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Curriculum Transformation and Disability: Implementing Universal Design in Higher Education Jeanne Higbee (Editor) Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2003, 319 pages, free of charge (softcover, on-line)
Curriculum Transformation and Disability: Implementing Universal Design in Higher Education, edited by Jeanne Higbee, addresses designing flexible curriculum, programs, and services (both in and out of the classroom) that are inclusive and beneficial for all students. The intent of this volume is to inform specifically disability services staff and faculty to Universal Design and provide student services staff with examples for student affairs. This book is divided into four sections.
The first section, Understanding Universal Design and Universal Instructional Design, focuses on how the professional development opportunities for faculty can promote the use of Universal Design (UD) and Universal Instructional Design (UID). Johnson and Fox begin by offering an informative introductory chapter that provides readers with the historical roots of how disability has been viewed and the fundamental principles of UD and UID. They skillfully identify the challenges and limitations of implementing the UID model and offer their thoughts as well.
In chapter 2, Fox, Hatfield, and Collins discuss the Curriculum Transformation and Disability Model (CTAD), which is a structured 2-day interactive training workshop for faculty designed to introduce the UID model and help faculty integrate it into their curricula. The authors also offer readers formative and summative data that were used to measure faculty members' satisfaction with the workshops and how faculty members modified their courses, altered their instructional design, and used technology to enhance the learning experience. The value of UID and how faculty altered their curricula as a result of the training workshops is further elaborated by the qualitative data presented by Hatfield in chapter 3.
Schuck and Larson, in chapter 4 address why the institutional environment (e.g., small class sizes, a flexible academic environment, and meeting students where they are developmentally) at a community college complements the UID model. One of the strengths of this chapter is the emphasis on faculty and staff development in meeting the challenges presented by a diverse student population and limited resources.
In the second section, Classroom Strategies, nine chapters authored primarily by faculty members capture how curriculum can...