University of Arizona

Disability Resources at the University of Arizona uses concepts from Disability Studies to inform practice. Disability scholars argue that disability is a sociopolitical construct created and perpetuated by an environment whose barriers exclude disabled people from access and participation (Albrecht, 2011). This concept minimizes the impact of an individual’s impairment and locates the “problem”, or burden of responsibility, to the environment. When considering curricular environments, shifting the focus from the individual student to the environment yields promising and exciting opportunities to design inclusive, accessible and sustainable learning experiences.

Universal Design (UD) concepts are useful in operationalizing this philosophy. Using UD principles, faculty and instructors can design learning assessments, activities, and course materials that are accessible and inclusive of a diverse range of students. The primary goal of inclusive course design is to maximize student learning by increasing access and participation. Building access into curriculum, physical spaces, technology, and events will reduce or eliminate the need to arrange individual accommodations every semester.  This approach is sustainable, as it is accommodations that are individual and consumable. Every design choice has implications for access and inclusion. 

Here are some common curricular features and the potential impact of their design. The resources on this page seek to orient faculty and instructors to design concepts that will increase access in the classroom, as well as provide resources that synthesize research explaining the benefits of inclusive design.

 

Curricular Barrier

Impact

Compared
To:

Inclusive Design

Impact

Timed exams

  • Student and faculty must arrange individual accommodations each semester.

  • Student tests in separate location: DRC Exam Administration Center.

  • Student does not have access to instructor during the exam to ask questions.

 

  • Consider alternatives to traditional assessments such as:
    shorter, more frequent assessments, online assessments or projects where time is not the essential element.

  • All students have equitable testing experience.

  • All students have time to complete the assessment in the original learning environment.

  • Redesigned assessments may increase time available to teach.

Inaccessible course materials: textbooks, videos, or online learning platforms 

  • Student will fall behind when he or she does not have access to materials.

  • Faculty must work with DRC each semester to procure accessible materials.

  • Student must wait for access.

 

  • Ensure PDFs are accessible.

  • Order textbooks that have electronic options.

  • Provide course materials in multiple formats: text, graphics, audio, and video 

  • Students can access course materials in multiple formats (print or electronic) so they can maximize learning. 

Class notes are not provided

  • Faculty must solicit note-­‐takers for each class every semester.

  • Student may fall behind while waiting for volunteer to provide notes.

 

  • Instructor encourages a community of learners: students share notes, use online discussion groups, records lectures and posts as podcasts for all students.

  • Faculty provides his or her notes for the class.

  • All students will have materials to supplement their learning. 

 

Things to consider when creating courses and learning environments.