Expanded Table of Contents
This page showcases the expanded table of contents for the book Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit, written by DO-IT Director Sheryl Burgstahler and published byÌýHarvard Education Press. This table of contents is also available in a downloadable format.
ForewordÌý Ìý
±Ê°ù±ð´Ú²¹³¦±ðÌý
Chapter 1: Diversity, Disability, and Civil RightsÌýÌýÌý
- ±õ²Ô³Ù°ù´Ç»å³Ü³¦³Ù¾±´Ç²ÔÌýÌýÌý
- Disability BasicsÌýÌýÌýÌýÌýÌýÌýÌýÌý
- Challenges Faced by StudentsÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý
- Disability AwarenessÌý
- Civil RightsÌýÌýÌýÌýÌý
- Limitations of the Accommodation Approach to AccessÌýÌýÌýÌýÌýÌý
- My Go-to ResourcesÌýÌý
- °ä´Ç²Ô³¦±ô³Ü²õ¾±´Ç²ÔÌýÌýÌýÌýÌýÌý
- Take Action!ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý
Chapter 2: A Framework for Inclusive PracticesÌý
- ±õ²Ô³Ù°ù´Ç»å³Ü³¦³Ù¾±´Ç²ÔÌýÌýÌý
- Why Universal Design in Higher Education (UDHE)ÌýÌý
- The UDHE Framework
- ³§³¦´Ç±è±ðÌý
- ¶Ù±ð´Ú¾±²Ô¾±³Ù¾±´Ç²ÔÌýÌýÌýÌýÌýÌýÌý
- Principles, Guidelines
- ±Ê°ù²¹³¦³Ù¾±³¦±ð²õÌýÌýÌýÌýÌýÌýÌýÌý
- ±Ê°ù´Ç³¦±ð²õ²õÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý
- My Go-to ResourcesÌýÌý
- °ä´Ç²Ô³¦±ô³Ü²õ¾±´Ç²ÔÌýÌýÌýÌýÌýÌý
- Take Action!ÌýÌýÌý
Chapter 3: Physical SpacesÌýÌýÌýÌýÌý
- ±õ²Ô³Ù°ù´Ç»å³Ü³¦³Ù¾±´Ç²ÔÌýÌýÌý
- Framework, Scope, Definition, Principles, Guidelines, Practices, ±Ê°ù´Ç³¦±ð²õ²õÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý
- My Go-to ResourcesÌýÌý
- °ä´Ç²Ô³¦±ô³Ü²õ¾±´Ç²ÔÌýÌýÌýÌýÌýÌý
- Take Action!ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý
Chapter 4: TechnologyÌýÌýÌýÌýÌýÌýÌý
- ±õ²Ô³Ù°ù´Ç»å³Ü³¦³Ù¾±´Ç²ÔÌýÌýÌý
- Assistive TechnologyÌýÌý
- Accessible ITÌýÌý
- Framework, Scope, Definition, Principles, Guidelines, Practices, ProcessÌýÌýÌýÌýÌý
- Civil Rights Regarding Accessible DesignÌýÌýÌýÌýÌýÌý
- Advocating for Accessible ITÌýÌý
- My Go-to ResourcesÌýÌý
- Conclusion
- Take Action!ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý
Chapter 5: Teaching and Learning ActivitiesÌýÌýÌýÌýÌýÌýÌýÌý
- ±õ²Ô³Ù°ù´Ç»å³Ü³¦³Ù¾±´Ç²ÔÌýÌýÌý
- Framework, Scope, Definition, Principles, Guidelines, Practices, ProcessÌýÌýÌý
- UDHE of a Department or ProgramÌýÌý
- What Students Have to SayÌýÌýÌý
- My Go-to ResourcesÌýÌý
- °ä´Ç²Ô³¦±ô³Ü²õ¾±´Ç²ÔÌýÌýÌýÌýÌýÌý
- Take Action!ÌýÌýÌýÌý Ìý Ìý Ìý Ìý
Chapter 6: Teaching and Learning ServicesÌýÌýÌýÌýÌýÌýÌýÌýÌý
- ±õ²Ô³Ù°ù´Ç»å³Ü³¦³Ù¾±´Ç²ÔÌýÌýÌý
- Framework, Scope, Definition, Principles, Guidelines, Practices, ProcessÌýÌýÌýÌýÌýÌýÌý
- My Go-to ResourcesÌýÌý
- °ä´Ç²Ô³¦±ô³Ü²õ¾±´Ç²ÔÌýÌýÌýÌýÌýÌý
- Take Action!ÌýÌýÌýÌýÌýÌýÌýÌý
Chapter 7: Teaching ÌÇÐÄÔ´´ UDÌýÌýÌýÌýÌýÌý
- ±õ²Ô³Ù°ù´Ç»å³Ü³¦³Ù¾±´Ç²ÔÌýÌýÌý
- Why Teach Accessibility and UDÌýÌýÌýÌýÌýÌýÌý
- Who Teaches Accessibility and UDÌýÌýÌýÌý
- Integrating UD Topics into Courses
- Stakeholder Roles
- My Go-to Resources
- Conclusion
- Take Action!ÌýÌýÌý
Chapter 8: A Model for an Inclusive CampusÌýÌýÌýÌýÌýÌýÌý
- ±õ²Ô³Ù°ù´Ç»å³Ü³¦³Ù¾±´Ç²ÔÌýÌýÌý
- A Universally Designed CampusÌýÌýÌýÌýÌýÌýÌýÌý
- Stakeholder RolesÌýÌýÌýÌýÌýÌý
- An Inclusive Campus Model Underpinned by the UDHE FrameworkÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý
- Case Study: Application of the Inclusive Campus Model to ITÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý
- Promoters and Inhibitors of ChangeÌý
- My Go-to ResourcesÌýÌý
- °ä´Ç²Ô³¦±ô³Ü²õ¾±´Ç²ÔÌýÌýÌýÌýÌýÌý
- Take Action!ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý
Chapter 9: What I Know for Sure
±·´Ç³Ù±ð²õÌý
ÌÇÐÄÔ´´ the Author, Sheryl Burgstahler
Index
Ìý