CUDE

Applying universal design principles results in products and environments that are usable by most people without having to make special adaptations. Universal design applied to educational environments, especially when technology is involved, is referred to by the Center for Applied Special Technology (CAST) as Universal Design for Learning (UDL). UDL promotes the design of learning experiences that can be effective for students with a wide variety of characteristics, including disabilities.

If an off-campus event, such as a graduation ceremony or a course, is sponsored by an institution, the institution is responsible for ensuring that it is accessible to qualified students and guests with disabilities. When planning the event, inspect the meeting rooms, parking areas, restrooms, and other facilities ahead of time to ensure that they are accessible to people with mobility impairments and other types of disabilities. Also include a statement in event publications and websites that tells how to request disability-related accommodations.

Libraries can take steps to make their facilities, resources, and services accessible to patrons with disabilities. Below are some of the questions that should be addressed in order to ensure facility access.

Attempt to include students in fieldwork opportunities, rather than automatically suggesting nonfieldwork alternatives. Ask the student how they might be able to do a specific aspect of fieldwork, and work together to develop the best access solution. Include special needs in requests for field trip vehicle reservations, and provide materials in alternate formats as appropriate.

A student with a mental illness may have one or more of the following psychiatric diagnoses (American Psychiatric Association, 1994).

Depression

This is a mood disorder that can begin at any age. Major depression may be characterized by a depressed mood most of each day, a lack of pleasure in previously enjoyed activities, thoughts of suicide, insomnia, and consistent feelings of worthlessness or guilt.

Universal design is an approach that strives to make products and environments welcoming, accessible, and usable for everyone. Universal design principles were developed at the Center for Universal Design. They can be tailored to specific applications such as curriculum, instruction, career service offices, multimedia, tutoring and learning centers, museums, computer labs, and web pages.

Background

My name is Shannon. I have Spina Bifida, a mobility impairment, and use a wheelchair for mobility. My coursework in elementary education requires frequent use of the library to conduct literature reviews of children's books and research to create classroom projects.

Internet-based electronic discussion lists provide opportunities for collaboration with librarians and other colleagues about accessibility issues.

In the ADAPT-L listserv group, librarians discuss assistive technology for making electronic resources accessible to all patrons. To join, send email to listserv@american.edu with no subject but one line of text: "subscribe adapt-l Firstname Lastname".

Background

Susan is a sophomore who is blind. She has joined several campus organizations and would also like to join the equestrian team.

Access Issue

The advisor and trainer of the equestrian team called the disabled student services director to discuss whether this student should join the team. She was concerned about how Susan could handle this type of activity, as well as the liability of the university if she had an accident.

Students with disabilities often face challenges as they transfer from two-year to four-year institutions of higher education. There are many things that the institutions can do, individually and cooperatively, to ease this transition. Forty-six staff and faculty from two- and four-year institutions representing a total of twenty-four states made suggestions as part of five focused discussions hosted by DO-IT at the University of Washington. Listed below are some of their ideas.