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##### About the Authors:

Mary Quirke, RGN, RM, HDGE, MA. Quirke, RGN, RM, HDGE, MA. currently works with AHEAD – an Irish Centre of Expertise in UDL, www.ahead.ie. AHEAD is a National Body actively advocating for a future where students and graduates with disabilities can succeed. Mary is also a Ph.D. candidate with TCD and her research interest is in UDL, Career Guidance and Disability.

Patricia McCarthy Ph.D. McCarthy Ph.D. is currently an Associate Researcher in the School of Education Trinity College Dublin. A key component of her research to date focuses on inclusion and participation of marginalised groups; Patricia’s ontological position as a disabled researcher has been instrumental in the development of her research and recent publications. She also serves as the Inclusive Education module coordinator on the Postgraduate Certificate in 21st Century Teaching and Learning. Beyond her work at Trinity College Dublin, Patricia guest lectures on Inclusive Education, Inclusive Research Practices and Disability studies, as well as providing CPD to the education, training and disability sectors, both nationally and internationally. Patricia is currently a Director on the Board of Vision Sports Ireland.

Declan Treanor, Treanor, Disability Service Director in TCD established and developed the Disability Service on campus in June 2000. He has responsibility for ensuring that Trinity embeds disability-related issues into the core of all thinking and delivery to ensure that the Trinity environment is as accessible to people with disabilities as possible. He has an extensive educational history which includes a B. Sc. in Science from NUI Galway, a Masters in Social Policy and Administration from the London School of Economics and Political Science, and a Post Graduate Diploma in Education from Trinity College Dublin. http://www.tcd.ie/disability/people/dtreanor.php

Quirke, M., McCarthy., P., Treanor, D. & Mc Guckin, C. (2019) Tomorrows Disability Officer - A Cornerstone on the Universal Design Campus. Journal of Inclusive Practice in Further and Higher Education. Issue 11.1. pp. 29-42.