Mental health is an integral component of health and well-being that underpins our individual and collective abilities to make decisions, build relationships and shape the world we live in. Mental health is more than the absence of mental disorders. It exists on a complex continuum, which is experienced differently from one person to the next, with varying degrees of difficulty and distress and potentially very different social and clinical outcomes. Mental health conditions include mental disorders and psychosocial disabilities, as well as other mental states associated with significant distress, impairment in functioning, or risk of self-harm.

Topics related to this strand of Mental Health can include: Culturally appropriate diagnosis, assessment, and treatment, Challenges and successes in accessing support, Community involvement, Addressing the impact of mental health in the classroom, Employment challenges.
 

Learning Disorders/Learning Disabilities is a general term that refers to a group of “specific” disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the lifespan. Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not by themselves constitute a learning disability. Although learning disabilities may occur concomitantly with other disabilities (for example, sensory impairment, intellectual disabilities, emotional disturbance), or with extrinsic influences (such as cultural or linguistic differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences.

Topics related to this strand of Learning Disorders can include: Defining learning disabilities, Assessment, Etiology, Support in the classroom and employment, Strategies for teaching students with Learning Disabilities, Dyslexia, Dyscalculia, Dysgraphia, Culturally appropriate diagnoses, assessments, and treatment, Comorbidity of Learning Disabilities and other disabilities, Challenges of Second or Multiple Language Learners and Learning Disorders/Disabilities, Nonverbal Learning Disabilities, Executive Function, How education systems address Learning Disabilities.
 

Disability is not a simple dichotomy. It is often fluid in various cultures and contexts. There exists a strong relationship between disability, social practices, equity, and impairment, which demands understanding from multiple perspectives. Presenting and considering these perspectives helps contextualise our understanding of neurodiversity and other forms of disabilities, diversities, challenges, barriers and lived experiences. Positioning multiple perspectives on disabilities helps us deepen our understanding about concepts such as culture, race, religion, gender, tradition, ethnicity, power, and geography. We must also consider the sociocultural and socioeconomic influences of poverty, migration, displacement, abuse, marginalization, depersonalization, discrimination, ableist biases, and exclusion among others.

Topics related to this strand of Multiple Perspectives on Disability (PreK-Postsecondary) can include: Global perspectives and positions on disabilities, Conceptualization and contextualization of disabling experiences, Abelism, Cultural perspectives of disability.
 

Neurodiversity, though not universally defined, is a general concept that variations in brain development and function are normal parts of human diversity. Neurodiversity, as a spectrum, is not one thing or representative of one condition and may include individuals with Autism, Attention Deficit Hyperactivity Disorder (ADHD), Tourette’s Syndrome, other neurological conditions, and, to some, Learning Disabilities.

Topics related to this strand of Neurodiversity can include: Neurodiversity in the classroom, Neurodiversity in the workplace, Neurodiversity and gender, Neurodiversity and culture, Neurodiversity and religion, Neurodiversity and tradition, Neurodiversity and stereotypes, Neurodiversity and social inequalities, Neurodiversity and poverty, Neurodiversity and displacement, Neurodiversity in a Neurotypical World, Contextualizing Neurodiversity developmentally and behaviorally.
 

Emergency Preparedness and Resilience Planning must include the needs of individuals with disabilities.  The process must be holistic, expansive, and also individualized to meet the needs of individuals with various types of disabilities. It must address effective communication, evacuation processes, identify areas of refuge, training of volunteers and key personnel, transportation, physical and IT accessibility, and the development of an individual emergency preparation toolkit.

Topics related to this strand of Emergency Preparedness and Resilience Planning can include: Overview of Emergency Planning, Development of emergency preparedness plan and training Effective communication, Evacuation process, Identified areas of refuge, Training of volunteers and key personnel, Transportation, Physical and IT accessibility, Development of an individual emergency preparation toolkit

The COVID-19 pandemic significantly disrupted education globally from PreK to Postsecondary settings. The implications of the pandemic on education included school closures, gaps in technology access and training, housing and food insecurities, learning loss, absenteeism, and increased anxiety and mental health concerns among students, faculty and staff. An increase in additional concerns. such as Long COVID and COVID-related Mental Health Challenges, also impacted students’ academic performance and well-being.

Topics related to this strand of The Impact of the Pandemic on Education can include:
Effects of Long COVID on students with disabilities, Effects of COVID-related Mental Health Challenges on students with disabilities, Impact on Postsecondary Disability Support Services and other student support areas such as housing and financial aid, Housing and food insecurity, Impact on support services for students with disabilities in the PreK-12 setting, Impact of the pandemic from a community perspective, Technology, Research on the COVID gap year that addresses education or employment.

Transition from one stage of education to another for students, especially students with disabilities, should be a collaborative, carefully planned and monitored process. Colleges and universities should also address transition planning from secondary to postsecondary and employment.

Topics related to this strand of Transition Across the Spectrum can include: Understanding and preparing students for the transition process in every phase of education from Primary/Elementary School to college/universities, Differences in access and eligibility, Expectations in postsecondary education and employment, Transition programs to assist in successful competitive employment, Research on transition programs, Bridge programs.

Indigenous individuals with disabilities may encounter serious social issues, such as marginalization or discrimination, not only in the general population, but within their own community. This can have implications for education and employment.

Topics related to this strand of Addressing Disability in First Nations can include: Concept of Disability by Indigenous people, Disability impact in urban, rural, reservation, and isolated areas, Impact of mental health in the community, View of disability across gender, Environmental degradation, Impact of large projects such as dams and mining activities, Victims/survivors of violence.

Accessibility of Electronic Information In and Out of the Classroom refers to the practice of designing and developing digital content, such as websites, mobile applications, and electronic documents, to ensure that they can be easily accessed and used by everyone, including individuals with disabilities. This includes people with visual, auditory, motor, speech, and cognitive disabilities who may rely on assistive technologies like screen readers, braille displays, or speech-to-text software to interact with digital platforms.

Topics related to this strand of Accessibility of Electronic Information In and Out of the Classroom can include: Basics of digital accessibility, Policies that address the procurement of accessible content, Creating accessible digital content for all, Vendors (Learning Management Systems, book publishers, etc.) making digital support content accessible to persons who are differently abled.

Universal Design for Learning (UDL) takes into consideration, and addresses, the various learning styles of individuals and focuses on the elimination of barriers in the learning process through the development of a flexible learning environment.  This is critical to consider regarding an individual's learning. Educators face daily challenges in planning for diverse individuals. UDL addresses diversity in learning to ensure engagement, representation, action, and expression. 

Topics related to this strand of Universal Design for Learning (UDL) can include: Universal Design in the classroom (PreK-Postsecondary), Creating content that shifts from “educator-centered” to “learner-centered”, Faculty training.