A big question - Is it time to redesign how we design the future for our learners?

Abstract

This article sets out the background of an invitation to participate in a ‘Delphi Study on Inclusion, Guidance Counselling / Career Guidance and Universal Design for Learning’. Today in our ever- changing uncertain world, making decisions about ‘what to study next’ or ‘what to think about in terms of career and 'work choice' is not just a challenge but moreover is changing. How we engage in a guidance relationship is also changing. In fact, everything we know is changing about learning and work. Yet, learners with a disability have always faced change and uncertainty. In this article you are invited to first consider the ‘experience of disability in learning’ over recent years. You are also invited to consider the theories and language that frame our guidance practice as these are what inclusive approaches in a contemporary guidance setting depend upon. Finally, the authors set out the development of Universal Design for Learning (UDL) and how we as guidance practitioners may benefit from this. It will be noticeable to readers a great similarity in some of the points and issues raised here to those in a previous article in this issue