Disability Services: Reframing Disability
Reframing Disability
Fitchburg State College recognizes that meeting the needs of our
diverse spectrum of learners may require some flexibility or adaptability
within the teaching and learning environment.
To help realize the goals of equity, access and excellence in public
higher education, Disability Services assists with the removal of
environmental and attitudinal barriers to the teaching, learning
and living environment. Our efforts focus on promoting inclusive
development in all areas of design, including design of teaching,
learning and living facilities, curriculum and pedagogy, technology/multimedia,
institutional policies and practices. To guide these efforts, our
office embraces the sociopolitical model of disability
and the principles of universal design .
Sociopolitical Model
The sociopolitical model of disability focuses on how the
socially constructed environment either empowers or oppresses individuals
or groups. This is different from the traditional medical model,
which relies primarily on a rehabilitation framework that attempts
to "fix" individual differences.
Medical
Model |
Sociopolitical
Model |
- Disability is a deficiency or abnormality
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- Disability is a difference
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- Being disabled is a negative
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- Being disabled is neutral
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- Disability resides in the individual
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- Disability derives from the interaction between the individual
and society
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Universal Design: In Architecture and in Learning
Architects and designers practicing universal design
create structures that accommodate the widest possible spectrum
of users (UNC, 1997). Many educators have found universal design
offers similar promise for accommodating a wide spectrum of learners.
Universal Design in education extends the principles of universal
design as used in architecture and product design. Universal Design
for Learning (sometimes also referred to as Universal Instructional
Design) draws on current brain research about learning to respond
to individual learner differences. (CAST, 2005).
Universally Designed curricula, media, teaching practices, and
policies are inherently flexible and therefore may reduce the demand
for individual accommodations. This increases the availability of
a multitude of available resources for all students.
The concept of Universal Design shifts assumptions about
the teaching, learning and living environment in fundamental ways.
• Students with disabilities fall along a continuum
of learner differences rather than constituting a separate category.
F aculty adjustments for different learning styles may benefit all
students, not just those with disabilities.
• Curriculum materials are most effective when available
in varied and diverse formats (including digital and online resources,
rather than centering on a single textbook). Providing varied approaches
to teaching and varied methods of assessment supports students who
"learn differently."
Universal Design in Architecture
The principles of universal design as used in architecture
can be broadly applied to the design (e.g. facilities, furniture,
multimedia, etc.) of the teaching, learning and living environment.
Equitable Use : Provide the same means of use
for all users.
Flexibility in Use : The design accommodates a
wide range of individual preferences and abilities.
Simple and Intuitive Use : Use of the design is
easy to understand, regardless of the user's experience, knowledge,
language skills, or current concentration level.
Perceptible Information : The design communicates
necessary information effectively to the user, regardless of ambient
conditions or the user's sensory abilities.
Tolerance for Error : The design minimizes hazards
and the adverse consequences of accidental or unintended actions.
Low Physical Effort : The design can be used efficiently
and comfortably and with a minimum of fatigue.
Size and Space for Approach and Use :
Appropriate size and space is provided for approach, reach, manipulation,
and use regardless of user's body size, posture, or mobility.
Copyright 1997 NC State University
, The Center
for Universal Design
Universal Design in Education
Recently, the concept of Universal Design has moved into
the field of education. Universal Design for Learning (UDL) (also
known as Universal Instructional Design) is based on principles
from the field of architecture but have been modified to more specifically
address issues in the classroom.
Universal Design for Learning:
• Represent information in multiple formats and
media
• Provide multiple pathways for students to demonstrate
knowledge of material
• Provide multiple ways to engage students' interest
and motivation
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