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Learn About
Universal
Design in
Education

ACCESS-ed and UDE

The ACCESS-ed Project focuses on several campus interventions to improve the postsecondary education success of students with disabilities. However, as we know, the typical intervention models provide service only to students with declared disabilities. Thus, to address the fundamental reality that many students with disabilities do not declare their disability or may not have been diagnosed as having a disability, the ACCESS-ed Project includes an emphasis on Universal Design in Education. UDE also has the side benefit of making education more accessible for all students, including those students at risk, but without disabilities, such as English as second language students and even students without any educational challenges.

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Universal Design In Higher Education

This Power Point presentation was developed as a basic DARC (Departmental Accessibility Resource Coordinator) training module.

R2D2 Center at UW-Milwaukee

Universal Design in Higher Education  (PowerPoint Presentation)

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