JPED Special Issue Call for Proposals

By AHEAD posted 11-17-2021 11:22:50 AM


The Journal of Postsecondary Education and Disability (JPED) is recruiting authors of articles who have integrated relevant disability, accessibility, universal design, and related content within their postsecondary academic and professional development courses in a variety of subject areas to be published in a special issue of the journal. 

Topic of JPED’s Special Issue: Integrating disability, accessibility, and/or universal design content within postsecondary courses

1-2 Page Proposals Due: December 6, 2021 to 

The proposal should outline the article type (Research Article or Practice Brief), author(s) with titles and institutional affiliation(s), background information, purpose/questions addressed, methods and data to be reported, and implications for practice. The Guest Editor will promptly send invitations for full manuscripts for those who are selected, along with manuscript suggestions. 

Full Draft Manuscripts Due: March 7, 2022 to 

Further Information about Appropriate Topics: Examples of potential topics for manuscripts include computer science courses that require adherence to the Web Content Accessibility Guidelines in user interface design projects; engineering courses that teach students to routinely design products that are accessible to individuals with a variety of disabilities; education courses that teach preservice K-12 and postsecondary teachers how to design curriculum materials and pedagogy that meet the needs of students with disabilities in mainstream classes; certificate programs that prepare online learning designers that integrate accessible design practices within their offerings. The routine inclusion of relevant disability, accessibility, and universal design content within learning opportunities promises to ensure that future products, resources, and programs in a wide range of application areas are more accessible and inclusive of individuals with disabilities. Disability services professionals can play important roles in encouraging such practices and offering their expertise to instructors as they update their curriculum and are encouraged. Manuscripts that are co-authored by faculty and student services personnel are encouraged. Ultimately, efforts such as those shared in the special issue can contribute to a more accessible and inclusive world.

Author Guidelines and Review Process: All submitted manuscripts must be Research Articles or Practice Briefs and follow JPED author guidelines and will be reviewed for publication through JPED’s standard processes as described at 

Guest Editor: Sheryl Burgstahler, University of Washington

Dr. Burgstahler founded and directs Accessible Technology Services—which includes the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) and the IT Accessibility Technology (ITAT) Teams—at the University of Washington. These dynamic groups promote (1) the development of self determination skills, use of mainstream and assistive technology, and other interventions to support the success of students with disabilities in postsecondary education and careers; and (2) the universal design (UD) of learning opportunities; facilities; websites, media, documents, and other IT; and services to ensure that they are accessible to, usable by, and inclusive of individuals with disabilities. Dr. Burgstahler has delivered hundreds of presentations and has more than 100 publications that include the books Universal Design in Higher Education: From Principles to Practice (editor, second edition 2015) and Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit (2020), both published by Harvard Education Press. Examples of how disability-related topics can be integrated into postsecondary courses can be found in the chapter "Teaching about Universal Design" (pp 151-162) in the Creating Inclusive Learning Opportunities in Higher Education book.

Further Information: Direct questions about this special issue of JPED to