Archived Abstracts
Universal Design Frameworks in Higher Education: A Literature Review on Experiences of Students with Disabilities
Location
Room 214, Schewel Hall
Access Type
Campus Access Only
Entry Number
34
Start Date
4-8-2020 2:15 PM
End Date
4-8-2020 2:30 PM
Department
Education
Abstract
More students with disabilities are attending institutions of higher education at greater numbers than in previous years, so there is a need for inclusive instructional strategies which support an array of student needs and learning styles. There are several pieces of legislation, which provide individuals with disabilities access to equal opportunities, such as the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, Individuals with Disabilities Education Act, and Higher Education Opportunity Act. Specifically, under Section 504 and the Americans with Disabilities Act, college students with disabilities receive necessary accommodations and aids in order for them to fully participate in postsecondary education. However, some students with disabilities choose not to use accommodations; in which case incorporating inclusive instructional strategies in the classroom can benefit them. This literature review analyzed students’ experiences with Universal Design-based strategies in higher education. The review also shared the student perspectives on specific Universal Design-based strategies which faculty incorporated in the courses and students viewed as important. Gaps and recommendations for future research will also be discussed.
Keywords: Universal Design Frameworks; Higher Education; College Students with Disabilities; United States
Faculty Mentor(s)
Dr. Mina Chun
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Universal Design Frameworks in Higher Education: A Literature Review on Experiences of Students with Disabilities
Room 214, Schewel Hall
More students with disabilities are attending institutions of higher education at greater numbers than in previous years, so there is a need for inclusive instructional strategies which support an array of student needs and learning styles. There are several pieces of legislation, which provide individuals with disabilities access to equal opportunities, such as the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, Individuals with Disabilities Education Act, and Higher Education Opportunity Act. Specifically, under Section 504 and the Americans with Disabilities Act, college students with disabilities receive necessary accommodations and aids in order for them to fully participate in postsecondary education. However, some students with disabilities choose not to use accommodations; in which case incorporating inclusive instructional strategies in the classroom can benefit them. This literature review analyzed students’ experiences with Universal Design-based strategies in higher education. The review also shared the student perspectives on specific Universal Design-based strategies which faculty incorporated in the courses and students viewed as important. Gaps and recommendations for future research will also be discussed.
Keywords: Universal Design Frameworks; Higher Education; College Students with Disabilities; United States