Event Description
Join BCcampus Research Fellow and educational developer, Matty Hillman for an insightful presentation on leveraging a community of practice (COP) model to support the development of Trauma-Informed Teaching practices. In 2025, Matty’s research at Selkirk College used a COP approach to foster pedagogical growth among a diverse group of educators. This session will explore the planning, implementation, and key findings of the research, offering valuable insights for educators looking to enhance their trauma-informed teaching practices.
Presenter Bio
Matty Hillman, MA (CYC), is a counsellor, instructor, and educational developer at Selkirk College in the beautiful Kootenay region of B.C., the traditional territory of the Sinixt people. His research interests include sexual violence prevention and response on post-secondary campuses, trauma-informed post-secondary education, and radical youth work. Matty is a regular contributor to various BCcampus projects. As a muralist, he is especially interested in the intersection of youth work and public art, exploring the opportunity these complementary practices create for empowerment, community building, and social justice advancements.
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This notice is to inform you that this session will be recorded, archived, and shared with course registrants. By participating in this session, you acknowledge that your participation in this session will be recorded and the recording will be made available to other course participants.
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Session Description
Web accessibility means making sure everyone can use your website, including people with disabilities. This brief session will introduce the basics of digital accessibility and the Web Content Accessibility Guidelines (WCAG). We’ll cover common issues that make websites inaccessible and how this impacts real users. Participants will leave with a clearer understanding of what digital accessibility is and why it is essential.
Learning Outcomes
- Understand the purpose of the Website Content Accessibility Guidelines (WCAG)
- Analyze audience needs and understand diverse user experiences, including that of people with disabilities
- Learn about common issues that make websites inaccessible
- Identify potential website barriers and explore actionable ways to improve accessibility
Schedule
- Introductions and access information – 2 minutes
- Key definitions – 5 minutes
- Overview of the WCAG and common inaccessibility issues – 10 minutes
- Understanding your audience – 5 minutes
- Actionable items – 3 minutes
- Q+A – 5 minutes
Registration Coming Soon
This notice is to inform you that this session will be recorded, archived, and shared with course registrants. By participating in this session, you acknowledge that your participation in this session will be recorded and the recording will be made available to other course participants.
About the Facilitator
Your facilitator for this session is Nora Loyst.
Nora Loyst (she/her) is an accessibility consultant with Untapped Accessibility who brings expertise in service delivery, facilitation, and community engagement. She is passionate about collaborating with community to translate accessibility planning into practice. Nora holds a B.A. in Health and Community Services from UVic and is currently completing her Masters in Leadership Studies. Her commitment to accessibility is guided by her own lived experience as a person with a disability and she is enriched by the varied perspectives and experiences of her friends, family, and community.
This session is supported by Untapped Accessibility. Untapped Accessibility launched in October 2022 to support BC organizations comply with the Accessible British Columbia Act. A certified social enterprise, they have helped over 180 organizations reach beyond compliance and create more accessible organizations with comprehensive and innovative approaches to disability inclusion. They generate revenue for Open Door Social Services Society, supporting the non-profit’s mission to open doors to lifelong learning and career success for more people with disabilities.
Accessibility Bites Series
Accessibility Bites: Introduction to Web Accessibility, August 28, 2025
Accessibility Bites: Supporting Post-Secondary Students with ADHD, September 25, 2025
Accessibility Bites: Let’s Talk about Learning Disabilities, October 30, 2025
Accessibility Bites: The Gift of Dyslexia, November 27, 2025
Accessibility Bites: Access Friction, December 11, 2025
Accessibility Bites: UDL 3.0 in Practice, January 29, 2026
Accessibility Bites: An Indigenous Lens on Disability Rights, February 26, 2026
Session Description
This brief session will offer practical strategies for creating learning environments that support students with ADHD. You’ll learn how to reduce cognitive load to support executive functioning, explore multi-modal teaching methods, and discuss ways to build flexibility without sacrificing accountability. Whether you’re designing a course or working one-on-one with students, you’ll leave with tools to better meet their needs and help them thrive.
Learning Outcomes
- Identify key challenges faced by post-secondary students with ADHD
- Select multi-modal strategies to support diverse attention and learning needs
- Examine course elements that balance flexibility and accountability to promote student success
Schedule
- Introductions and access information – 5 minutes
- Key definitions – 5 minutes
- Overview of multi-modal learning and cognitive load – 10 minutes
- Building in both flexibility and accountability – 5 minutes
- Wrap-up and ongoing learning: access statements – 5 minutes
Registration Coming Soon
This notice is to inform you that this session will be recorded, archived, and shared with course registrants. By participating in this session, you acknowledge that your participation in this session will be recorded and the recording will be made available to other course participants.
About the Facilitator
Your facilitator for this session is Meg Ingram.
Meg Ingram (they/them) is a multiply-disabled accessibility advocate with a passion for project management, planning coordination, and equitable education. Drawing from their background working in both higher education and social services, they have a deep passion for carving out accessible processes and building meaningful relationships within and across sectors. Meg holds an M.A. in Sociology, with a focus in disability studies, from Queen’s University, and a B.A. in Sociology from the University of Victoria.
This session is supported by Untapped Accessibility. Untapped Accessibility launched in October 2022 to support BC organizations comply with the Accessible British Columbia Act. A certified social enterprise, they have helped over 180 organizations reach beyond compliance and create more accessible organizations with comprehensive and innovative approaches to disability inclusion. They generate revenue for Open Door Social Services Society, supporting the non-profit’s mission to open doors to lifelong learning and career success for more people with disabilities.
Accessibility Bites Series
Accessibility Bites: Introduction to Web Accessibility, August 28, 2025
Accessibility Bites: Supporting Post-Secondary Students with ADHD, September 25, 2025
Accessibility Bites: Let’s Talk about Learning Disabilities, October 30, 2025
Accessibility Bites: The Gift of Dyslexia, November 27, 2025
Accessibility Bites: Access Friction, December 11, 2025
Accessibility Bites: UDL 3.0 in Practice, January 29, 2026
Accessibility Bites: An Indigenous Lens on Disability Rights, February 26, 2026
Session Description
Millions of Canadian learners are affected by learning disabilities, yet these challenges often go misunderstood, leading to poorer educational outcomes and repeated negative experiences. This session will provide a brief overview of learning disabilities, how they commonly show up in classroom settings, and evidence-based strategies for supporting these learners.
Registration Coming Soon
This notice is to inform you that this session will be recorded, archived, and shared with course registrants. By participating in this session, you acknowledge that your participation in this session will be recorded and the recording will be made available to other course participants.
About the Facilitator
Your facilitator for this session is Dr. Jennifer Fane.
Jennifer (she/her) is the Lead Research Associate in the Education and Skills knowledge area at The Conference Board of Canada. She holds an interdisciplinary PhD in education, public health, and social policy from Flinders University, South Australia. She started her career as a classroom teacher and has worked as a teacher, professor, and educational researcher in the birth-to-five, K-12, and post-secondary systems in Canada and Australia for over 18 years. Prior to joining the Conference Board, Jennifer was the Director of Education at the Learning Disabilities Society of Greater Vancouver, supporting neurodivergent learners ages three-to-adult across BC. Jennifer brings a passion for translating research into practice to her work at the Board.
This session is supported by The Conference Board of Canada.
The Conference Board of Canada is an independent, not-for-profit research organization whose goal is to equip Canadian leaders and decision makers with the integrated and independent research required to enable them to tackle society’s greatest challenges. This session presents research conducted in partnership with the Future Skills Centre on the neuroinclusivity of Canadian post-secondary education.
Accessibility Bites Series
Accessibility Bites: Introduction to Web Accessibility, August 28, 2025
Accessibility Bites: Supporting Post-Secondary Students with ADHD, September 25, 2025
Accessibility Bites: Let’s Talk about Learning Disabilities, October 30, 2025
Accessibility Bites: The Gift of Dyslexia, November 27, 2025
Accessibility Bites: Access Friction, December 11, 2025
Accessibility Bites: UDL 3.0 in Practice, January 29, 2026
Accessibility Bites: An Indigenous Lens on Disability Rights, February 26, 2026