MEETING THE NEEDS OF STUDENTS WITH DISABILITIES IN THE RESIDENCE HALLS: GUIDING OUR PRACTICE WITH UNIVERSAL INSTRUCTIONAL DESIGN Megan Hawley, Andrew McGeehan and Paige Gardner; Seattle University

Background Knowledge

Empowering our students  In 2008, 11% of all postsecondary students reported having a disability.  From , reports of ADD increased from 7-19 percent.  Twenty-four percent of students with disabilities reported having mental, emotional or psychiatric conditions.  The average age of students with disabilities has become more consistent with the average age of students without disabilities.  Students without disabilities average age: 25 ( ).  Students with disabilities average age: 30 (2000).  Students with disabilities average age: 26 (2008). Information gathered from the 2009 GAO report to the Chairman, Committee on Education and Labor, House of Representatives. “Higher Education and Disability: Education Needs a Coordinated Approach to Improve Its Assistance to schools in Supporting Students.”

Common Issues  Unaware of their rights and responsibilities.  School faculty and staff lack awareness of support needed for students with disabilities.  School faculty and staff lack education on the legal requirements for students with disabilities.  Students with disabilities tend to attend community colleges and two year colleges; possibly due to smaller class sizes, personalized attention, and specialized services.

Legal Basics  Higher Education Act of 1965/ Higher Education Opportunity Act.  Section 504 of the Rehabilitation Act of  Americans with Disabilities Act of 1990/ Americans with Disabilities Amendments Act of  Post-9/11 Veterans Educational Assistance Act of  Individuals with Disabilities Education Act.

Universal Instructional Design  UID began as an architectural philosophy, a way of addressing the societal demands to improve accessibility to those with disabilities.  UID demands that when designing, the creator will consider the needs of all potential users.  Often referred to as “creating curb cuts,” UID hopes to make education more accessible to all students not just those with disabilities.  UID does not emphasize “one size fits all” but instead seeks to provide access to all people.

Universal Instructional Design  Guiding Principles:  Create welcoming atmosphere  Determine essential components  Communicate clear expectations  Provide constructive feedback  Explore the use of natural supports for learning  Design methods that consider diverse styles, ways of knowing and abilities.  Allow for multiple ways of demonstrating knowledge  Promote interaction between students, faculty and staff

UD and UID  Concepts/ models that developed to address the needs of students with disabilities.  Closely related and supportive of each other.  Readings:  Universal Design for Learning (UDL; Center for Applied Special Technology, n.d.; Rose, 2001; Rose & Meyer, 2000).  Universal Design for Instruction (UDI; Scott, McGuire & Shaw, 2001, 2003).  Universal Instructional Design (UID; Silver, Bourke & Strehorn, 1998).

Best Practices

Accommodation Approach  Access is a problem for the individual and should be addressed by that person and the disability service program.  Access is achieved through accommodations and/or retrofitting existing requirements.  Access is retroactive.  Access is often provided in a separate location or through special treatment.  Access must be reconsidered each time a new individual uses the system, i.e. is consumable.

Universal Design Approach  Access issues stem from an inaccessible, poorly designed environments and should be addressed by the designer.  The system/environment is designed, to the greatest extent possible, to be usable by all.  Access is proactive.  Access is inclusive.  Access, as part of the environmental design, is sustainable.

PASS IT Program  University of Minnesota  Pedagogy and Student Services for Institutional Transformation Project.  Funded by the US Department of Education.  Seeks to provide professional development for faculty, staff and administrators, particularly those not directly involved in disability services.  Using a Train the Trainer format, facilitators work to increase knowledge and materials related to UID/ UD.

Unlimited Time and Funding  New Construction  Wide hallways  Accessible restrooms/ showers  Adjustable furniture  Bedroom Areas

Limited Time and Funding  Front Loading washers  Learning Community development  Entry areas/ doors  Training for RA and professional staff  Audio/ Visual fire alarm boxes

Immediate Action  Website font size/ auditory option  Information in multiple formats (Braille, aurally, other languages)  Assistive listening devices  Provide programming assistance (location, time, interpreters)

Discussion

Group Discussions  Table groups.  Create an ideal campus.  Where do students with disabilities fit in?  When you get back to your campus, how can you incorporate Universal Design?  What does Universal Design mean to you? How would your campus react to implementing UID?  Has your campus been implementing UID inadvertently?

Resources  Dion, B. (2006). International best practices in universal design: A global review. Canadian Human Rights Commission. Ottawa; Government of Canada.  United States Government Accountability Office. (2009).Higher Education and Disability: Education Needs a Coordinated Approach to Improve its Assistance to Schools in Supporting Students. (GAO-10-33). Washington, DC; U.S.  Higbee, Jeanne L., Goff, Emily (Eds.). (2008). Pedagogy and Student Services for Institutional Transformation: Implementing Universal Design in Higher Education. Minneapolis, MN: University of Minnesota, Center for Research on Developmental Education and Urban Literacy.

Questions?