Universal Design In Education

Universal design is a way to level the playing field for students with disability and enhance everyone’s educational experience and performance. Universally designed campuses and curricula, while not utopian, can result in more meaningful and full access for all (Ashmore & Kasnitz, 2014). Access is build in rather than by request. According to Burgstahler (2014), Ronald Mace, “an internationally recognized architect and educator”, first named the term universal design in the 1970s (Vance et al., 2014, p. 37). Mace defined the concept through the Center for Universal Design (CUD) at North Carolina State University as “the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation …show more content…
In 2007 Burgstahler identified six principles universal design standards could be implemented in postsecondary education: (1) Considering diversity issues when planning, and assessing services; (2) Ensure physical access, and safety in all environments inclusive to diverse individuals, and abilities; (3) Ensure all educators (faculty and staff) are trained and prepared to work with diverse students; (4) Set in place accessible technology accommodations; (5) Assure all individuals regardless of abilities, can participate in all events sponsored by the institution (Arendale & Poch, 2008). Lastly, Burgstahler (2007) advocated that the above principles be applied to many other areas in student services (e.g., advising, career services, financial aid, housing and residential life, registration, student organizations, and learning …show more content…
When a learning support office adopts a universal design philosophy its role and engagement with campus constituents’ changes. An institution that embraces universal access recognizes that access for all leads to equality of opportunity and experience and a reduced need for individual accommodations. The medical model under which disability offices developed and continue to practice can be supplanted by a richer, more inclusive set of practices that embrace cultural and social models. This movement, modeled on the ADA, and reflected on the updated standards for disability resources and services adopted in 2013 by the Council for the Advancement of Standards in Higher Education, has the potential to effect significant positive change for disabled individuals worldwide. Ashmore and Ksnitz (2014) indicate, that international experiences of college students with and without disabilities could expand qualitatively and quantitatively during the 21st century as CRPD implementation enhances accessibility