Fovet, Frédéric

Permanent URI for this collection

Frédéric Fovet is the program head for the Master of Arts in Educational Leadership and Management program. Fovet is an inclusion specialist with a specific interest in emotional and behavioural difficulties (EBD), critical pedagogy and universal design for learning (UDL). Fovet also has a strong grounding in Disability Studies, and has served as a teacher and principal in schools with a focus on the successful inclusion of students with EBD. Fovet’s research portfolio includes: change management and the integration of technology as a tool for inclusion in K-12 schools; the strategic implementation of UDL in the K-12 and post-secondary sectors; professional development design for teachers on the topics of EBD and using UDL with international students; mental health as a strategic issue in education; and using the social model of disability in schools to develop inclusive practices. Fovet taught at the University of Prince Edward Island (UPEI) for three years, where he was an assistant professor in the Faculty of Education. He previously served as director of the Office for Students with Disabilities at McGill University, where he was responsible for the campus-wide promotion of UDL. Fovet consults nationally and internationally in the area of UDL and was the founder and program chair of the first two pan-Canadian conferences on UDL, held at McGill (2015) and UPEI (2017). Fovet has served on the editorial board of the journal Emotional and Behavioural Difficulties since 2012 and is occasional editor for the journal Disability & Society. Fovet’s interest in inclusion is rooted in a dual professional perspective. He holds a Bachelor of Laws from King’s College London (1989), and a Master of Laws (1990) and Master of Philosophy in Criminology (1991) from Fitzwilliam College, Cambridge University. He practised as a solicitor in the United Kingdom before refocusing his career on differentiation, inclusion and access. He holds a Bachelor of Science in Psychoeducation from the Université de Montréal (2014), a Master of Education in Social, Emotional and Behavioural Difficulties from the University of Birmingham (2008) and a PhD in Education from La Trobe University, Melbourne, Australia (2016). Fovet also holds a Graduate Certificate in Indigenous Studies from Université Laval (2014).

Browse

Recent Submissions

Now showing 1 - 5 of 11
  • Item
    Examining the (lack of) impact the #disabilitytoowhite movement has had on higher ed disability service provision
    (Pacific Rim International Conference on Disability and Diversity Conference Proceedings, 2020) Fovet, Frédéric
    The paper first examines the media coverage surrounding the #disabilitytoowhite movement. It then unpacks the agenda of this activist movement. The paper subsequently surveys and gauges the current state of play around intersectionality within disability services, advocacy and scholarship in academia within the North American landscape. It examines and analyzes the resistance to change that is tangible in this area. Finally, the paper explores possible sustainable solutions for campuses attempting to address the lack of intersectionality within disability service provision.
  • Item
    Exploring the potential of universal design for learning with regards to mental health issues in higher education
    (Pacific Rim International Conference on Disability and Diversity Conference Proceedings, 2020) Fovet, Frédéric
    The paper explores the potential of universal design for learning (UDL) in addressing mental health (MH) issues within higher education (HE) teaching and learning, from a multidisciplinary perspective. It examines first the hurdles which are generically reported to accessibility services by students. It then explores the tension instructors report with regards to addressing students' mental health issues in the classroom. Lastly, the paper examines UDL solutions which are being proposed by instructional designers, from a design perspective, to minimize the impact of mental health issues within the learning experience.
  • Item
    22. UDL-From disabilities office to mainstream class: How the tools of a minority are addressing the aspirations of the student body at large
    (Collected Essays on Learning and Teaching, 2013) Fovet, Frédéric; Mole, Heather
    Confronted by the increasingly changing and varied nature of disabilities in Higher Education (Bowe, 2000; McGuire & Scott, 2002), Disability Service providers across North America are progressively moving away from targeted remedial assistance focusing on the disabilities of students, to a less frontline role involving the sensitization of faculty around strategies that seek to widen access and develop awareness (Sopko, 2008). Universal Design is hence often the model of choice (Rose, Harbour, Johnston, Daley & Abarbanell, 2006). It incorporates extensive use of technology and seeks the implementation of winning conditions in the classroom space that reduce or eliminate the need for later remedial work with students (Burgstahler, 2006). The hypothesis of this paper is that Universal Design, though conceived as a tool for a specific clientele, may quickly transpire to be the model best suited to serve the needs of the student body at large. The paper attempts to demonstrate how the core values underlying the Universal Design approach in fact meet wider educational aspirations of the 21st century. Not only do its strategies and goals allow wider access to students with Disabilities, but they allow the integration of the ‘millennium learners’, encourage higher student retention, guarantee higher rates of graduation and establish greater equity and respect for diversity. A model, designed to assist the minority, is quickly becoming a tool that has the capacity to open the class and the lecture hall to the diversity of the emerging and metamorphosing High Education learner, even if his/ her idiosyncrasies are still barely known (Howard, 2004).
  • Item
    Like fire to water: Building bridging collaborations between Disability service providers and course instructors to create user friendly and resource efficient UDL implementation material
    (Collected Essays on Learning and Teaching, 2014) Fovet, Frédéric; Mole, Heather; Jarrett, Tynan; Sincox, David
    This study presents a post-secondary campus` experience with systematic and global promotion of Universal Design for Learning. It analyzes data collected over a 24 months period, relating to course instructors’ responses to the framework, through the lens of the initial hypothesis that successes and failures in adoption might be explained by the existence of variables that act as facilitators or stressors in the eyes of the participants. It is argued that identifying these variables allows campuses to map winning conditions for the rapid adoption of UDL by course instructors, irrespective of institutional context and resources. Importantly the study highlights that the full identification of these factors requires the involvement and collaboration of not simply the disability service provider, but also the Teaching and Learning support unit and the equity and diversity office. The study argues that such a collaboration model is transferable to other institutions.
  • Item
    A multi-perspective examination of the barriers to field-placement experiences for students with disabilities
    (Collected Essays on Learning and Teaching, 2014) Flanagan, Tara; Benson, Fiona J; Fovet, Frédéric
    In light of the innumerable changes in post-secondary environments that reflect a movement toward inclusive education and a reliance on real-world evaluations in the form of field placements, we report on our findings from a collaborative research project that examines field placement experiences from a variety of perspectives. Our research project, prompted by our own observations of the barriers to equity for field placement students with disabilities at our institution, is an attempt to reflect on our disability service and our teaching and learning practices. We expanded on the traditional focus in the field by creating a multi-dimensional cross-sector collaboration and by including the perspectives of Professional Program Directors, Field Placement Coordinators, and students with disabilities. We found that all stakeholders reported barriers to success in field placement for students with disabilities, saw few solutions, and anticipated the barriers to continue into the world of employment. We discuss these findings in relation to the implications for teaching and learning and for disability service provision in post-secondary institutions.