Inclusion in Harmony: Designing Transitions that Work for All

Mary Quirke; Barbara Ringwood

Article Details

Inclusion in Harmony: Designing Transitions that Work for All

Authors:

Mary Quirke | Barbara Ringwood

Publisher:

The International Journal of Universal Design and Universal Design for Learning

Journal:

The International Journal of Universal Design and Universal Design for Learning Vol.1 Issue 1, pp.0-0

Document Type:

Article

Publication Date:

7/2025

Document Language:

English

Document ID (Org No.):

2001849197

pISSN:

3119-6055

Keywords:

Abstract:

 Recognising that career planning now extends beyond the notion of a single, lifelong job for everyone, including learners with disabilities (Gilson et al., 2022), and that merely placing individuals with disabilities in employment is inadequate, there is a distinct imperative for professionals to re-evaluate their practices and develop their capacity for innovative individual and collaborative work methods to foster more sustainable inclusion (Wehman et al., 2017). The changing societal landscape, highlighted by the UN Sustainable Development Goals (SDGs) – notably SDG 04 on Quality Education and SDG 08 on Equitable Work – necessitates a re-examination of inclusive transition processes. This requires a renewed emphasis on career guidance and transition planning, particularly for currently underserved learners, such as those with intellectual disabilities (ID) and intellectual and developmental disabilities (IDD) (Banks, Aston, & Shevlin, 2022), learners who are blind and visually impaired (McCarthy & Shevlin, 2017), and Deaf learners (Phillippe & Auvenshine, 2019). To address this, and drawing upon the principles of Universal Design (UD) (Bianco, 2020; Burgstahler, 2015) and Universal Design for Learning (UDL) (Rose & Meyer, 2006; CAST, 2018), this paper advocates for a fundamental shift in professional practice for all professionals involved in supporting transition planning. Each professional role must evolve beyond traditional, isolated approaches, which can limit perspectives, towards embracing more collaborative methodologies (Talapatra, et al., 2019) in transition planning for all learners with disabilities. Such a transformation demands a shared understanding and appreciation of the opportunities and challenges faced by learners, including the crucial role of digital literacy in accessing information and opportunities (Edyburn, 2010), alongside a clearer recognition of the vital role each professional plays in this process (D'Amour et al., 2005). Ultimately, this necessitates a collaborative evolution that will cultivate more harmonious and authentic learning and transition experiences for our learners, leading to more enduring and effective inclusion.

Article Details

Inclusion in Harmony: Designing Transitions that Work for All

Authors:

Mary Quirke | Barbara Ringwood

Publisher:

The International Journal of Universal Design and Universal Design for Learning

Journal:

The International Journal of Universal Design and Universal Design for Learning Vol.1 Issue 1, pp.0-0

Document Type:

Article

Publication Date:

7/2025

Document Language:

English

Document ID (Org No.):

2001849197

pISSN:

3119-6055

inclusive education

universal design

Universal Design for Learning

transitions

guidance

digital transitions

SDG04

SDG08

Issues

Article Details

Authors: Mary Quirke | Barbara Ringwood

Publisher: The International Journal of Universal Design and Universal Design for Learning

Journal: The International Journal of Universal Design and Universal Design for Learning Vol.1 Issue 1, pp.0-0

Document Type: Article

Publication Date: 7/2025

Document Language: English

Document ID (Org No.): 2001849197

pISSN: 3119-6055

Issues

Authors:

Mary Quirke | Barbara Ringwood

Publisher:

The International Journal of Universal Design and Universal Design for Learning

Journal:

The International Journal of Universal Design and Universal Design for Learning Vol.1 Issue 1, pp.0-0

Document Type:

Article

Publication Date:

7/2025

Document Language:

English

Document ID (Org No.):

2001849197

pISSN:

3119-6055