Community Collaboration, Use of Universal Design in the classroom

Auteur(s)

  • Rachel E Smith (Western Illinois University)
  • Tara Buchannan (Western Illinois University)

Référence

Community Collaboration, Use of Universal Design in the classroom, Journal of Postsecondary Education and Disability, 2012, vol 25, n°3, p259-265

Domaines de recherche appliquée

Thématiques

Incapacités

Zones géographiques

Résumé de l'auteur

Barriers to classroom participation for postsecondary students with disabilities are often addressed through accommodations via disability resource offices. However, the use of individualized accommodations as the sole method for resolving access barriers in the classroom is neither sustainable nor equitable. Furthermore, this somewhat flawed methodology creates systemic barriers, places the locus of control in the disability resource office, and reinforces stereotypical thinking about disability. An evaluation and redesign of course material by faculty may decrease the need for retrofit accommodations, create a community environment of empowerment, and change the nature of the relationship between faculty, students with disabilities, and disability resource center professionals. This practice brief details the results of a collaboration between a faculty member and a disability resource professional on course design to create sustainable, equitable, and just learning environments at Western Illinois University, Midwestern comprehensive university.

Commentaire du Centre Ressources

This article is about an applied research led by Western Illinois University in collaboration with the WIU Disability Resources Center in five courses in the WIU Department of Recreation, Park, and Tourism Administration. The aim was to use universal design in classes regardless the disability status. The article describes the changes made in the courses and their implementation by the students. You can refer to the article 2 of the CRPD which gives a definition of “universal design”.

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