Universal Designed Homes: Social Value and Economic Benefits.

This paper examines the social value and economic benefits of Universal Design (UD) Homes, with a focus on assessing the potential financial savings arising in various areas of expenditure due to investment in UD Homes. Investment in the provision of UD Homes can result in a win-win outcome, leading to improved quality of life and more cost-effective forms of investment. UD Homes are found to be particularly cost-effective in the context of age friendly housing due to the potential to reduce the need for costlier forms of long-term residential care and the avoidance of injurious falls.

Tibial Plateau Fracture With Use of Tibia Strut and Bone Filler in a 37-Year-Old Male: A Case Report.

Tibial plateau fractures (TPFs) are orthopedic challenges with multiple injury modalities and clinical presentations. TPFs are often classified using the Schatzker classification system, which can dictate management. In our case, a 37-year-old male presented at an orthopedic specialty hospital with right knee pain after a fall from a truck ramp.

Universal Design in Education (UDE) Across the Life Course: Applying a Systems Framework to Create an Inclusive Experience for All.

The UN Convention on the Rights of Persons with Disabilities (UNCRPD) promotes the realisation of the right of persons with disabilities to education through Article 24 - Education. Universal Design in Education (UDE) fosters a whole systems approach so that the physical and digital environments, the educational services, and the teaching and learning can be easily accessed, understood and used, by the widest range of learners and by all key stakeholders, in a more inclusive environment. The whole systems approach incorporates the entire educational environment, as well as the recognition of the capacity for all learners (including persons with disabilities) to learn, and environments which are fully accessible and inclusive.

Embracing Universal Design for Transformative Learning.

The purpose of this paper is to introduce participants to our journey of integrating Universal Design as a central part of a new Technological University in addressing the challenge of a consistent quality experience for all learners. Adopting and combining both the principles of universal design and universal design for learning is not to make it easier but to offer a framework of principles and guidelines to make education appropriate and challenging for everyone. Ken Robinson wrote "A vibrant school can nourish an entire community by becoming a source of hope and creative energy…Poor schools can drain the optimism from all the students and families who depend on it by diminishing their opportunities for growth and development" (1).

Universal Design as a Transformative Agent in Education for All Learners.

Universal Design (UD) offers a "whole systems approach" and has the capacity to transform the educational environment to encompass all learners. This paper proposes a new framework for a systems change to address the systemic rigidity that often characterises the education sector today. A human development ecological framework combined with Universal Design (UD) and Universal Design for Learning (UDL) with the potential to transform teaching and learning practices and associated policies, procedures and services for the benefit of all learners.