ERIC Number: ED568813
Record Type: Non-Journal
Publication Date: 2008-May
Reference Count: N/A
Universal Design in Higher Education: From Principles to Practice
Burgstahler, Sheryl E., Ed.; Cory, Rebecca C., Ed.
Harvard Education Press
"Universal Design in Higher Education" looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. "Universal Design in Higher Education" is a comprehensive guide for researchers and practitioners on creating fully accessible college and university programs. It is founded upon, and contributes to, theories of universal design in education that have been gaining increasingly wide attention in recent years. As greater numbers of students with disabilities attend postsecondary educational institutions, administrators have expressed increased interest in making their programs accessible to all students. This book provides both theoretical and practical guidance for schools as they work to turn this admirable goal into a reality. It addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design. This book will be of unique value to university and college administrators, and to special education researchers, practitioners, and activists. The book contents open with a Foreword and Acknowledgements, then twenty-four chapters with respective authors divided over four 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 for Learning in Postsecondary Education: Reflections on Principles and Their Application (David H. Rose, Wendy S. Harbour, Catherine Sam Johnston, Samantha G. Daley, and Linda Abarbanell); Chapter 4: The Faculty Perspective: Implementation of Universal Design in a First-Year Classroom (Jeanne L. Higbee); Chapter 5: Universal Design of Assessment (Martha L. Thurlow, Christopher J. Johnstone, and Leanne R. Ketterlin-Geller); 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 Psychiatric Disabilities (Al Souma and Deb Casey); Chapter 8: The Contribution of Universal Design to Learning and Teaching Excellence (Adele Darr and Richard Jones); Chapter 9: Universal Course Design: A Model for Professional Development (Kirsten Behling and Debra Hart); Chapter 10: Small Victories: Faculty Development and Universal Design (Susan Yager); Chapter 11: A Case Study Approach to Promote Practical Application of Universal Design for Instruction (Sally S. Scott and Joan M. McGuire); Chapter 12: Engaging Higher Education Faculty in Universal Design: Addressing Needs of Students with Invisible Disabilities (Andrea M. Spencer and Olga Romero); and Chapter 13: Incorporating Universal Design into Administration Courses: A Case Study (Karen A. Myers). Part 3: Universal Design of Student Services, Physical Spaces, and Technological Environments in Higher education, continues with: Chapter 14: Universal Design of Student Services: From Principles to Practice (Sheryl E. Burgstahler); Chapter 15: 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 16: Universal Design of Physical Spaces: From Principles to Practice (Sheryl E. Burgstahler); Chapter 17: Applications of Universal Design to Higher Education Facilities (Elisabeth Goldstein); Chapter 18: Universal Design of Technological Environments: From Principles to Practice (Sheryl E. Burgstahler); Chapter 19: Problems and Solutions for Making Multimedia Web-Based Lectures Accessible: A Case Study (Alice Anderson and Mike Litzkow); and Chapter 20: Universal Design of Computing Labs (Terry Thompson). Part 4: Institutionalization of Universal Design in Higher Education, contains: Chapter 21: Indicators of Institutional Change (Sheryl E. Burgstahler and Rebecca C. Cory); Chapter 22: A Change Process for Creating a Universally Designed Campus (Cathy Jenner); Chapter 23: Implementing Universal Design: Collaborations Across Campus (Donald E. Finn, Elizabeth Evans Getzel, Susan B. Asselin, and Virginia Reilly); and Chapter 24: Promoters and Inhibitors of Universal Design in Higher Education (Sheryl E. Burgstahler). The book also includes an Appendix: Project Teams and Resources; About the Authors, and an Index.
Descriptors: Access to Education, Higher Education, Disabilities, Special Education, Guides, Administrator Attitudes, College Students, Educational Research, College Administration, Activism, Teaching Methods, Academic Accommodations (Disabilities), Student Attitudes, Mental Disorders, Excellence in Education, Faculty Development, Case Studies, Student Needs, Administrator Education, Physical Environment, Educational Facilities, Multimedia Instruction, Web Based Instruction, Organizational Change, Campuses, Cooperation
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: email@example.com; Web site: http://hepg.org/hep-home/home
Publication Type: Books; Collected Works - General
Education Level: Higher Education; Postsecondary Education
Audience: Administrators; Researchers; Practitioners
Authoring Institution: Harvard University, Graduate School of Education