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ERIC Number: EJ1059093
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-2368-4526
UDL--From Disabilities Office to Mainstream Class: How the Tools of a Minority Address the Aspirations of the Student Body at Large
Fovet, Frederic; Mole, Heather
Collected Essays on Learning and Teaching, v6 p121-126 2013
Confronted by the increasingly changing and varied nature of disabilities in higher education (Bowe, 2000; McGuire & Scott, 2002), disability service providers across North America are progressively moving away from targeted remedial assistance focusing on the disabilities of students to a less frontline role involving the sensitization of faculty around strategies that seek to widen access and develop awareness (Sopko, 2008). Universal Design is hence often the model of choice (Rose, Harbour, Johnston, Daley, & Abarbanell, 2006). It incorporates extensive use of technology and seeks the implementation of winning conditions in the classroom space that reduce or eliminate the need for later remedial work with students (Burgstahler, 2006). The hypothesis of this paper is that Universal Design, though conceived as a tool for a specific clientele, may quickly transpire to be the model best suited to serve the needs of the student body at large by meeting the wider educational aspirations of the 21st century. Not only do its strategies and goals allow wider access to students with disabilities, but they allow the integration of the "millennium learners," encourage higher student retention, guarantee higher rates of graduation and establish greater equity and respect for diversity.
Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A