This second edition of the classic "Universal Design in Higher Education" is a comprehensive, up-to-the-minute guide for creating fully accessible college and university programs. The second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology. As larger numbers of people with disabilities attend postsecondary educational institutions, there have been comparable greater efforts to make the full array of classes, services, and programs accessible to all students. This revised edition provides both a full survey of those measures and practical guidance for schools as they work to turn the goal of universal accessibility into a reality. As such, it makes an indispensable contribution to the growing body of literature on special education and universal design. This book will be of particular value to university and college administrators, and to special education researchers, teachers, and activists. Contents of the book begin with the Foreword (by Michael K. Young), a Preface, and twenty-four chapters with respective authors divided over five parts. Part 1: Introduction, contains: Chapter 1: Universal Design in Higher Education (Sheryl E. Burgstahler). Part 2: Universal Design of Instruction in higher Education, continues with: Chapter 2: Universal Design of Instruction: From Principles to Practice (Sheryl E. Burgstahler); Chapter 3: Universal Design of Instruction in Postsecondary Education: A Literature Review of Empirically Based Articles (Kelly D. Roberts, Maya Satlykgylyjova, and Hye-Jin Park); Chapter 4: Universal Design for Learning in Postsecondary Education: Reflections on Principles and Their Application (Jenna W. Gravel, Laura A. Edwards, Christopher J. Buttimer, and David H. Rose); Chapter 5: The Faculty Perspective: Implementation of Universal Design in a First-Year Classroom (Jeanne L. Higbee); Chapter 6: Universal Design of Instruction: Reflections of Students (Imke Durre, Michael Richardson, Carson Smith, Jessie Amelia Shulman, and Sarah Steele); Chapter 7: The Benefits of Universal Design for Students with Psychological Disabilities (Al Souma and Deb Casey); Chapter 8: Universal Design for Learning Intervention in Postsecondary Education: Results from Two Effectiveness Studies (Craig L. Spooner, Patricia L. Davies, and Catherine L. Schelly); Chapter 9: Incorporating Universal Design into Administration Courses: A Case Study (Karen A. Myers); and Chapter 10: Universal Design of Assessment (Leanne R. Ketterlin-Geller, Christopher J. Johnstone, and Martha L. Thurlow.) Part 3: Universal Design of Student Services and Physical Spaces in Higher Education, contains: Chapter 11: Universal Design of Student Services: From Principles to Practice (Sheryl E. Burgstahler); Chapter 12: Applications of Universal Design to Student Services: Experiences in the Field (Alice Anderson, Rebecca C. Cory, Pam Griffin, Patricia J. Richter, Scott Ferguson, Eric Patterson, and Lacey Reed); Chapter 13: Universal Design of Physical Spaces: From Principles to Practice (Sheryl E. Burgstahler); and Chapter 14: Applications of Universal Design to Higher Education Facilities (Elisabeth Goldstein). Part 4: Universal Design of technology in Higher Education, continues with: Chapter 15: Universal Design of Technology: From Principles to Practice (Sheryl E. Burgstahler); Chapter 16: A Brief History of Assistive, Accessible, and Universally Designed Technology: Perspectives of Practitioners Who Lived (Fourteen Leaders in the Field); Chapter 17: Video for All: Accessibility of Video Content and Universal Design of a Media Player (Terrill Thompson); Chapter 18: Blending Universal Design, E-Learning, and Information and Communication Technologies (Roberta Thomson, Catherine S. Fichten, Alice Havel, Jillian Budd, and Jennison Asuncion). Part 5: Promotion and Institutionalization of Universal Design, contains: Chapter 19: Promoters and Inhibitors of Universal Design in Higher Education (Sheryl E. Burgstahler); Chapter 20: Raising Awareness of Universal Design in the Engineering Curriculum: Strategies and Reflections (Kimberly E. Bigelow); Chapter 21: Small Victories: Faculty Development and Universal Design (Susan Yager); Chapter 22: A Case Study Approach to Promote Practical Application of Universal Design for Instruction (Sally S. Scott and Joan M. McGuire); Chapter 23: Implementing Universal Design: Collaborations Across Campus (Donald E. Finn, Elizabeth Evans Getzel, Susan B. Asselin, and Virginia Reilly); and Chapter 24: Collaborations for Usable Design: A Case Study in Partnerships to Promote Universal Design in Higher Education (Tara Buchannan and Rachel E. Smith). The book also contains sections titled: The Last Word, About the Authors, and an Index. [For the first edition, see ED568813.]