4.6 Universal design for access and equity  (Page 3/11)

The Higher Education Opportunity Act (HEOA) of 2004 provided a definition of UDL extending the notion of meeting the needs of the widest range of students to include English language learners as well as students with disabilities. This definition provides guidance to faculty and instructional designers in institutions of higher education as they implement UDL in all courses. “Universal Design for Learning (UDL) means a scientifically valid framework for guiding educational practice that — (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.” [HEOA, P.L. 110-315, §103(a) (24)].

The Americans with Disabilities Act of 1990 (ADA), a civil rights law for persons with disabilities, promotes equal access and opportunity to participate, live and work independently in their communities. The mandates under ADA prohibit discrimination on the basis of disability in employment, public services, public accommodations and telecommunications. Individuals must receive reasonable accommodations based on their abilities and employers must meet design and accessibility guidelines in public spaces, buildings, transportation and facilities, employment practices. Accessibility to an education is guaranteed as individuals are provided with accommodations to fully participate and benefit from instruction (P.L. 101-336,104 Stat.328,42 U.S.C §12101 et seq.). In the 1998 amendments to Section 508 of the Rehabilitation Act of added requirements that provided electronic and information technology be accessible to individuals with disabilities in federal government which as extended to state entities in 1999 and assured by the ATA of 1998. Section 508 web access standards (World Wide Web Consortium – W3C) are available to help users evaluate their websites (Edmonds, 2006). The Telecommunication Act of 1996, Section 255 mandates telecommunications equipment and services including cell phones and plans offer accessibility features.

These pieces of legislation designed to provide electronic and information technology accessible to persons with disabilities have laid the groundwork for creating an inclusive learning and living community for all learners. Many of the effective practices designed for teaching individuals with disabilities can be expanded to provide access to students who represent diverse life circumstances. For the purposes of this chapter, we will examine diversity by focusing on understanding challenges faced by students with disabilities, students from racial and ethnic minorities and international students. While this discussion is limited to these populations, the reader will recognize applications across other diverse student groups.