4.6 Universal design for access and equity

Ncpea publications

Editors

• Janet Tareilo, Stephen F. Austin State University
• Brad Bizzell, Virginia Tech

Associate Editors

• Beverly Irby, Sam Houston State University
• Rosemary Papa, Northern Arizona University
• Thomas Valesky, Florida Gulf Coast University
• Theodore Creighton, Virginia Tech

About the Author

• Dr. Susan Asselin is Professor and Chair, Department of Teaching and Learning, School of Education at Virginia Tech. Dr. Asselin is nationally recognized for her research and service aimed at improving the lives and futures of youth with disabilities as they transition from school to work and higher education. Her most recent research interests include universal design and use of assistive technologies.

Introduction

Institutions of higher education are experiencing major shifts in pedagogy with teaching approaches that focus on student centered learning and increased access for learners who face challenges due to social, economic and cultural pressures. The traditional lecture based, face-to-face classroom is not as viable in light of information technology and learning tools offered by online instruction. More learners are participating in expanded learning communities unrestricted by geographical location and time restraints with more flexible access to content anytime and anywhere.

The demographic composition of the college student population is shifting in response to economic, social, educational, health and political changes in the United States. In addition to students with disabilities, English language learners, and ethnic and racial minorities, other forms of diversity need to be considered in the classroom including gender, class, age, employment status, race and culture and family and work related responsibilities. Meeting the needs of these students is critical to insuring they have equitable access and opportunities to participate in higher education.

Online distance education

With the advent of the worldwide web and information technology and multimedia tools, online learning offers great potential for reaching increasing numbers of learners. It is estimated that by 2014, 22 million students will be enrolled in online courses, compared to 12 million students in 2009 (Adkins, 2011). The U.S. Department of Education (2011a) reports that over 22% of undergraduate and graduate students in 2007-08 enrolled in distance education courses, while 9% completed an entire graduate degree through distance education. College students find online learning more popular and actively seek online programs. As a result, the growth of online enrollment in higher education is actually 10 times higher than traditional face to face course enrollment (Allen and Seaman, 2010).