1. Association on Higher Education And Disability:
Networking and Training for Inclusion through Accommodations and Universal Design
Carol Funckes
AHEAD President
University of Arizona

2. The Association on Higher Education and Disability
Vision:
AHEAD envisions educational and societal environment that value disability and embody equality of opportunity
Mission
AHEAD is the premiere professional association committed to full participation of persons with disabilities in postsecondary education.

3. AHEAD Bylaws, Mission and Vision
AHEAD Structure
AHEAD Membership
State
Affiliates
Special Interest Groups
AHEAD Board of Directors & Staff
AHEAD Bylaws, Mission and Vision
Networking
Initiatives
Services & Resources
Impacting
2,300 members; 600+ colleges & universities

4. AHEAD Services & Resources
Networking
Training
Publications
Conferences- National & Regional
Audio conferences
Consultation
Research
Social & Political Impact

5. Potential Relationship: AHEAD & Colombia
Membership
Publications
Listserv participation
On-line Courses
Professional Exchange
Limited by our Imaginations!
Membership category as whole country

6. Disabled Students in Higher Education:
Averages in the United States

7. Inclusion of Disabled Students
Large Percentage Growth of students with traditional disabilities in the 1960s
Large Percentage Growth of students with learning disabilities in the 1990s
: 18%-33%
Why?
Disabled Veterans
Parents
Legal Requirements

8. Implementation of Laws
Objective definition of disability to determine who is eligible for accommodations
Documentation to verify eligibility
Creation of specific policies and procedures
Caution: Laws can set minimum standards that may not assure usability

9. ADA Definition of Disability
A person with a disability is someone with a physical or mental impairment that substantially limits one or more major life activities; or someone who has a record of or is regarded as having such impairment.
A person must be “otherwise qualified” to be protected by the ADA.

10. Reasonable Accommodations
Modifications or adjustments that allow equal opportunity for participation while maintaining essential components
Auxiliary aids and services, may include:
Sign Language Interpreters
Alternative format
Braille, tape, large print, electronic media
Testing modifications
Course substitution
Reasonable accommodations are individually determined.

11. Models of Disability

12. Models of Disability: The Medical Model The Sociopolitical Model
Conceived in the mid 1800s
Based on medical advances and pathology
The Sociopolitical Model
Conceived in the 1970s
Based on human rights and defined by individuals with disabilities
Transition statement – the hearing experience shapes the appropriate choices for academic access.
Our discussion of intake is predicated on an understanding of different models of disability and what we call “the service provider’s dilemma.” Therefore, before we delve deeper into appropriate academic adjustments, we should explain our philosophical perspective.
There are two primary models of disability

13. Medical Model Sociopolitical Model
Disability is a deficiency or abnormality
Disability is a difference
Being disabled is
negative
Being disabled, in itself, is neutral
Disability resides in the individual
Disability derives from interaction between individual and society

14. Medical Model Sociopolitical Model
The remedy for disability-related problems is cure or normalization of the individual
The remedy for disability-related problems is a change in the interaction between the individual and society
The agent of remedy is the professional who affects the arrangements between the individual and society
The agent of remedy can be the individual, an advocate, or anyone who affects the arrangements between the individual and society

15. Neil Marcus Disability is an art "Disability is not a
`brave struggle' or
`courage in the face
of adversity.'
Disability is an art.
It's an ingenious
way to live."

16. Universal Design
The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.
The goal is to increase access for people with divergent needs and preferences without treating them differently.

17. Universal Design What is it?
“The ‘universal’ in universal design does not imply that one size fits all; instead, it stresses the need for flexible, customizable content, assignments and activities.”
Many names/one concept

18. Universal Design as a Construct
Universal design is a conceptual framework for designing and developing inclusive environments. It stems from the attitude that environments are disabling to individuals and that they could be designed in ways that are usable by a majority of people with a variety of personal differences. Universal design reframes the concept of accessibility from “special features for a few” to “good design for many”.
Adaptive Environments (

19. Accommodation Approach Universal Design Approach
Access is a problem for the individual and should be addressed by that person and the disability service program
Access issues stem from an inaccessible, poorly designed environments and should be addressed by the designer
Access is achieved through accommodations and/or retrofitting existing requirements
The system/environment is designed, to the greatest extent possible, to be usable by all

20. Accommodation Approach Universal Design Approach
Access is retroactive
Access is proactive
Access is often provided in a separate location or through special treatment
Access is inclusive
Access must be reconsidered each time a new individual uses the system, i.e. is consumable
Access, as part of the environmental design, is sustainable

21. Main entrance to Classroom Building

22. Computer area stairs & ramp

23. Entrance to Main Library

24. North Carolina State University: Center on Universal Design
The 7 Principles of UD
Equitable Use
Flexibility in Use
Simple and Intuitive
Perceptible Information
Tolerance for Error
Low Physical Effort
Size and Space for Approach and Use
Publications date to as early as Discussion in the design community was happening in the 50’s and 60s

25. Accessible water fountains?

26. Universal design is a design approach that originates from the belief that the broad range of human ability is ordinary… not special. UD accommodates people with disabilities, older people, children and others who are non-average.
It cannot be approached with a cookbook application of set rules

27. Principle 1: Equitable Use
Provide the same means of use for all users: identical whenever possible; equivalent when not.
Slide 6-Principle 1: Equitable Use
i) Provide the same means of use for all users: identical whenever possible; equivalent when not
ii) Avoid segregating or stigmatizing any users
iii) Make design appealing to all users
Acceptable- Koerner Library
i) entrance is the same for all users, there is a power door but it is identical in design to the other doors; not segregated
ii) zero step entrance allows everyone to access the front doors
iii) door handles that can be grabbed onto fairly easily
Unacceptable- Chan Center Entrance
-the Chan center could have been located down on Chancellor Boulevard or on the same level as the Main Mall
-Instead it was placed right in the middle with a lot of stairs leading up from Chancellor and a lot of stairs leading down from the Main Mall
-supposedly designers made the Chan Center accessible by placing an elevator in the Rose Garden Parkade that would stop on the level of the Chan Center
-This could be seen as unnecessary segregation. The designers provided a separate entrance area for the physically disabled. The Chan center did not need to have its entrance between two long flights of stairs.
-It was also not anticipated that this outdoor elevator would be out of service most of the time due to the amount of rain that we get
-It was also not taken into account that all the accessible parking for the Rose Garden is on the first floor
-the Chan Center was made more complex than it needed to be and now it is a problem for many people to access it.

28. Principle 2: Flexibility in Use
Accommodate a wide range of individual preferences and abilities.
Slide 7- Flexibility in Use
Design accommodates a wide range of individual preferences and abilities.
Acceptable
TTY Phone Brock Hall
-A TTY is a device that can send text over a phone line to another TTY
-(It is that box that is underneath the phone)- It can be pulled out and used as a keypad
-In this way it can be beneficial for people who are deaf, hard of hearing or speech impaired
-also, this phone has a volume control button that can make the phone louder for those who are hard of hearing or trying to call someone in a noisy environment
Unacceptable
Phone Cubicle- Buchanan A
-the cubicle is so small that only those without a physical disability may access it.
-It is hidden away and hard to find.
-It is useless for those who are deaf, hard of hearing, speech-impaired or physically disabled.

29. Principle 3: Simple and Intuitive Use
Use of design is easy to understand, regardless of the user’s experience, knowledge, language skills, or concentration level.
Slide 8- Principle 3: Simple and Intuitive Use
Design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level.
i) Eliminate unnecessary complexity
ii) be consistent with user’s expectations and intuition
iii) Accommodate a wide range of literacy and language skills
iv) Arrange information consistent with its importance
Acceptable- Coke Machine- The Commercial Metaphor
-Advertising is a good example of simple and intuitive use.
-Advertisers seek to make buying a product as simple and desirable as possible.
-That’s why Shopping Malls are some of the most accessible environments around.
-The Vending Machine is an excellent example of simple and intuitive use because it is readily apparent what it sells through pictures, symbols, colours, words, and fonts
-Again, the buttons are large and easy to push and themselves are laden with pictures, words and symbols
-It is also made evident in a number of ways, where to put the money and where to get the drink.
Unacceptable- UBC Outdoor Signage
-(Question for the Audience): How often do you get asked where the Museum of Anthropology is?
-It is particularly difficult for people to find their way around UBC, due to the sheer size of the campus.
-The outdoor signage and pathways at UBC are inadequate in comparison to this enormous area.
-Signage often relies solely on the use of words which are often located in hard-to-find areas behind bushes and other obstacles.
-this makes it useless for sight-impaired students and visitors.
-Also, the use of only one form of communication- words- makes it more difficult for everyone to find their way around campus- particularly for those with dyslexia or who do not read English fluently
-Maps are also insufficiently marked out.
-Outdoor signage must use pictures, and textural cues as well, like the coke machine.

30. Principle 4: Perceptible Information
Communicate necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.
Slide 9- Principle 4: Perceptible Information
Design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.
i) Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information.
ii) provide adequate contrast between essential information and its surroundings
iii) Maximize legibility of essential information.
iv) Provide compatibility with a variety of techniques or devices used by people with sensory limitations
Acceptable: Continuing Studies Building
1) presents information redundantly- textual, numerically, braille
2) -word “Classroom” and numbers are well contrasted from backgroung using legible, raised, non-glare font
4) -braille for the visually impaired
Unacceptable: Chemistry Building
1) only uses numbers to present information
2) colour of numbers are not adequately contrasted with wood (although they are raised)
3) nothing distinguishes this door from any other door in the chemistry building
4) only makes use of number placed high above the door in a dark area- no way for visually impaired person to know where they are

31. Principle 5: Tolerance for Error
The design minimizes hazards and the adverse consequences of accidental or unintended actions.
Backspace & Delete
Slide 10- Principle 5: Tolerance for Error
The design minimizes hazards and the adverse consequences of accidental or unintended actions.
Acceptable- First Nation’s Roundhouse
-Note that the Roundhouse has been placed in a difficult area to make accessible
-The ramp that leads down to the Roundhouse is on a fairly mild gradient
-It has railings on both sides to help on the way down
-other comments: It melds with the existing architecture
Unacceptable- UBC Bookstore
-The UBC Bookstore is sunken with stairs leading down to it, making any access very complicated.
-It must be understood that this was not required in the first place
-Ramp is on steep slope with no handrails and stairs on either side
-If someone were to fall off their wheelchair, they could fall down the stairs
-Nothing to warn of ramp; nothing that separates the ramp from the stairs
-other comments: Also, from principle one, this is an extremely ugly design

32. Principle 6: Low Physical Effort
The design can be used efficiently and comfortably with a minimum of fatigue.
Slide 11- Principle 6- Low Physical Effort
The design can be used efficiently and comfortably and with a minimum of fatigue.
-this involves minimizing intense or sustained physical effort.
-The west side of the campus poses a serious challenge to many people with physical disabilities due to its slope.
-Hence, the sidewalk following the street in the picture may be too steep for many people and may require a large degree of physical exertion.
-This has been rectified through the creation of the looping path that runs beside the sidewalk.
-This path requires much less physical exertion compared with the sidewalk.

33. Principle 7: Size and Space for Appropriate Approach and Use
The design allows ease of approach, reach, sight lines, etc. regardless of physical differences
Slide 11- Principle 6- Low Physical Effort
The design can be used efficiently and comfortably and with a minimum of fatigue.
-this involves minimizing intense or sustained physical effort.
-The west side of the campus poses a serious challenge to many people with physical disabilities due to its slope.
-Hence, the sidewalk following the street in the picture may be too steep for many people and may require a large degree of physical exertion.
-This has been rectified through the creation of the looping path that runs beside the sidewalk.
-This path requires much less physical exertion compared with the sidewalk.

34. Universal Design in Learning
Determine the essential components of a course
Provide clear expectations and feedback
Explore ways to incorporate natural supports for learning.
Provide multi-modal instructional methods.
Provide a variety of ways for demonstrating knowledge.
Use technology to enhance learning opportunities.
Encourage faculty-student contact.