MEETING THE NEEDS OF STUDENTS WITH DISABILITIES IN

MEETING THE NEEDS OF STUDENTS WITH DISABILITIES IN THE RESIDENCE HALLS: GUIDING OUR PRACTICE WITH UNIVERSAL INSTRUCTIONAL DESIGN Megan Hawley, Andrew Mc. Geehan and Paige Gardner; Seattle University

Background Knowledge

Empowering our students In 2008, 11% of all postsecondary students reported having a disability. From 2000 -2008, reports of ADD increased from 7 -19 percent. Twenty-four percent of students with disabilities reported having mental, emotional or psychiatric conditions. The average of students with disabilities has become more consistent with the average of students without disabilities. Students without disabilities average age: 25 (2000 -2008). Students with disabilities average age: 30 (2000). Students with disabilities average age: 26 (2008). Information gathered from the 2009 GAO report to the Chairman, Committee on Education and Labor, House of Representatives. “Higher Education and Disability: Education Needs a Coordinated Approach to Improve Its Assistance to schools in Supporting Students. ”

Common Issues Unaware of their rights and responsibilities. School faculty and staff lack awareness of support needed for students with disabilities. School faculty and staff lack education on the legal requirements for students with disabilities. Students with disabilities tend to attend community colleges and two year colleges; possibly due to smaller class sizes, personalized attention, and specialized services.

Legal Basics Higher Education Act of 1965/ Higher Education Opportunity Act. Section 504 of the Rehabilitation Act of 1973. Americans with Disabilities Act of 1990/ Americans with Disabilities Amendments Act of 2008. Post-9/11 Veterans Educational Assistance Act of 2008. Individuals with Disabilities Education Act.

Universal Instructional Design UID began as an architectural philosophy, a way of addressing the societal demands to improve accessibility to those with disabilities. UID demands that when designing, the creator will consider the needs of all potential users. Often referred to as “creating curb cuts, ” UID hopes to make education more accessible to all students not just those with disabilities. UID does not emphasize “one size fits all” but instead seeks to provide access to all people.

Universal Instructional Design Guiding Principles: Create welcoming atmosphere Determine essential components Communicate clear expectations Provide constructive feedback Explore the use of natural supports for learning Design methods that consider diverse styles, ways of knowing and abilities. Allow for multiple ways of demonstrating knowledge Promote interaction between students, faculty and staff

UD and UID Concepts/ models that developed to address the needs of students with disabilities. Closely related and supportive of each other. Readings: Universal Design for Learning (UDL; Center for Applied Special Technology, n. d. ; Rose, 2001; Rose & Meyer, 2000). Universal Design for Instruction (UDI; Scott, Mc. Guire & Shaw, 2001, 2003). Universal Instructional Design (UID; Silver, Bourke & Strehorn, 1998).

Best Practices

Accommodation Approach Access is a problem for the individual and should be addressed by that person and the disability service program. Access is achieved through accommodations and/or retrofitting existing requirements. Access is retroactive. Access is often provided in a separate location or through special treatment. Access must be reconsidered each time a new individual uses the system, i. e. is consumable.

Universal Design Approach Access issues stem from an inaccessible, poorly designed environments and should be addressed by the designer. The system/environment is designed, to the greatest extent possible, to be usable by all. Access is proactive. Access is inclusive. Access, as part of the environmental design, is sustainable.

PASS IT Program University of Minnesota Pedagogy and Student Services for Institutional Transformation Project. Funded by the US Department of Education. Seeks to provide professional development for faculty, staff and administrators, particularly those not directly involved in disability services. Using a Train the Trainer format, facilitators work to increase knowledge and materials related to UID/ UD.

Unlimited Time and Funding New Construction Wide hallways Accessible restrooms/ showers Adjustable furniture Bedroom Areas

Limited Time and Funding Front Loading washers Learning Community development Entry areas/ doors Training for RA and professional staff Audio/ Visual fire alarm boxes

Immediate Action Website font size/ auditory option Information in multiple formats (Braille, aurally, other languages) Assistive listening devices Provide programming assistance (location, time, interpreters)

Discussion

Group Discussions Table groups. Create an ideal campus. Where do students with disabilities fit in? When you get back to your campus, how can you incorporate Universal Design? What does Universal Design mean to you? How would your campus react to implementing UID? Has your campus been implementing UID inadvertently?

Resources Dion, B. (2006). International best practices in universal design: A global review. Canadian Human Rights Commission. Ottawa; Government of Canada. United States Government Accountability Office. (2009). Higher Education and Disability: Education Needs a Coordinated Approach to Improve its Assistance to Schools in Supporting Students. (GAO-10 -33). Washington, DC; U. S. Higbee, Jeanne L. , Goff, Emily (Eds. ). (2008). Pedagogy and Student Services for Institutional Transformation: Implementing Universal Design in Higher Education. Minneapolis, MN: University of Minnesota, Center for Research on Developmental Education and Urban Literacy.

Questions?