Frontiers of Inclusive Practive for Goa University

1/10/2024

Inclusive Postsecondary Education

Dr. Thomas J. Neuville, Professor / Principal Investigator January 10, 2024

Pennsylvania Inclusive Higher Education Consortium

Meet Daniel

On May 19, 2016, Daniel Castellanos, a man with intellectual disability, graduated from Integrated Studies at Millersville University. As a testimony to his commitment, hard work, and campus contributions, he was asked to present the student moment of reflection at the undergraduate commencement exercises.

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A History of Exclusion

…higher education has needed to create a series of versions of “lower education” to justify its work and to ground its exceptionalism, and the physical gates and steps trace a long history of exclusion

Dolmage (2017). Academic Ableism. Pg 3

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Challenging the Paradigm: Undoing the 'Slow Death' of Access Seeking Issue:

Seeking access in environments not initially designed for inclusivity can be a continuous, draining experience.

The 'Slow Death' Concept (Berlant, 2011):

Define 'slow death' as the weariness and disempowerment felt in the constant pursuit of accessibility.

The Disabling Process of Seeking Access:

The very act of seeking access can perpetuate feelings of disability and exclusion.

Moving Towards Proactive Inclusivity:

Advocate for environments that are inclusively designed from the outset, reducing the need for individuals to constantly request access.

Shifting the Paradigm:

Encourage a shift in perspective from reactive accommodation to proactive inclusion and accessibility.

Action Points:

Actionable steps for institutions to integrate inclusivity into their foundational policies and design.

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Design Apartheid: The Exclusion of Disabled Individuals in Design and Planning Design Apartheid:

A systematic exclusion of disabled people from the decision-making processes in planning, architecture, and design.

Current Reality:

A stark reality where disabled individuals are notably absent in the spaces where their lives are being shaped.

Oppression Through Space:

Disabled people in Western societies face oppression through the very construction and organization of space.

The Built Environment:

Beyond physical structures, the built environment encompasses prevailing mythologies, images, and characterizations that shape societal perceptions

Cultural Assessment:

Understanding a culture fully requires the input and assessment of its disabled citizens.

Reference:

Dolmage, J. (2017). "Academic Ableism: Disability and Higher Education."

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Why Postsecondary Education?

Career Advancement & Higher Earnings Critical Thinking & Skill Specialization Diverse Networking Opportunities Personal Growth & Independence Civic Engagement & Social Impact Cultural Exposure & Diversity Research Participation & Innovation Healthier Lifestyles & Wellbeing Life Satisfaction & Stability Economic & Societal Growth

Enhancing Postsecondary Education through Diversity Promoting inclusivity and equity in education Enriching learning experiences for all Preparing for diverse and inclusive workplaces Challenging stereotypes and fostering understanding Valuing diverse perspectives in problem-solving Developing empathy and social skills Ensuring equal opportunities and personal growth Driving policy development for inclusive practices Contributing to economic and societal advancement Fulfilling legal and moral obligations for accessibility

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Understanding Inclusion: Entitlement to Rights and Freedoms: From Access to Normalization:

Inclusion is a human right.

What is inclusion?

"Recognizing the inherent dignity, worth, and the equal and inalienable rights of all members of the human family as the foundation of freedom, justice, and peace in the world."

"Every individual is entitled to all the rights and freedoms, without any distinction."

Moving beyond just providing access to normalizing equal access in all aspects.

Unity in Diversity:

Shifting the perspective from being a divided entity to being a part of a united whole.

Transformative Change in Higher Education:

Representing a ‘sea change': A profound and significant transformation involving faculty, staff, administration, and students.

11 Convention on the Rights of Persons with Disabilities, December 12, 2006

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Inclusive Postsecondary Education Transition Programs for Students with Intellectual Disability, A Federal Initiative Modeled at Millersville University, Millersville, Pennsylvania, USA

Transition Programs for Students with Intellectual Disability (TPSID) Established by Higher Education Opportunities Act Funded by US Department of Education's Office of Postsecondary Education Provides federal financial aid including Pell grants Aims to expand quality, inclusive higher education Leads to positive outcomes for students with intellectual disability 14

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US Higher Education Opportunity Act 2008 Overview:

Aimed at integrating individuals with intellectual disabilities into postsecondary institutions as full-time students.

Key Initiatives:

Establishment of a National Coordinating Center: ThinkCollege.Net.

Impact and Reach:

Expansion Across the US: Over 320 institutions have model initiatives for students with intellectual disabilities.

Millersville University received a TPSID grant in both 2015 and 2020, spearheading 19 initiatives in Pennsylvania.

Commitment to Inclusion:

Emphasizes the importance of inclusive education at the higher education level.

Funding for Model Initiatives: Launched 20 model programs in 2010, 2015, & 2020, each receiving $2.5 million over five years.

Aims to provide equal opportunities for academic growth and social integration for individuals with intellectual disabilities.

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Intellectual Disability DSM-5 defines intellectual disabilities as neurodevelopmental disorders beginning in childhood, marked by difficulties in intellectual functioning and in conceptual, social, and practical areas of living.

IQ was eliminated as a metric.

DSM-5 Diagnosis Criteria: Intellectual Functioning Deficits: Involves challenges in reasoning, problem-solving, planning, abstract thinking, judgment, academic learning, and learning from experience.

Diagnosis requires clinical evaluation and individualized standard IQ testing.

Adaptive Functioning Deficits: Significant difficulties in meeting Onset in Childhood: The deficits must developmental and sociocultural begin during the developmental period. standards for independence and social responsibility.

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Source: APA, 2013

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Think Higher. Think College: Expanding College Opportunities for Young Adults with an Intellectual Disability Share the benefits and positive outcomes for students with an intellectual disability in college settings.

Encourage and provide resources for increasing awareness of inclusive college options available.

“Think Higher. Think College.”

A call to action to reframe perceptions and aspirations regarding higher education.

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98%

NEW SUITE STYLE RESIDENCE HALLS WILL OFFER

600,000

OF FACULTY HAVE A PH.D.

SQ. FT.

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IN THE NORTH

FOR STUDENTS TO LIVE AND LEARN

#

RANKED

#

PUBLIC UNIVERSITY IN PA WITH THE GREATEST LIFETIME RETURN ON INVESTMENT

NATIONAL ROBOTICS CHAMPIONS

SAFETY RATING:

92.56

IDEAL LOCATION

OUT OF 100

OVER

100

MAKING MILLERSVILLE ONE OF THE SAFEST UNIVERSITIES IN THE COUNTRY

MAJORS AND PROGRAMS

Getting to Today at Millersville University 2014 Realizing Inclusion

2004 Resistance to Change "We will not be the disabled university."

Initial resistance to the idea of becoming an inclusive educational institution.

2008

Investment: $50,000.00, a supportive President, and a dedicated summer.

Conditional Inclusion

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"Please get approval from the nurses at the infirmary."

Council of Trustees meet Daniel

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A code for admission – the “Admit Code.”

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From “if” to “how”

Historical perspective on 'infirmed' and the conditional approach to inclusion.

Registration, Residential, Human Resources

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The business plan

•

Government support 22

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Informed by the empirical science of Social Role Valorization (SRV)

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Understanding Historical Role Perceptions and Their Impact From the historical documentary "Valuing Lives: Wolf Wolfensberger and the Principle of Normalization” • Historical role perceptions of disabled individuals and how these perceptions continue to shape attitudes and behavior today • The persistence of negative stereotypes and their impact on societal actions • Moving beyond harmful myths and recognizing the shared humanity in all people 25

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Inclusive Education Inclusive education joins actions that promote learning with actions that promote belonging

Systems and Structures Exclusive

Faculty Teacher-Centered

Students engaged in learning have a wider basis for belonging.

Inclusive

Belonging

Learning Students Special Education Student

Families

Students who belong have a deeper foundation for learning

Advocate

Scholar Social Role Valorization

Universal Design for Learning

Actions for bigger, deeper roles

Coach 27

Culturally Valued Analogue (CVA) in Higher Education Colleges and universities serve as culturally valued avenues for life transitions CVA in Action:

Guidance Offered by CVA:

Orientation and Registration processes Academic Advisement Participation in Athletics and Greek life Residential Life Involvement Engagement with Campus organizations And more...

•Designing inclusive Physical Environments •Understanding People and Relationships •Effective Use of Time •Facilitating Personal Growth and Autonomy •Appropriate Language usage •Nurturing Socio-Sexual Identity Development •Influencing Appearance and Possessions •And more...

Typical College Experience: •Selecting courses based on interest and major requirements •Living in residence halls •Being proactive in campus organizations •Fostering friendships and social connections •Working part-time jobs •Utilizing campus resources fully

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Conservatism Corollary Be aware of heightened vulnerability.

Prevent, reduce, and compensate for vulnerability.

Make available options that are at least typical and, whenever possible, options that are highly valued and highly sought after .

Offer the most valued options for most positive outcomes 29

Daniel and Conservatism Corollary

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The CVA and Curriculum Design at Millersville What degree (bachelor’s – BA) does Millersville have that allows for student choice and individualization?

BA-Multidisciplinary Studies (MDST)

Certificate-Integrated Studies (University approved and US Department of Education certified)

MAJOR SEQUENCE AND DEGREE REQUIREMENTS – BA-MDST

Integrated Studies - Certificate A personalized, full-time, non-degree and audited course of study

Major: BA-MDST Option: Program in Applied Disability Studies Major Requirements: credits Course No.

Short Title

CORE PROGRAM 1 (18 credits)

Course No.

Option: Major Requirements: 27 hours 2-year / 45 hours 4-year (Gen Ed hours additional)

Short Title

REQUIRED RELATED (9 credits)

Course No.

Short Title

CORE PROGRAM 1 (18 credits)

______________________________ MDST - GUIDELINES

CORE PROGRAM 2 (18 CREDITS)

Contact Information Multidisciplinary Studies (MDST) Program Dr. Nakeiha Primus Stayer Education Building Millersville University PO Box 1002 Millersville, PA 17551 Phone: 717-871-4851 Applied Disability Studies Advisors Dr. Thomas J. Neuville 717-871-4880 And Dr. Karen Rice 717-871-5297

Internship (3 - 12 credits): In consultation with the MDST-Applied Disability Studies advisor, students are strongly encouraged to intern in an area complementary to the degree. Students should plan on completing this internship in the final semester of their program in conjunction with their Capstone experience.

The internship is a credit bearing internship coordinated through the ECLM office. Requires an internship supervisor, internship proposal, 120 hours in the field (per three credit hours up to 12 credits).> Six courses (3 credits each, 18 credits total) from each of two existing departments or other programs on campus, for a total of 36 credits. Each Core Program i represented by a curriculum intended to develop understanding of the focused knowledge that will enhance the student’s area of interest. Focus and rigor is embodied in the requirement of a three-course depth sequence, based on course prerequisites, related course titles, or course numbering patterns. > The Core One Program is identified as the student’s primary program, and includes at least three advanced courses. > The Core Two Program includes at least two advanced courses. Any alteration or exception to the MDST curriculum must be approved by both the faculty advisors and by the MDST Coordinator.

Recommended Internship in addition to Capstone and may be taken concurrently with Capstone: Internship (3 - 12 credits): In consultation with the MDST-Applied Disability Studies advisor, students are strongly encouraged to intern in an area complementary to the degree. Students should plan on completing this internship in the final semester of their program in conjunction with their Capstone experience.

The internship is a credit-bearing internship coordinated through the ECLM office.

Requires an internship supervisor, internship proposal, 120 hours in the field (per three credit hours up to 12 credits).

Note to the Student Ø As a major related scholarly activity, students in Applied Disability Studies ar encouraged to work with the program advisor to propose topics subjects to relevant departments. The intention is to further develop disability study courses within the Academy while gaining experience in the scholarship of engagement. Ø This form is provided as a guide. It is your responsibility to consult regularly with your advisor to be aware of changes and curriculum details which are no incorporated on this form.

Short Title

REQUIRED RELATED (9 credits) Co-op Experiences

GENERAL ELECTIVES - RECOMMENDED

______

> Note: With the approval of the Program Coordinator and the student’s advisor(s), the Core Program Requirements may be modified to include 18 credits from an existing department or minor program and 9 credits each from two related departments or programs. No student may graduate in the major without successfully completing a minimum of 36 credits in the Core Program.

CAPSTONE (3-6 credits)- is an advanced research seminar, internship, or practicum. The Capstone may be completed simultaneously with the recommended internship.

The Capstone product (academic paper, developed and presented professional workshop, educational video, and so forth) must reflect evidence that explicitly draws academic and applied connections between the content of each history course completed and other aspects of the ADS concentration. The candidate is required to establish, under the guidance of their advisor, a “Capstone Committee”. The Capstone Committee will mentor, guide and evaluate the Capstone product presented. The ADS advisor is a member of each Capstone Committee.

Candidates are required to demonstrate how the learning outcomes of the history courses may be applied when combined with other aspects of the ADS concentration.

Recommended Internship in addition to Capstone and may be taken concurrently with Capstone:

Course No.

_On Campus INTERNSHIP #1_____ __On Campus INTERNSHIP #2____ __Off campus INTERNSHIP #3____

GENERAL ELECTIVES - RECOMMENDED

MATH 070 EDFN 090 UNIV 103 ENGL 110 COMM 100 WELL 175 Integrated Studies – GUIDELINES

CORE PROGRAM 2 (18 CREDITS)

Note to the Student This form is provided as a guide. It is your responsibility to consult regularly with your advisor to be aware of changes and curriculum details which are not incorporated on this form.

> Note: With the approval of the Program Director and the student’s advisor(s), the individualized Core Programs may be modified to include approved internships, independent studies, apprenticeships or individualized instructions. The core programs may also comprise modified existing MU majors. This is a transitional person-centered course of study.

Programs are designed in conjunction with the student, district, LEA, family, Supports Coordinator, and program staff.

> Capstone Course The capstone experience (3 credits) is an advanced course, internship, practicum, apprenticeship, individualized instruction, or applied research seminar that challenges students to integrate knowledge across more than one discipline, to engage in vocational practice or experientia learning, and develop applied life and vocational competencies. The capstone course may apply to any of the core programs or a combination. The capstone experience will be offered under faculty direction and will be purposeful in connecting students’ academic learning to their future career and professional goals as detailed in the transition plan. > Each Core Program is identified as developing the student’s primary transitional career & life goals. Each core program is based on a match between the student’s goals / interests and minors or modified majors offered to MU students. > Person-Centered Planning is a set of tools that each student engages in as a prerequisite to program admission.

The goal of the planning process is to determine initial course program individualized for the student. This may be submitted to Millersville prior to submission.

Involvement of university staff is suggested.

Any alteration or exception to the IS curriculum must be approved by both the faculty advisors and by the INST Director.

> The Core One Program is identified as the student’s primary program and includes at least three advanced courses. > The Core Two Program includes at least two advanced courses.

While the individualized courses selected might also meet the requirements of the general education requirement in the existing University curriculum. Any alteration or exception to the IS curriculum must be approved by both the faculty advisors and by the IS Director.

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Integrated Studies - Certificate A personalized, full-time, non-degree and audited course of studies MAJOR SEQUENCE AND DEGREE REQUIREMENTS – BA-MDST

BA-MDST Curriculum sheet

Course No.

Course No.

Short Title

Course No.

REQUIRED RELATED (9 credits)

______ ______ ______ ______

ECON 101 ECON 102 BAUD 251

Choose One of the Following: EDFN 376 Whose School is It? EDFN 312 Women & Education EDFN 398 Urban Immersion

______ ______ ______

BAUD 352 __Human resources Mgt_________ HIST 106 _______________________________ SOWK 102 ______________________________ BA-MDST - GUIDELINES

______

Choose one of the following SOWK 307 SW & Healthcare SOWK 309 SW & Mental Health

______ ______

Choose one of the following SOWK 312 Social Work and Women SOWK 313 Family Violence

______ ______

Choose two of the following: HIST 365 The Nightmare Years W HIST 458 U.S. Social History W HIST 342 Hitler & Nazism

______ ______ ______

Choose one of the following: HIST 480 History of Medicine HIST 272 African American History Part I W HIST 273 African American History Part II W

______ ______ ______

*2 classes m ust be at the 300-400

*2 classes m ust be at the 300-400

Contact Information Multidisciplinary Studies (MDST) Program Dr. Nakeiha Primus Stayer Education Building Millersville University PO Box 1002 Millersville, PA 17551 Phone: 717-871-4851 Applied Disability Studies Advisors Dr. Thomas J. Neuville 717-871-4880 And Dr. Karen Rice 717-871-5297

______ ______ ______

GENERAL ELECTIVES - RECOMMENDED

Choose One of the Following: EDSE 321/521 Issues in Secondary Education ______ SPED 434 Secondary Programing & Transition Planning ______ EDFN 355 Living online: Youth Conflict ______ CORE PROGRAM 2 (18 CREDITS) Encounters of Diversity

Macroeconomics Microeconomics Organization & Mgt

Short Title

CORE PROGRAM 1 (18 credits) Leadership & Communication

Short Title

CORE PROGRAM 1 (18 credits) EDFN 211 Foundations of Modern Education EDFN 241 Psychological Foundations of Teaching SPED 237 Applied Foundations of Contemporary SPED 330 Oppression and Discrimination

SOWK 350

Certificate Integrated Studies Curriculum Sheet

Option: Leadership & Learning Major Requirements: 27 hours 2-year / 45 hours 4-year (Gen Ed hours additional)

Major: BA-MDST Option: Program in Applied Disability Studies Major Requirements: credits

______ _____ _____

> Note: With the approval of the Program Coordinator and the student’s advisor(s), the Core Program Requirements may be modified to include 18 credits from an existing department or minor program and 9 credits each from two related departments or programs. No student may graduate in the major without successfully completing a minimum of 36 credits in the Core Program.

CAPSTONE (3-6 credits)- is an advanced research seminar, internship, or practicum. The Capstone may be completed simultaneously with the recommended internship.

The Capstone product (academic paper, developed and presented professional workshop, educational video, and so forth) must reflect evidence that explicitly draws academic and applied connections between the content of each history course completed and other aspects of the ADS concentration. The candidate is required to establish, under the guidance of their advisor, a “Capstone Committee”. The Capstone Committee will mentor, guide and evaluate the Capstone product presented. The ADS advisor is a member of each Capstone Committee.

Candidates are required to demonstrate how the learning outcomes of the history courses may be applied when combined with other aspects of the ADS concentration.

Recommended Internship in addition to Capstone and may be taken concurrently with Capstone: Internship (3 - 12 credits): In consultation with the MDST-Applied Disability Studies advisor, students are strongly encouraged to intern in an area complementary to the degree. Students should plan on completing this internship in the final semester of their program in conjunction with their Capstone experience.

The internship is a credit bearing internship coordinated through the ECLM office. Requires an internship supervisor, internship proposal, 120 hours in the field (per three credit hours up to 12 credits).> Six courses (3 credits each, 18 credits total) from each of two existing departments or other programs on campus, for a total of 36 credits. Each Core Program i represented by a curriculum intended to develop understanding of the focused knowledg that will enhance the student’s area of interest. Focus and rigor is embodied in the requirement of a three-course depth sequence, based on course prerequisites, related course titles, or course numbering patterns. > The Core One Program is identified as the student’s primary program, and includes at least three advanced courses. > The Core Two Program includes at least two advanced courses. Any alteration or exception to the MDST curriculum must be approved by both the faculty advisors and by the MDST Coordinator.

Recommended Internship in addition to Capstone and may be taken concurrently with Capstone: Internship (3 - 12 credits): In consultation with the MDST-Applied Disability Studies advisor, students are strongly encouraged to intern in an area complementary to the degree. Students should plan on completing this internship in the final semester of their program in conjunction with their Capstone experience.

The internship is a credit-bearing internship coordinated through the ECLM office.

Requires an internship supervisor, internship proposal, 120 hours in the field (per three credit hours up to 12 credits).

Note to the Student Ø As a major related scholarly activity, students in Applied Disability Studies ar encouraged to work with the program advisor to propose topics subjects to relevant departments. The intention is to further develop disability study courses within the Academy while gaining experience in the scholarship of engagement. Ø This form is provided as a guide. It is your responsibility to consult regularly with your advisor to be aware of changes and curriculum details which are no incorporated on this form.

COMM 101 Introduction to Communication – Fall 2019 COMM 217 Interpersonal Communication COMM 227 Communication Culture / Community Choose 3 Any advisor approved course that is 200 or above relating to the competencies of Leadership

CORE PROGRAM 2 (18 CREDITS) Learning & Human Development ERCH 110 Intro to Early Childhood - Completed ERCH 225 Foundations of reading - Completed EDFN 211 Foundations of Modern Education - Completed PSYC 100 General Psychology - Completed PSYC 227 Development of the Child and Adolescent. – Fall 2019 Choose 1 Any advisor approved 200 level or above education or human development course.

Note to the Student This form is provided as a guide. It is your responsibility to consult regularly with your advisor to be aware of changes and curriculum details which are not incorporated on this form. > Note: With the approval of the Program Director and the student’s advisor(s), the individualized Core Programs may be modified to include approved internships, independent studies, apprenticeships or individualized instructions. The core programs may also comprise modified existing MU majors. This is a transitional person-centered course of study. Programs are designed in conjunction with the student, district, LEA, family, Supports Coordinator and program staff.

Course No.

Short Title

REQUIRED RELATED (9 credits) Co-op Experiences _On Campus INTERNSHIP #1_____ __On Campus INTERNSHIP #2____ __Off campus INTERNSHIP #3____

GENERAL ELECTIVES - RECOMMENDED

MATH 070 EDFN 090 UNIV 103 ENGL 110 COMM 100 WELL 175 Integrated Studies – GUIDELINES

> Capstone Course The capstone experience (3 credits) is an advanced course, internship, practicum, apprenticeship, individualized instruction, or applied research seminar that challenges students to integrate knowledge across more than one discipline, to engage in vocational practice or experientia learning, and develop applied life and vocational competencies. The capstone course may apply to any of the core programs or a combination. The capstone experience will be offered under faculty direction and will be purposeful in connecting students’ academic learning to their future career and professional goals as detailed in the transition plan. > Each Core Program is identified as developing the student’s primary transitional career & life goals. Each core program is based on a match between the student’s goals / interests and minors or modified majors offered to MU students. > Person-Centered Planning is a set of tools that each student engages in as a prerequisite to program admission.

The goal of the planning process is to determine initial course program individualized for the student. This may be submitted to Millersville prior to submission.

Involvement of university staff is suggested.

Any alteration or exception to the IS curriculum must be approved by both the faculty advisors and by the INST Director.

> The Core One Program is identified as the student’s primary program and includes at least three advanced courses. > The Core Two Program includes at least two advanced courses.

While the individualized courses selected might also meet the requirements of the general education requirement in the existing University curriculum. Any alteration or exception to the IS curriculum must be approved by both the faculty advisors and by the IS Director.

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Opening Doors to College Hundreds of colleges across the U.S. are opening doors to higher education for students with intellectual disability. The 36-minute film “Opening Doors to College” shows how students like Curtis, Janet, Fudia, and Missy are leading this inclusion revolution as they immerse themselves in classes, residential life, extracurricular activities, and the entire college experience at Millersville and Temple Universities.

Trailer Link – Opening Doors to College Watch the film at: https://openingdoorstocollege.com/

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Empowering Learners: The Role of Mentors and Coaches The coaching and mentoring process is a journey from dependence to independence, respecting the mentee's individuality and promoting their growth as autonomous learners.

•Role of Coaches/Mentors: •Facilitate self-understanding among students as learners.

•Aid in identifying and articulating individual support needs.

•Instruct on self-advocacy techniques and strategies.

•Foster inclusion within typical college environments.

•Leverage existing natural support systems.

•Provide only essential supports to promote independence.

•Gradually reduce support to encourage autonomy.

•Avoid paternalistic or supervisory dynamics with mentees.

Visit Think College Educational Coaching and Mentoring for resources and best practices.

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Meet Christopher Video Link: Interview with Chris King, Integrated Studies Student at Millersville University

On February 24, 2023, Christopher (Chris) King, a man with intellectual disability, was invited to present at the First International Social Role Valorization Distance Conference.

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Teachers, Diversity, and the Paradox of Disability

Educators are increasingly aware of the diverse needs and strengths of their students, including those with disabilities.

Educators also operate within institutional structures, disciplinary norms, and personal pedagogical beliefs that may unintentionally exclude or marginalize students with disabilities.

Jay Dolmage (2017) argues that some teachers may even try to "give disability no place" in their classrooms, either by ignoring its existence or by seeking solutions that fit within existing frameworks without fundamentally challenging them.

This creates a paradox: while teachers strive to embrace student diversity, they may be hindered by their own limitations and the limitations of the systems they operate within.

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From Curb Cuts to Classrooms: Embracing Universal Design for Learning In the early 1960’s Selwyn Goldsmith created the curb cut

What is Universal Design for Learning (UDL)?

https://youtu.be/NL2xPwDr GqQ?si=aoh3qnzITxO_TtvO

Building on Accessibility: Just like the groundbreaking invention of the curb cut, which made sidewalks accessible for everyone, Universal Design for Learning (UDL) aims to create learning environments that are inclusive and effective for all students, regardless of their abilities or backgrounds.

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Universal Design for Learning (UDL) What is UDL? UDL is a scientifically validated framework aimed at guiding educational practices to enhance learning for all students.

•Key Features of UDL: •Flexibility in information delivery, student expression, and engagement.

•Reduction of barriers in instruction.

•Provision of appropriate accommodations and supports.

•Sustaining challenges and high expectations for every student.

For more on UDL's impact on public policy, visit CAST on UDL Public Policy.

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Inclusive Postsecondary Education(IPSE) Opening Doors for All Learners Expanding Access:

Inclusive Postsecondary Education (IPSE) is a transformative initiative that provides students with intellectual disabilities the opportunity to access and thrive in university settings.

Beyond Education:

IPSE goes beyond simply offering academic courses. It aims to enable, establish, and enhance valued social roles for students within the diverse community of a liberal arts university.

Culturally Valued Means:

Seamless Integration:

IPSE emphasizes providing support and accommodations through culturally valued and accepted means. This ensures students participate and contribute in ways that are meaningful and recognized within the university context.

IPSE processes and procedures are seamlessly integrated into existing university services. This creates a welcoming and inclusive environment where everyone feels valued and supported.

Empowering Students:

Enriching the Campus:

Challenging Perceptions:

IPSE empowers students with intellectual disabilities to pursue their educational goals, develop meaningful relationships, and gain valuable life skills.

Diverse perspectives and experiences brought by IPSE students enrich the university community, fostering inclusivity and understanding.

IPSE challenges stereotypical views of disability and demonstrates the vast potential and contributions of individuals with intellectual disabilities.

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References Books and Articles:

1. Dolmage, J. (2017). "Academic Ableism: Disability and Higher Education."

2. Berlant, L. (2011). “Cruel Optimism."

Websites:

1. CAST - Universal Design for Learning 2. Think College - College Options for People with Intellectual Disabilities 3. Think Higher Education - Advocating for Inclusive Higher Education 4. Postsecondary Inclusive Higher Education Consortium (PIHEC) 5. Social Role Valorization 6. Wolf Wolfensberger's Official Website 7. Opening Doors to College - Film on Inclusive Higher Education 8. American Psychiatric Association - DSM Resources 9. Keystone Institute India

International Conventions:

1. Convention on the Rights of Persons with Disabilities, December 12, 2006.

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Contact Thomas J. Neuville, PhD Professor Department of Special Education, Millersville University Principal Investigator Office of Postsecondary Education funded TPSID Mail: MILLERSVILLE UNIVERSITY ATTN: Dr. Thomas Neuville P.O. Box 1002, Millersville, PA 17551-0302 Phone: 717-871-4880 Email: Thomas.Neuville@millersville.edu

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