JPED

Universal Design for Instruction: The Paradigm, Its Principles, and products for Enhancing Instructional Access
Joan M. McGuire, Ph.D., Sally S. Scott, Ph.D., and Stan F. Shaw, Ed.D.
Abstract: Universal Design for Instruction (UDI), a construct that serves as the foundation for the work of a federally funded project at the University of Connecticut,1 offers an approach to inclusive instruction that is responsive to the diverse learning needs of a changing postsecondary population. In this article elements relating to the implementation of project activities are presented, including the participation of key stakeholders throughout the grant period. The application of the Nine Principles of UDI© to college teaching is discussed along with observations regarding project outcomes. Suggestions for future initiatives are also delineated.

University of Kentucky Engaging Differences Project: Providing Information about Accommodations On Line and Just in Time
Kristina M. Krampe and William H. Berdine
Abstract: The University of Kentucky Engaging Differences (UK-ED) project focused on developing, evaluating, and disseminating a web-based performance support system (WPSS) to enhance accommodations provided by personnel at the University of Kentucky (UK), the Lexington Community College (LCC), and the Kentucky Community and Technical College System (KCTCS). The project was completed in three phases: (a) knowledge base development, (b) development of a prototype of the WPSS for use at UK and LCC; and (c) validation of the UK-ED WPSS for use at KCTCS. The WPSS components and activities conducted within each phase are described. Results suggested that the WPSS allowed users to effectively and efficiently locate information. In addition, all users’ perceptions of the systems were positive.

A Field Test of the Impact of an Inservice Training Program On Health Sciences Education Faculty
Jo-Ann Sowers, Ph.D. and Martha R. Smith, M.S.
Abstract: The goal of the Health Sciences Faculty Education Project at Oregon Health & Science University was to enhance the capacity of health science programs and faculty to admit, teach, accommodate, and graduate students with disabilities. Multiple approaches were implemented to achieve this goal. A key strategy was an inservice training program designed specifically for health sciences education faculty called “A Day in the Life of Health Science Students.” The program was field-tested with 247 nursing, medicine, dentistry, and allied health faculty at 39 institutions. Participating in the training positively impacted the perceptions, knowledge, and concerns of the faculty about students with disabilities. “A Day in the Life of Health Science Students” is an important tool available to health sciences education programs as the number of students with disabilities who wish to enter these programs continues to grow.

Changing the Culture (CTC): A Collaborative Training Model to Create Systemic Change
Pamela Rohland, M.A., Bette Erickson, Ed.D., Deborah Mathews, M.A., Susan E. Roush, Ph.D., Kristen Quinlan, B.A., and Anabela DaSilva Smith, M.A.
Abstract: The goal of the Changing the Culture project at the University of Rhode Island is to develop a multi-institutional, statewide network of disability resource mentors, whereby faculty and administrators encourage their department colleagues to develop policies and teaching practices that are inclusive of students with disabilities. The CTC program is systematically increasing the number of disability resource mentors in private and public postsecondary institutions in Rhode Island. One of several outcomes of the project’s seminar, and the resulting day-to-day presence of disability resource mentors, has been increased system-wide inclusiveness for students with disabilities.

Strategies for Implementing Professional Development Activities on College Campuses: Findings from the OPE-Funded Project Sites (1999 – 2002)
Elizabeth Evans Getzel, M.A., Lori W. Briel, M.Ed., and Shannon McManus, M.Ed.
Abstract: This article describes the responses to an on-line survey that was sent to 21 universities and colleges funded during 1999-2002 by the U.S. Department of Education’s Office of Postsecondary Education (OPE) to develop and implement faculty and administrator professional development activities. The projects were asked to respond to a series of open-ended questions concerning their experiences over the three-year period working with faculty, administrators, students with disabilities, and other professionals on their campuses. Their responses were analyzed qualitatively by identifying recurring issues and themes. Implications of the findings for future research and evaluation efforts on the effectiveness of professional development strategies and their long-term impact on the education of students with disabilities in higher education are explored.

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