Volume 19, Number 2, Fall 2006
Acknowledging and Transforming Disabling Environments in Higher
Education: AHEAD’s Role
Universal Design for Instruction: Extending the Universal Design Paradigm
to College Instruction
Universal Design for Learning in Postsecondary Education: Reflections on Principles
and their Application
Working with Faculty Toward Universally Designed Instruction: The Process
of Dynamic Course Design
Accommodations and Universal Design: Supporting Access to Assessments in Higher
Education
Universal Design and the Assessment of Student Learning in Higher Education:
Promoting Thoughtful Assessment
Book Review
Acknowledging and Transforming Disabling Environments in Higher Education: AHEAD’s Role
Abstract: The term universal design (UD) is becoming a more widely used term by AHEAD members, community agencies, architects, design faculties, and offices for students with disabilities in higher education As the term gains popularity, there is a growing sense of excitement when among those who are committed to practicing and living by the principles of universal design. There is excitement about and commitment to exploring the potential of the UD paradigm role in higher education.
Universal Design for Instruction: Extending the Universal Design Paradigm to College Instruction
Abstract: Universal design for instruction (UDI) represents the systematic application of universal design, the construct from architecture and product development, to instructional practices in higher education. In addition to a description of the deliberative process by which UDI was developed, this article provides confirmatory evidence of the validity of this construct in its details of three studies undertaken to explore its application. Readers are encouraged to reflect upon the impact of UDI on the practice of disability services and the importance of examining its efficacy to sustain its long-term relevance.
Universal Design for Learning in Postsecondary Education: Reflections on Principles and their Application
Abstract: Authored by the teaching staff of T-560: Meeting the Challenge of Individual Differences at the Harvard Graduate School of Education, this article reflects on potential applications of universal design for learning (UDL) in university courses, illustrating major points with examples from T-560. The article explains the roots of UDL in cognitive neuroscience, and the three principles of UDL: multiple means of representing information, multiple means of expressing knowledge, and multiple means of engagement in learning. The authors also examine the ways UDL has influenced their course goals and objectives, media and materials, teaching methods, and assessment techniques, including discussion groups, lectures, textbooks, and the course website. The authors emphasize the ongoing developmental nature of the course and UDL principles as tools or guidelines for postsecondary faculty, rather than a set of definitive rules. UDL is proposed as a way to address diversity and disabilities as constructs of individuals and their environment in higher education classrooms.
Working with Faculty Toward Universally Designed Instruction: The Process of Dynamic Course Design
Abstract: Both learner-centered education (LCE) and universal design (UD) require an instructor to be constantly reflective and flexible. But although both focus on the needs of different types of learners, until now LCE has not explicitly included students with disabilities within the array of learners it seeks to serve. And the UD movement, while it begins with consideration of disability, does not yet provide specific processes for integrating UD principles into the design of instruction. This paper introduces one such process, dynamic course design, which can be used by disability service providers in working with instructors to develop more universally designed classes. The process is designed to help instructors systematically identify and examine their expectations for student learning in a course and to prompt them to design their course so as to make the learning in it accessible to a wide variety of students.
Accommodations and Universal Design: Supporting Access to Assessments in Higher Education
Abstract: Because of recent legislative mandates, students with disabilities have unprecedented opportunities to attend institutions of higher education. Access to instruction and assessment is provided through the use of reasonable accommodations. However, such accommodations are legally and procedurally complex. This article addresses the legal and procedural evidence required to receive testing accommodations. In addition, we discuss procedures for supporting student needs by applying the principles of universal design to assessments. By changing assessment practices to include support structures for all students, access to higher education can be promoted.
Universal Design and the Assessment of Student Learning in Higher Education: Promoting Thoughtful Assessment
Abstract: Universal design, applied to instructional delivery systems, can be a powerful way to promote greater access to information for a wide range of students. However, the assessment of this information is of equal importance. This article provides a brief review of current assessment practice in postsecondary settings, and explains how universally designed assessments can help to promote a more accurate representation of student learning. Basic recommendations are provided to help faculty who are interested in universally designed assessment.
