has always been the core of the central revolutionary base. Integrating the design of cultural heritage sites with universal signage systems is an effective way to protect and pass on red cultural heritage while promoting the continued dissemination of the national image. In heritage site tourism, the signage system is crucial in guiding, indicating, and explaining, serving as a critical component of essential public infrastructure. Given Ruijin's rich and historic red cultural resources, the design of the signage system must consider the diverse needs of visitors from different nationalities, cultural backgrounds, and age groups. This study adopts a universal design perspective, using the red cultural heritage of the Ruijin Soviet period as a case study. It constructs universal metadata from three key aspects: Cultural Type, Data Attribute, and Data Type. These elements are then visually represented through digital technology. The study also incorporates theoretical support from semiotics, Gestalt psychology, cognitive psychology, and semantics. Through surveys, in-depth interviews, and a "structure-humanity" composite evaluation method, we thoroughly explores the relationships between perception, comprehensibility, visual cognition, and the design of universal signage systems. Additionally, the study analyzes the key factors affecting the universality of the signage system. The results indicate that visual cognition positively impacts the design of universal signage systems. Key factors influencing the universality of signage systems include symbolic element modeling, the familiarity of graphics, the semantic distance of graphics, and the rationality of graphic usage. These findings offer a strategy for creating a universal signage system guided by the heritage routes and based on the dimensions of perception, comprehensibility, and visual cognition. It provides new methods and perspectives for cultural education and heritage preservation in Ruijin and other red cultural heritage sites. [ABSTRACT FROM AUTHOR]

This study tackles the long-term problem of continuous variable crown (CVC) rolling mills' inadequate hot-rolled strip edge drop control capability, which is a major barrier to raising product quality. This work thoroughly examines the mechanism of edge drop using a coupled model of the roll system and rolling piece to obtain a deeper understanding of the factors causing edge drop in hot-rolled strips. Then, a universal design approach for the Symmetrical Variable Taper Plus (SVT +) roll contour is proposed. This advanced roll contour technology is capable of enhancing edge drop control across strips of varying widths by making precise corrections to the CVC curve at specific locations. In order to further refine the process, a multi-objective roll contour parameter optimization strategy is introduced. This strategy is designed to decouple strip crown control from edge drop control, thereby enabling more precise adjustments. In addition, this study presents an in-depth examination of the edge drop control characteristics of the proposed SVT + through simulation experiments under both no-load and on-load conditions. The results confirm the effectiveness of SVT + in reducing strip edge drop under a variety of conditions. Results from industrial experiments further highlight the potential of SVT + , demonstrating a relative decrease in strip edge drop of 46.44% and an enhancement of 22.72% in the strip crown qualification rate. These improvements are particularly beneficial for the qualification rate of strip products with a small target crown. [ABSTRACT FROM AUTHOR]

Recent advancements in 3D printing technology have expanded its application to manufacturing pressure sensors. By harnessing the cost‐effectiveness, streamlined processes, and design flexibility of 3D printing, sensor fabrication can be customized to meet specific performance needs. Thus far, 3D printing in pressure sensor development has been primarily limited to creating molds for transferring patterns onto flexible substrates, restricting both material selection and sensor performance. To fully unlock the potential of 3D printing in advanced pressure sensor fabrication, it is crucial to establish effective design rules focused on enhancing the figure of merit performance. This study introduces a universal design strategy aimed at maintaining high sensitivity across a wide pressure range—a challenging feat, as sensitivity significantly decreases at higher pressures. Our approach centers on engineering the deformability of 3D‐printed structures, achieving a linear increase in contact area between sensor patterns and electrodes without reaching saturation. Sensors designed with high elongation and low stiffness exhibit consistent sensitivity of 162.5 kPa⁻¹ across a broad pressure range (0.05–300 kPa). Mechanistic investigations through finite element analysis confirm that engineered deformability is key to achieving this enhanced linear response, offering robust sensing capabilities for demanding applications such as deep‐sea and space exploration. [ABSTRACT FROM AUTHOR]

The article analyses the international and national legal guarantees for the implementation of the status of groups of people with low mobility. The article identifies the key principles of international normative acts in the field of rights and freedoms of groups of people with low mobility. Their significance lies in guaranteeing the relevant areas of activity of Ukraine as a State party to create legal, economic, social, and other conditions for ensuring the rights and opportunities of persons with low mobility on an equal footing with other participants in legal relations. The status of implementation of international guarantees of the status of groups of people with low mobility in national legislation is analysed. The Constitution of Ukraine, the primary laws of Ukraine ‘On the Fundamentals of Social Protection of Persons with Disabilities in Ukraine’, ‘On the Status of War Veterans, and Guarantees of Their Social Protection’, normative acts of the President of Ukraine “On the National Program of Vocational Rehabilitation and Employment of Persons with Disabilities for 2001-2005”, “On Measures to Strengthen Social Protection of Persons with Disabilities; the Cabinet of Ministers of Ukraine’s regulations on Measures to Improve the Situation of Persons with Disabilities, On Approval of the Action Plan for Creating an Unhindered Living Environment for Persons with Disabilities and Other Low-Mobility Groups for 2009-2015 ‘Barrier-Free Ukraine’, and many others are studied. The implementation of the regulations has resulted in the creation of an unhindered living environment for groups of people with low mobility, the functioning of training courses on creating an unhindered environment for the life of people with disabilities, etc. The author substantiates the view that the provisions of the analysed current legal acts are the basis for the further formation and implementation of the State policy on the development and adoption of State social guarantees in general and for groups of people with low mobility in particular, national standards and technical specifications, and also for conducting research and development and research work on the implementation of the principles of reasonable accommodation and universal design. [ABSTRACT FROM AUTHOR]

Nowadays, people with disability are still confronted with violation of their rights and social inequities. The purpose of the present article is to study health inequities and the unequal access to health services for people with disability. The most prevalent model in the study of disability is the biopsychosocial model, while the International Classification of Functioning, Disability and Health (ICF) is the selected classification system. According to the World Health Organization (WHO), the contributing factors to the emergence of health inequities are structural factors in society, social determinants of health, risk factors and factors relating to the health system. The most significant barriers to accessing health services concern those ascribed to state policy and legislation, funding barriers, physical barriers, obstacles concerning communication, information and coordination and also, human resource barriers. Overcoming all these barriers has to become a state priority and includes a reform in legislation and political orientation, an increase in state funding, inclusive models of care, reasonable accommodations, employment of the universal design and lastly, educating and increasing the health and care workforce. As a conclusion, the need to take more intensive and targeted measures is highly emphasised, in order to ensure equity for the health of people with disability. [ABSTRACT FROM AUTHOR]

We used human-centered design to explore preferred consumer experiences for obtaining mifepristone for medication abortion care from a pharmacy. We conducted a two-part virtual workshop series with the same 10 participants in March and April of 2022 to initiate the discovery phase of a human-centered design process. Most participants were residents of Illinois and all participants had uteruses and had either sought abortion care or supported someone who had. Co-developed and co-facilitated with a local abortion fund, workshops engaged participants to provide formative data for the development of recommendations for community health center clinicians and pharmacists. A simulated medication abortion care counseling session grounded group activities and discussions that explored the experience of filling a medication abortion prescription at a pharmacy or by mail. Data were analyzed for key themes and recommendations. Qualitative data were collected from the workshops. Data analysis was conducted in three iterative, parallel stages: 1) virtual whiteboard results from both workshops were analyzed deductively through spreadsheets and visualizations; 2) close reading was conducted for workshop transcripts and participant evaluations; and 3) document analysis was used to triangulate data across formats. Data were discussed periodically among the research team until consensus was reached. Five primary categories of questions and preferences emerged from workshop data concerning: logistics, privacy, cost, pharmacist refusal, and follow-up care. Researchers found that participants desired certain questions and concerns to be answered by specific provider types. Participants indicated a desire for further research and opportunities that prioritize lived experience and use storytelling and/or design methods to collect data. Despite existing patient-oriented medication abortion resources, there is a need for patient resources to support pharmacy dispensing, and a corresponding need for clinician and pharmacist resources. These can help in-person and mail-order pharmacy dispensing to be as consumer friendly as possible. [ABSTRACT FROM AUTHOR]

Despite existing revised legislation on the accessibility of public buildings in the United States, people with disabilities continue to experience barriers that limit their participation and engagement in the context of the community. This researcher developed, cross-sectional survey study, explored trends in accessing public buildings, accessibility problems encountered, and approaches for accessing information and resources for accessibility of specific buildings among people with disabilities (n = 109). Respondents largely reported on accessibility barriers encountered in communal spaces and how having prior knowledge of accessibility may have influenced their plans to access the community. Despite having knowledge that accessibility guidelines exist, a majority of respondents were not particularly familiar with how to retrieve this information and reported interest in web- and mobile-based technology to locate and share accessibility information. This study highlights how people with disabilities experience accessibility challenges and the implications for web-based resources to provide accessibility information. Points of interest: This article highlights that despite legislation to improve accessibility, many public buildings continue to not be accessible creating major barriers to community living in persons with disabilities. Persons with disabilities are largely unaware of how to locate information about the accessibility of public buildings in the community. Persons with disabilities believe that acquiring accessibility information about buildings before planning an outing would be beneficial. Accessing information about the accessibility of public buildings through websites or apps appear to be an approach that people with disabilities are interested in using in their everyday life. Persons with disabilities are interested in sharing comments and ratings about the accessibility of public buildings. [ABSTRACT FROM AUTHOR]

It is a common challenge for designers to truly understand users' behaviours and specific needs for universal design in the healthcare setting. This study proposes a new design method that allows designers to not only consciously understand the special user group, but also design for them in embodied scenarios. It aims to explore the effectiveness of experiential spaces in fostering designers' empathy, stimulating design creativity, and proposing quality design solutions. Taking Parkinson's disease (PD) as an example, this study developed the 'PD Room', an immersive and interactive experiential space. Participants were allowed to experience story scenarios of Parkinsonian under the development of symptoms from early to late stages. The results proved that the immersive interactive experience space method is an effective tool to assist designers in idea generation and multi-dimensional creativity. We hope that this method can be generalized to support practices of universal design through immersive empathic experiences. [ABSTRACT FROM AUTHOR]

The use of digital formats has revolutionized teaching and learning approaches in the constantly changing field of higher education. The Universal Design for Learning (UDL) paradigm, which prioritizes offering many methods of presenting information, promoting active participation, and enabling diverse forms of expression, has become essential in promoting inclusive education. This article examines how the use of Universal Design for Learning (UDL) in digital media improves accessibility and learning outcomes in higher education. This article seeks to offer a thorough overview of the tactics and their efficacy by amalgamating recent peerreviewed studies. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Universal Design for Learning (UDL) is a widely accepted educational approach in the United States, and its adoption is increasingly observed in Europe and other international contexts. This growing implementation necessitates the development of standardized criteria for consistent evaluation of UDL in educational settings. This study describes the methodology for translating and cross-culturally adapting the UDL Observation and Measurement Tool (UDL-OMT), originally developed by Basham et al., into French and Italian. It also reports the results of a pretest conducted to evaluate the adapted instruments. Preliminary results indicate a high degree of adaptability of UDL-OMT for use in the French- and Italian-speaking regions of Switzerland. These results are discussed in the context of the potential for wider dissemination and validation of the instrument in French- and Italian-speaking classrooms. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to explore the transformative potential of universal design (UD) principles in changing servicescapes to enhance consumer experiences and foster inclusive practices across various sectors. Design/methodology/approach: Drawing from existing literature and research findings, this study offers a review of inclusive servicescapes and service practices through the lens of UD. The investigation spans multiple domains to highlight the impact of UD principles on inclusivity and societal welfare. Findings: This research delves into the theoretical and practical contributions of UD principles, showcasing their application in diverse sectors to enhance citizenship experiences. This study presents valuable insights for businesses and service providers, emphasizing the significance of UD in improving societal well-being and fostering inclusivity. Research limitations/implications: This study broadens the theoretical framework of UD, showcasing its versatility across various sectors and reinforcing its contribution to enhancing societal inclusion. By analyzing the interplay between UD principles and inclusive servicescape practices, this study highlights UD's transformative impact on enriching citizenship experiences and fostering a deeper sense of belonging. Drawing from seminal works, this research not only adds to the understanding of UD's role in promoting inclusivity but also strengthens the linkage between UD and inclusion theory, advancing the discourse on design's pivotal role in facilitating societal participation and crafting inclusive environments. Practical implications: The findings of this study provide practical guidance for businesses and service providers to incorporate UD principles into servicescapes and service practices, enhancing consumer experiences. By referencing examples from education, retail and digital domains, this study offers insights for organizations seeking to create more inclusive and accessible environments. Social implications: The societal implications of incorporating UD principles into marketplace practices are significant, promoting societal inclusivity and acceptance of diversity. By emphasizing the role of UD in fostering inclusive servicescapes, this study contributes to societal initiatives to ensure inclusivity and accessibility in the marketplace, ultimately enhancing the well-being of individuals with diverse abilities and promoting a more equitable society. Originality/value: Building on existing literature, this study expands the understanding of UD and its potential impact on citizenship experiences. By anchoring the research on established perspectives and incorporating practical examples, this study offers original insights into the transformative power of UD in creating more inclusive and equitable societies. [ABSTRACT FROM AUTHOR]

The article explores the challenges associated with ensuring accessibility in museums for visitors with various disabilities. The analysis encompasses strategies for implementing technology and universal design to enhance accessibility while preserving esthetic and informational values. The study highlights multimodality as a promising solution integrating different forms of reception within museum collections. Research conducted at the Czartoryski Museum, a branch of the National Museum in Kraków, gathered experiences and opinions from visitors with disabilities regarding current accessibility solutions. The findings suggest that modern museums should offer multiple access channels to meet diverse needs, enabling visitors to effectively utilize resources. Additionally, the engagement of individuals with disabilities in evaluating and co-creating accessible solutions is crucial, as their input provides valuable and constructive insights. These conclusions emphasize the necessity of taking action toward inclusivity, which may contribute to redefining accessibility strategies in museums worldwide.

Doping and compositing are two universal design strategies used to engineer the electronic state of a material and mitigate its disadvantages. These two strategies are extensively applied to design efficient electrocatalysts for water splitting. Using cobalt oxide (CoO) as a model catalyst, it is proven that the oxygen evolution reaction (OER) performance can be progressively improved, first by Fe‐doping to form Fe‐CoO solid solution, and further by the addition of CeO2 to produce a Fe‐CoO/CeO2 composite. X‐ray absorption spectroscopy (XAS) reveals that distinct electronic interactions are induced by the processes of doping and compositing. Fe‐doping of CoO can break down the structural symmetry, changing the electronic structure of both Co and O species at the surface and decreasing the flat‐band potential (Vfb). In comparison, subsequent compositing of Fe‐CoO with CeO2 induces negligible electronic changes in the Fe‐CoO (as seen in ex situ characterizations), but significantly modifies the oxidative transformations of both Co and Fe under OER conditions. The spectroscopic investigations reveal that Fe‐doping and CeO2 compositing play different roles in modifying the electronic properties of CoO in its pristine state and during OER catalysis, in return, providing useful guidance for the design of more efficient electrocatalysts using these two strategies. [ABSTRACT FROM AUTHOR]

This perspective article focuses on the exploration and advocacy of approaches to be considered in designing equitable learning experiences for students' use of artificial intelligence, machine learning, and technology through the Universal Design for Learning Framework (UDL) exemplifying chemistry examples that can be applied to any course in STEM. The use of artificial intelligence (AI) and machine learning are causing disruptions within learning in higher education and is also casting a spotlight on systemic inequities particularly affecting minoritized groups broadly and in STEM fields. Particularly, the emergence of AI has focused on inequities toward minoritized students in academic and professional ethics. As the U.S. education system grapples with a nuanced mix of acceptance and hesitation towards AI, the necessity for inclusive and equitable education, impactful learning practices, and innovative strategies has become more pronounced. Promoting equitable approaches for the use of artificial intelligence and technology in STEM learning will be an important milestone in addressing STEM disparities toward minoritized groups and equitable accessibility to evolving technology. [ABSTRACT FROM AUTHOR]

AbstractThis systematic literature review examines the barriers, strategies, and accessibility issues affecting the engagement and retention of learners with disabilities in Massive Open Online Courses (MOOCs). Employing the PRISMA procedures, this study systematically identifies and analyzes relevant literature from five prestigious databases: (a) Scopus, (b) ScienceDirect, (c) Emerald, (d) SpringerLink, and (e) EBSCOhost in order to identify (1) the common barriers experienced by learners with disabilities in MOOCs, (2) the strategies that can be employed to improve the engagement and participation of special needs students in MOOCs and (3) influence of accessibility on engagement and retention rates of learners with disabilities in MOOCs. After conducting the screening and eligibility analysis according to the pre-defined criteria, 19 studies of out 624 sources were finally selected between 2014–2024. The review underscores the necessity for comprehensive policy frameworks and institutional commitment to inclusivity. It emphasizes the adoption of universal design principles are essential in bridging the accessibility gap. These measures are pivotal in fostering an inclusive learning environment in MOOCs, significantly enhancing engagement and retention rates among learners with disabilities. The insights from this review provide a solid foundation for educators, policymakers, and platform developers to create more inclusive and supportive online learning experiences for students with disabilities. [ABSTRACT FROM AUTHOR]

Neurodivergent students, including autistic students, often benefit from faculty support to navigate college challenges. To better equip faculty in their interactions with neurodivergent students and enhance their understanding, NeuroPREP, a faculty training program was developed. Comprising four 20‐min modules, NeuroPREP addresses key topics including neurodiversity, understanding neurodivergent needs and strengths, effective support strategies (e.g., universal design), and illustrative case studies. An Advisory Committee (N = 10), including faculty, autistic students, and disability support staff, assessed the social validity and perceived effectiveness of NeuroPREP through written forms and virtual sessions. On forms, Committee participants uniformly expressed positive ratings regarding the program's quality (i.e., language, content, impact, and format). Through individual interviews or focus group sessions, the Advisory Committee offered valuable feedback, suggesting improvements such as clarifying definitions, addressing misconceptions and stigmatizing language, and incorporating additional case scenarios. These recommendations informed the refinement of NeuroPREP in preparation for a pilot program. Higher education initiatives informed by stakeholders’ perspectives, like NeuroPREP, are vital for equipping faculty with the tools to foster inclusive educational environments and equitable educational experiences for neurodivergent students. Implications for practice will be discussed. [ABSTRACT FROM AUTHOR]