ABSTRACT
During the rapid transition online, university educators had to reconsider how they supported students with disabilities and neurological differences in accessing a high-quality remote learning experience. This chapter explores my personal experiences as an Early Career Academic (ECA) tasked with supporting our faculty during the transition to remote learning. By collating my personal experiences leading up to and throughout this period, I reflect on my own coping strategies required to fulfill this role. I also explore the forms of resilience that I utilised to support my colleagues who had a spectrum of perspectives and knowledge of inclusive digital pedagogies. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
During the rapid transition online, university educators had to reconsider how they supported students with disabilities and neurological differences in accessing a high-quality remote learning experience. This chapter explores my personal experiences as an Early Career Academic (ECA) tasked with supporting our faculty during the transition to remote learning. By collating my personal experiences leading up to and throughout this period, I reflect on my own coping strategies required to fulfill this role. I also explore the forms of resilience that I utilised to support my colleagues who had a spectrum of perspectives and knowledge of inclusive digital pedagogies. (PsycInfo Database Record (c) 2022 APA, all rights reserved)