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ACCESS-ed Resource Description

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Why Universal Design in an Educational Setting?

This video totaling approximately 30 minutes was created by the ACCESS-ed Project as a resource promoting universal design in higher education. Instructors and students share ideas for accessibility within a classroom setting. Topics include, but are not limited to, methods of providing accessible instruction and resources that aid in the accessibility of instruction. Students with disabilities express concerns based on their experiences and explain what has worked for them. Instructors discuss how they have effectively applied universal design in their courses. This is an excellent training tool when introducing universal design to your campus.

1 of 4 (captioned) "Why Universal Design in an Educational Setting?"  (YouTube Video) (ACCESS-ed) (Closed captioned)

1 of 4 (video described) "Why Universal Design in an Educational Setting?"  (YouTube Video) (ACCESS-ed) (Video described)

2 of 4 (captioned) "Why Universal Design in an Educational Setting?"  (YouTube Video) (ACCESS-ed) (Closed captioned) (Video described)

2 of 4 (video described) "Why Universal Design in an Educational Setting?"  (YouTube Video) (ACCESS-ed) (Video described)

3 of 4 (captioned) "Why Universal Design in an Educational Setting?"  (YouTube Video) (ACCESS-ed) (Closed captioned)

3 of 4 (video described) "Why Universal Design in an Educational Setting?"  (YouTube Video) (ACCESS-ed) (Video described)

4 of 4 (captioned) "Why Universal Design in an Educational Setting?"  (YouTube Video) (ACCESS-ed) (Closed captioned)

4 of 4 (video described) "Why Universal Design in an Educational Setting?"  (YouTube Video) (ACCESS-ed) (Video described)

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It took me several years of struggling with the heavy door to my building, sometimes having to wait until a person stronger came along, to realize that the door was an accessibility problem, not only for me, but for others as well. And I did not notice, until one of my students pointed it out, that the lack of signs that could be read from a distance at my university forced people with mobility impairments to expend a lot of energy unnecessarily, searching for rooms and offices. Although I have encountered this difficulty myself on days when walking was exhausting to me, I interpreted it, automatically, as a problem arising from my illness (as I did with the door), rather than as a problem arising from the built environment having been created for too narrow a range of people and situations.

Susan Wendell, author of
The Rejected Body: Feminist Philosophical Reflections on Disability