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Disability Services in Higher Education is the first
comprehensive guide for people working in the field of ADA
compliance in higher education. The authors examine how
disabilities are supported to ensure students receive
appropriate accommodations throughout their collegiate experience
as well as provide guidance on overall campus accessibility.Â
This volume provides an overview of the responsibilities of a
Disabilities Service professional through an examination of
relevant literature, laws and regulatory language, case law, and
narrative on established practices. It also offers resources that
current professionals can modify for use in their day-to-day
practice immediately. The authors explore the complexities of
accessibility, paying careful attention to the nuances of
disability evaluation, accommodation decisions, management of a
disability service office, advocating for resources and
collaboration within and outside of higher education
institutions. This practitioner-friendly book will
help newcomers and seasoned professionals explore and
evaluate best practices in the field through questions, examples,
and functional job aids available for immediate use. Â
Â
Advocates for the rights of people with disabilities have worked
hard to make universal design in the built environment "just part
of what we do." We no longer see curb cuts, for instance, as
accommodations for people with disabilities, but perceive their
usefulness every time we ride our bikes or push our strollers
through crosswalks. This is also a perfect model for Universal
Design for Learning (UDL), a framework grounded in the neuroscience
of why, what, and how people learn. Tobin and Behling show that,
although it is often associated with students with disabilities,
UDL can be profitably broadened toward a larger ease-of-use and
general diversity framework. Captioned instructional videos, for
example, benefit learners with hearing impairments but also the
student who worries about waking her young children at night or
those studying on a noisy team bus. Reach Everyone, Teach Everyone
is aimed at faculty members, faculty-service staff, disability
support providers, student-service staff, campus leaders, and
graduate students who want to strengthen the engagement,
interaction, and performance of all college students. It includes
resources for readers who want to become UDL experts and advocates:
real-world case studies, active-learning techniques, UDL coaching
skills, micro- and macro-level UDL-adoption guidance, and
use-them-now resources.
Advocates for the rights of people with disabilities have worked
hard to make universal design in the built environment "just part
of what we do." We no longer see curb cuts, for instance, as
accommodations for people with disabilities, but perceive their
usefulness every time we ride our bikes or push our strollers
through crosswalks. This is also a perfect model for Universal
Design for Learning (UDL), a framework grounded in the neuroscience
of why, what, and how people learn. Tobin and Behling show that,
although it is often associated with students with disabilities,
UDL can be profitably broadened toward a larger ease-of-use and
general diversity framework. Captioned instructional videos, for
example, benefit learners with hearing impairments but also the
student who worries about waking her young children at night or
those studying on a noisy team bus. Reach Everyone, Teach Everyone
is aimed at faculty members, faculty-service staff, disability
support providers, student-service staff, campus leaders, and
graduate students who want to strengthen the engagement,
interaction, and performance of all college students. It includes
resources for readers who want to become UDL experts and advocates:
real-world case studies, active-learning techniques, UDL coaching
skills, micro- and macro-level UDL-adoption guidance, and
use-them-now resources.
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