NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ994291
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
Reference Count: 5
Community Collaboration, Use of Universal Design in the Classroom
Smith, Rachel E.; Buchannan, Tara
Journal of Postsecondary Education and Disability, v25 n3 p259-265 Fall 2012
Barriers to classroom participation for postsecondary students with disabilities are often addressed through accommodations via disability resource offices. However, the use of individualized accommodations as the sole method for resolving access barriers in the classroom is neither sustainable nor equitable. Furthermore, this somewhat flawed methodology creates systemic barriers, places the locus of control in the disability resource office, and reinforces stereotypical thinking about disability. An evaluation and redesign of course material by faculty may decrease the need for retrofit accommodations, create a community environment of empowerment, and change the nature of the relationship between faculty, students with disabilities, and disability resource center professionals. This practice brief details the results of a collaboration between a faculty member and a disability resource professional on course design to create sustainable, equitable, and just learning environments at Western Illinois University, a Midwestern comprehensive university. (Contains 2 tables.)
Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois