By comparing instructional strategies that benefit students with ASD to UD strategies reported in the literature, the authors illustrate how a teaching method that benefits a student with a specific disability such as ASD can inspire the development of a UD strategy designed to benefit all students. Potential benefits of the UD approach for students with ASD are revealed and recommendations are made for future research as well as professional development and support for faculty that can be delivered and/or promoted by disability support personnel. (Sheryl Burgstahler and (Rose) Rosalie J. Russo-Gleicher. Journal of Postsecondary Education and Disability, 28(2), 199 - 212)
This second edition of Universal Design in Higher Education is a comprehensive, up-to-the-minute guide for creating fully accessible college and university programs. The second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology.
As larger numbers of people with disabilities attend postsecondary educational institutions, there have been comparable greater efforts to make the full array of classes, services, and programs accessible to all students. This revised edition provides both a full survey of those measures and practical guidance for schools as they work to turn the goal of universal accessibility into a reality. As such, it makes an indispensable contribution to the growing body of literature on special education and universal design. This book will be of particular value to university and college administrators, and to special education researchers, teachers, and activists. (by Sheryl E. Burgstahler and Michael K. Young)
CAST works to expand learning opportunities for all individuals through Universal Design for Learning. Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn.
The Fall edition (Volume 26, Issue 3) contains articles on: Measuring the Effectiveness of Universal Design for Learning Intervention; University Faculty Attitudes Toward Disability and Inclusive Instruction; College Success of Students with Psychiatric Disabilities; Barriers of Access and Distraction; An Italian Experience of Inclusion; The Effect of Extended Test Time for Students with Attention-Deﬁcit Hyperactivity Disorder; Student-Driven Accessibility Planning Committee.
Volume 27 (2), Summer 2014
- Monitoring for Accessibility and University Websites: Meeting the Needs of People with Disabilities
- A Virtual Commitment: Disability Services Information on Public Community College Websites
- Self-Advocacy and Perceptions of College Readiness Among Students with ADHD
- Vocabulary Knowledge of Deaf and Hearing Postsecondary Students
- Effects of an Intensive Disability-Focused Training Experience on University Faculty Self-Efficacy
- Personal Factors that Influence the Voluntary Withdrawal of Undergraduates with Disabilities
- Applying Universal Design to Disability Service Provision: Outcome Analysis of a Universal Design (UD) Audit.
Volume 30, Issue 2
- PASSing College: A Taxonomy for Students with Disabilities in Postsecondary Education
- The Effects of Professional Development on Universal Design for Instruction on Faculty Perception and Practice
- Accommodations and Support Services for Students with Autism Spectrum Disorders (ASD): A National Survey of Disability Resource Providers
- Breaking Barriers and Building Bridges: Understanding How a Student Organization Attends to the Social Integration of College Students with Disabilities
- Differences Between Students With and Without Disabilities in College Counseling
- Double Time? Examining Extended Testing Time Accommodations (ETTA) in Postsecondary Settings
- Promoting Positive Transition Outcomes: Effective Planning for Deaf and Hard of Hearing Young Adults (Book Review)
Volume 30, Issue 3
- College Students with Disabilities: The Relationship Between Student Characteristics, the Academic Environment, and Performance
- Universal Design and Disability: Assessing Faculty Beliefs, Knowledge, and Confidence in Universal Design for Instruction
- Doggone Good? Potential Benefits of Assistance Animals for Students on College Campuses
- College Students with Autism Spectrum Disorder: Perceptions of Social Supports that Buffer College-Related Stress and Facilitate Academic Success
- College Preparation Program for High School Youth Who Are Blind: The Summer Academy
- "The Most Defining Experience:" Undergraduate University Students' Experiences Mentoring Students with Intellectual and Developmental Disabilities
- Becoming Self-Determined: Creating Thoughtful Learners in a Standards-Driven, Admissions-Frenzied Culture (Book Review)