Resources

file type icon Resources.pdf
Photo of DO-IT director Sheryl Burgstahler gives direction while two DO-IT Scholars look at a computer screen

This Resources section contains references to publications and web resources cited in the text of these materials, templates for overhead materials that can be used in presentations, training videos in DVD format, and a sample of photocopy-ready handouts for presentations.

 

 

 

References

Publications

The following publications are referenced in these materials.

Blackorby, J., & Wagner, M. (1996). Longitudinal post school outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62, 399-413.

Burgstahler, S. (Ed.). (2002). Building the team: Faculty, staff, and students working together. Seattle: DO-IT, University of Washington. Retrieved August 1, 2007.

Burgstahler, S. (Ed.). (2005). Students with disabilities and campus services: Building the team. Seattle: DO-IT, University of Washington. Retrieved August 1, 2007.

Burgstahler, S. (2007a). Applications of Universal Design in Education (UDE). Seattle: DO-IT, University of Washington. Retrieved August 1, 2007.

Burgstahler, S. (2007b). Equal Access: Universal Design of Instruction. Seattle: DO-IT, University of Washington. Retrieved August 1, 2007

Burgstahler, S. (2007c). Equal Access: Universal Design of Student Services. Seattle: DO-IT, University of Washington. Retrieved August 1, 2007.

Burgstahler, S. (2007d). Universal Design in Education: Principles and Applications. Seattle: DO-IT, University of Washington. Retrieved August 1, 2007.

Burgstahler, S. (2007e). Universal Design of Instruction: Definition, Principles, and Examples. Seattle: DO-IT, University of Washington. Retrieved August 1, 2007.

DO-IT. (2007). AccessCollege: Systemic Change for Postsecondary Institutions. Seattle: University of Washington. Retrieved August 1, 2007.

Levin, J. S. (1998). Sense-making in the community college: The meanings of organizational change. (Clearinghouse No. JC980173). Arizona. (ERIC Document Reproduction Service No. ED417777).

Levy, A., & Merry, U. (1986). Organizational transformation: Approaches, strategies, theories. New York: Praeger.

National Council on Disability and Social Security Administration. (2000). Transition and post-school outcomes for youth with disabilities: Closing the gaps to post-secondary education and employment. Washington, DC: Author.

National Organization on Disability. (2004). Harris 2004 survey of Americans with disabilities. Washington, DC: Author.

Oliver, M., & Barnes, C. (1998). Disabled people and social policy. London: Longman.

Wagner, M., Newman, L., Cameto, R., & Levine, P. (2005). Changes over time in the early postschool outcomes of youth with disabilities. A report of findings from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.

DO-IT Comprehensive Training Materials

The following materials can be purchased from DO-IT or freely viewed online.

Building the Team: Faculty, Staff, and Students Working Together—PRESENTATION AND RESOURCE MATERIALS.
Comprehensive materials that include a synthesis of research, institutionalization guidelines, presentation tips, tailored presentations, overhead visuals, and handouts help faculty and administrators at postsecondary institutions fully include students with disabilities in courses.

Students with Disabilities and Campus Services: Building the Team—PRESENTATION AND RESOURCE MATERIALS.
Comprehensive materials that include a synthesis of research, institutionalization guidelines, presentation tips, tailored presentations, overhead visuals, and handouts to help student service staff and administrators make their campus services more accessible to students with disabilities.

Making Math, Science, and Technology Instruction Accessible to Students with Disabilities—A RESOURCE FOR TEACHERS AND TEACHER EDUCATORS.
Comprehensive materials and resources help science, math, and technology teachers fully include students with disabilities in their classes and labs.

DO-IT Websites

The following websites provide training and resources for postsecondary faculty, administrators, and students. They can be accessed by selecting; AccessCollege from the DO-IT website at washington.edu/doit or by using the uniform resource locations indicated below.

The Faculty Room
The Faculty Room is a place for postsecondary faculty and administrators to learn about how to create classroom environments, e-learning, and other activities that maximize the learning of all students, including those with disabilities.

The Student Services Conference Room
The Conference Room is a place for staff in postsecondary libraries; career services, admissions, financial aid, and registration offices; computer labs; and other campus services.

The Board Room
The Board Room provides guidance to postsecondary administrators regarding policies and practices that maximize the learning and participation of all students, including those with disabilities.

The Student Lounge
The Student Lounge helps students with disabilities prepare for and succeed in postsecondary studies.

The Center for Universal Design in Education
The Center for Universal Design in Education shares the definitions, principles, guidelines, and strategies for applying universal design to instruction, student services, information technology, and physical spaces.

Overhead Visuals

Following are examples of templates that can be used in creating overhead visuals for a Capacity-Building Institute (CBI). Many more options can be found in the following publications:

Visual #1

Universal Design in Education: From Principles to Practice

https://www.washington.edu/doit/universal-design-education-principles-and-applications

Visual #2

Universal Design of Learning
Universal Design of Instruction
Universal Design of Technology
Universal Design of Facilities
Universal Design of Student Services

Visual #3

Key Resources

Select "AccessCollege" from the DO-IT website at
www.washington.edu/doit

for

  • The Faculty Room
  • The Conference Room
  • The Board Room
  • The Student Lounge
  • The Center for Universal Design in Education

Visual #4

Section 504 of the Rehabilitation Act of 1973

"No otherwise qualified individual with a disability shall, solely by reason of his/her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of a public entity."

Visual #5

"Otherwise qualified"

meets the academic and technical standards requisite to admission or participation

with or without

  • reasonable modifications to rules, policies, or practices
  • removal of architectural, communication, or transportation barriers
  • provision of auxiliary aids and services.

Visual #6

"Person with a disability"

is any person who:

  • has a physical or mental impairment which substantially limits one or more major life activities including walking, seeing, hearing, speaking, breathing, learning, and working
  • has a record of such an impairment
  • is regarded as having such an impairment

Visual #7

Examples of Disabilities

  • Low Vision
  • Blindness
  • Hearing Impairments
  • Mobility Impairments
  • Mental Health/Psychiatric Impairments
  • Health Impairments
  • Learning Disabilities

 

Visual #8

Access Challenges

  • Physical Differences
  • Sensory Differences
  • Cognitive/Learning Differences
  • Attention Differences
  • Communication Differences
  • Differences in Socioeconomic Status, Race, Culture, Gender

 

Visual #9

Approaches to Access:

  • Accommodations (reactive)
  • Universal Design (proactive)

Visual #10

Accommodations

Alternate formats, services, adjustments, & technology for specific students

Visual #11

Universal Design =

"The design of products and environments to be usable by all people, without the need for adaptation or specialized design."
 

Center for Universal Design, North Carolina State University

Visual #12

Diversity in Postsecondary Institutions

  • Ethnic/Racial Minorities
  • English as a Second Language
  • Different Learning Styles
  • People with Disabilities
  • Age, Gender Differences

Visual #13

Principles of Universal Design

  • Equitable Use
  • Flexibility in Use
  • Simple and Intuitive Use
  • Perceptible Information
  • Tolerance for Error
  • Low Physical Effort
  • Size and Shape for Approach and Use

Visual #14

UD is not:

  • just beneficial to people with disabilities
  • about lowering standards
  • about one-size-fits-all
  • UD can be applied incrementally

Visual #15

UD Products/Environments:

  • are flexible enough to be directly used (without assistive technologies, modifications) by people with a wide range of abilities and circumstances
  • are compatible with assistive technologies and other accommodations for those who cannot efficiently access/use the products/environments directly

Visual #16

UD Steps

  1. Identify application.
  2. Define universe.
  3. Involve consumers.
  4. Adopt guidelines/standards/performance indicators.
  5. Apply UD guidelines/standards/performance indicators.
  6. Plan for accommodations.
  7. Train & support.
  8. Evaluate.


www.washington.edu/doit/universal-design-process-principles-and-applications

Visual #17

Universal Design in Education (UDE) can be applied to:

  • Instruction
  • Student Services
  • Information Technology
  • Physical Spaces

Visual #18

UD of IT

  • Computers
  • Software
  • Websites
  • Videos
  • Office Equipment
  • ...

Visual #19

UD of Computer Labs

  • Planning, Policies, and Evaluation
  • Facility and Environment
  • Lab Staff
  • Information Resources
  • Computer, Software, and Assistive Technology

www.washington.edu/doit/equal-access-universal-design-computer-labs

Visual #20

Problem → Solution

Access to computers → Assistive technology (AT)
Access to electronic design → Universal resources

Visual #21

UD Video/Multimedia Presentation:

  • is videotaped with captions in mind
  • has large, clear captions
  • is designed so that key content is spoken as well as demonstrated visually
  • has audio-described version available

Visual #22

UD of Instruction Steps

  1. Identify course.
  2. Define universe.
  3. Select instructional strategies for good practice.
  4. Adopt guidelines/performance indicators.
  5. Apply UD guidelines/standards/performance indicators.
  6. Plan for accommodations.
  7. Evaluate.

www.washington.edu/doit/equal-access-universal-design-instruction

Visual #23

UD of Instruction

  • Class Climate
  • Physical Environments/Products
  • Delivery Methods
  • Information Resources/Technology
  • Interaction
  • Feedback
  • Assessment
  • Accommodation


www.washington.edu/doit/equal-access-universal-design-instruction

Visual #24

UDI Examples

  • Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other learning needs.
  • Use multiple modes to deliver content (e.g., lecture, discussion, hands-on activities, Internet-based interaction, and fieldwork).
  • Provide class outlines and notes on an accessible website.
  • Face the class and speak clearly.
  • Use captioned videos.
  • Assess student learning using multiple methods.

Visual #25

UD of Curriculum

provides multiple means of:

  • Representation
  • Expression
  • Engagement

Visual #26

UD of Student Services

  • Planning, Policies, & Evaluation
  • Physical Environments/Products
  • Staff Information Resources/Technology
  • Events

www.washington.edu/doit/equal-access-universal-design-student-services

Visual #27

UD of instruction, curriculum, student services, technology, physical spaces
minimizes
the need for assistive technology & other accommodations.

Visual #28

There is a need for both:

  • Universal Design (proactive)
  • Accommodations (reactive)

Visual #29

A Fully Accessible Postsecondary Institution

Visual #30

Assure access to:

  • physical spaces
  • computers
  • information resources (e.g., publications, videos, websites)
  • events
  • on-site learning
  • distance learning
  • student services

Visual #31

Address issues related to:

  • procurement
  • development
  • use

and

  • policies
  • procedures
  • training/support

Visual #32

UD Impact on Roles

Diagram of relationship between students with disabilities, disability services and facaulty and staff

Visual #33

Campus Accessibility Indicators

1. Institution-level mission, vision, and values statements are inclusive of all people, including those with disabilities.

https://www.washington.edu/doit/accesscollege-systemic-change-postsecondary-institutions

Visual #34

Campus Accessibility Indicators

2. Disability is included in campus discussions of and training on diversity and special populations.

https://www.washington.edu/doit/accesscollege-systemic-change-postsecondary-institutions

 

Visual #35

Campus Accessibility Indicators

3. Policies, procedures, and practices are regularly reviewed for barrier removal and inclusivity of people with a diverse range of characteristics, including disability.
 

https://www.washington.edu/doit/accesscollege-systemic-change-postsecondary-institutions

Visual #35

Campus Accessibility Indicators

3. Policies, procedures, and practices are regularly reviewed for barrier removal and inclusivity of people with a diverse range of characteristics, including disability.
 

https://www.washington.edu/doit/accesscollege-systemic-change-postsecondary-institutions

Visual #36

Campus Accessibility Indicators

4. Administrators, staff, faculty, and student leaders are trained and empowered to take action around disability and universal design issues.
 

https://www.washington.edu/doit/accesscollege-systemic-change-postsecondary-institutions

Visual #37

Campus Accessibility Indicators

5. People with disabilities are visible (even if their disabilities are not) on campus including in positions of power and authority (e.g., administrators, faculty, student leaders).
 

https://www.washington.edu/doit/accesscollege-systemic-change-postsecondary-institutions

Visual #38

Campus Accessibility Indicators

6. Budgeting reflects the reality of the cost of applying universal design and of accommodating current and prospective employees, students, and visitors with disabilities.
 

https://www.washington.edu/doit/accesscollege-systemic-change-postsecondary-institutions

Visual #39

Campus Accessibility Indicators

7. Measures of student success (e.g., retention, course completion, graduation) are the same for all student populations, including students with disabilities, and institutional research includes this data.
 

https://www.washington.edu/doit/accesscollege-systemic-change-postsecondary-institutions

Visual #40

Campus Accessibility Indicators

8. Campus publications, websites, marketing, and public relations include images and content related to disabilities.
 

https://www.washington.edu/doit/accesscollege-systemic-change-postsecondary-institutions

Visual #41

Campus Accessibility Indicators

9. Campus publications and websites, including web-based courses, meet established accessibility standards.
 

https://www.washington.edu/doit/accesscollege-systemic-change-postsecondary-institutions

Visual #42

Campus Accessibility Indicators

10. Disability issues are regularly included as a component of the curriculum.
 

https://www.washington.edu/doit/accesscollege-systemic-change-postsecondary-institutions

Visual #43

Campus Accessibility Indicators

11. All campus facilities and other spaces are physically accessible.
 

https://www.washington.edu/doit/accesscollege-systemic-change-postsecondary-institutions

Videos and Publications

file type icon Videos and Publications.pdf

Videos and publications that can be used in a CBI are included in this binder. A larger collection is available at https://www.washington.edu/doit/resources/informational-briefs.

Videos

The following videos, which are included on DVDs in this binder, were created by DO-IT to promote the academic and career success of people with disabilities and the use of technology as an empowering tool. Most are freely available to view online at https://www.washington.edu/doit/videos/index.php. Downloadable versions to play from your computer may be obtained without charge by sending a request to doit@uw.edu.

Useful handouts that summarize the content and point to related resources for each presentation can be found on the DO-IT website. All videos are open-captioned for those with hearing impairments and audio-described versions are provided for those who are blind. Permission is granted to reproduce DO-IT videos and publications for educational, noncommercial purposes as long as the source is acknowledged.

Instruction and Student Services

Careers

Information Technology

DO-IT Programs and Overview

Publications

DO-IT maintains a large collection of publications that promote the academic and career success of people with disabilities and the use of technology as an empowering tool. All titles are available at https://www.washington.edu/doit/resources/informational-briefs. Listed below are those most relevant to the content of this notebook.

Instruction

Student Services

Careers

Information Technology

Overview and Resources