Change can be viewed from three perspectives: the reason for change, the content of change, and the process of change (Levy & Merry, 1986).

Reason for Change

Individuals as well as entire institutions may experience both internal and external pressure for change (Levin, 1998). Internal factors that might promote positive change include placing a high value on diversity and educational equity (Oliver & Barnes, 1998) and seeing individuals with disabilities as a minority group with civil rights instead of a needy population deserving charity. These factors can motivate faculty and staff to increase the accessibility of their courses and services once they become aware of accessibility barriers and accessible design strategies. Although these individuals may be motivated to learn new skills and gain knowledge that will enhance student access, a competing motivation may be the comfort and efficiency of maintaining existing standards and procedures.

Knowledge of disability-related legislation will provide external motivation for change only if the individual makes the connection between this legislation and his/her practices and responsibilities. Another promoter of change for an individual is the existence of institutional policies relative to the accessibility of courses and services. An individual with a disability who requests accommodations may motivate a faculty or staff member to help this person, but may not provide the motivation to change future practices.

Lack of time and funding are common reasons for not making programs and courses more accessible. These factors often have as their root a lack of information about how to go about making a change or looking at accessibility as a huge project rather than an ongoing effort accomplished in incremental steps.

Content of Change

Many faculty and staff are unaware of the need for accessible design and, after becoming aware, perceive that they do not have the expertise or time to deal with accessibility issues. The two negative motivational factors of lack of prerequisite knowledge and time to implement accessibility measures might be addressed by providing specific, readily-achievable suggestions that apply principles of universal design to improve accessibility and resources specifically designed for faculty and staff. They should include introductory training materials as well as searchable, detailed content (Burgstahler, 2002, 2005).

Process of Change

Members of the AccessCollege team and those of earlier DO-IT projects determined that effective outreach efforts include on-site training as part of regularly scheduled and stand-alone meetings, video presentations, short informational handouts, and comprehensive web resources and searchable knowledge bases. To promote systemic change toward a more accessible campus, the AccessCollege team developed Communities of Practice (CoPs) and Capacity-Building Institutes (CBIs).

DO-IT has created literature reviews that can help guide professional development of faculty (https://www.washington.edu/doit/synthesis-research-0) and student services personnel (https://www.washington.edu/doit/synthesis-research). Research syntheses support training strategies and materials and include the topics of adult learning, learning styles, types of learning, universal design, and systemic change. These materials were created in earlier projects as part of the following publications:

• Building the Team: Faculty, Staff, and Students Working Together—PRESENTATION AND RESOURCE MATERIALS
• Students with Disabilities and Campus Services: Building the Team—PRESENTATION AND RESOURCE MATERIALS

The content and methods for professional development include Communities of Practice and Capacity-Building Institutes. These platforms for growth are discussed in the following paragraphs, can be used to further your agenda for creating a campus that is more welcoming and accessible to people with disabilities.

Universal design strategies can help you create products and environments that are welcoming and accessible to all students, staff, faculty, and visitors on your campus. Universal design (UD) can be applied to instruction, services, information technology, and physical spaces, as noted below.

Instruction

• Class Climate
• Physical Environments/Products
• Delivery Methods
• Information Resources/Technology
• Interaction
• Feedback
• Assessment
• Accommodation

Services

• Planning, Policies, and Evaluation
• Physical Environments/Products
• Staff
• Information Resources/Technology
• Events

Information Technology

• Procurement/Development Policies
• Physical Environments/Products
• Information
• Input/Control Output
• Manipulations
• Safety
• Compatibility with Assistive Technology

Physical Spaces

• Climate, Aesthetics
• Entrances and Routes of Travel
• Fixtures, Furniture
• Information Resources/Technology
• Safety
• Accommodation

Universal Design in Education (UDE):

• puts high values on both diversity and inclusion
• rests on the definition and principles developed at the Center for Universal Design, www.design.ncsu.edu/cud
• makes products and environments welcoming, accessible, and usable by everyone
• is a process as well as a set of guidelines and strategies for specific applications.
• can be implemented in incremental steps. (Burgstahler, 2007a-e)

For more information about UDE, consult The Center for Universal Design in Education.

CoPs are groups of people who share a common concern in their practice and interact regularly to improve their practice. CoPs identify problems, goals, and resources; assess change; and monitor and adjust plans and activities.

Team members in the AccessCollege project created CoPs on their own campuses and encouraged partner schools to do the same. Some meet in person; some meet online or by telephone; others meet in multiple ways. As with any CoP, each has chosen:

1. a domain of interest that is related to the goals of AccessCollege (e.g., professional development of faculty, information technology policies and procedures, campus-wide efforts to promote universal design of courses and services);
2. a group of people, including practitioners interested in furthering accessibility policy and practice within the CoP domain, sharing perspectives and expertise, identifying promoters and inhibitors of change, setting goals, and identifying projects; and
3. practices undertaken to further goals identified by CoP members (Wenger, 1998).

CoPs host Capacity-Building Institutes, which draw in other members of on- and off-campus stakeholder groups to identify barriers for people with disabilities and strategies for promoting the universal design of courses and services on campus. Synthesis of input from CBIs further informs CoPs as members work toward campus improvements.

Capacity-Building Institutes (CBI) bring people together to collaboratively identify solutions to specific problems. Participants may come from across disciplines, departments, and/or institutions. A CBI builds the capacity of each member of the group and their respective organizations to solve identified problem(s) and to explore ways that other individual or organizational stakeholders can contribute to solution(s).

The strength of a CBI is in the way people who may not typically work together converge to expand collective knowledge and develop strategies to address a common goal. Examples of goals that CBI participants can address are:

• improving the overall accessibility of a postsecondary institution to people with disabilities
• applying universal design of instruction campus-wide
• assuring that information technology is accessible to all faculty, staff, and students

The overall goal of DO-IT's AccessCollege project is to ensure that students with disabilities receive a quality postsecondary education with the same opportunities for college and career success as those for students without disabilities. AccessCollege team members, representing a diverse set of twenty-two postsecondary schools, host CBIs on their campuses to identify, implement, and institutionalize policies, practices, and procedures that lead to more accessible courses and services.

AccessCollege and other DO-IT projects have hosted CBIs to solve problems related to accessibility and the application of universal design for many years. Topics of CBIs have included making:

• websites at postsecondary institutions accessible to people with disabilities, https://www.washington.edu/doit/web-accessibility-capacity-building-institute-2006
• information technology accessible to precollege students, postsecondary students, and employees with disabilities, https://www.washington.edu/doit/programs/accessit
• science, technology, engineering, and mathematics programs welcoming and accessible to students with disabilities, https://www.washington.edu/doit/programs/accessstem/overview

A characteristic of the CBI style is to honor participants as the experts. For example, in panel presentations the panelists are typically CBI participants. This way, they share their knowledge as experts on a topic and continue to participate in follow-up activities as other participant experts share perspectives in other presentations. Typically, CBIs last from four hours to three days.

This guide outlines common ways to organize CBIs and shares sample agendas and visual aides that can help you shape a CBI on your campus. It also shares lessons learned from the AccessCollege team. It can be found online at www.washington.edu/doit/building-capacity-welcoming-and-accessible-postsecondary-institution. This publication and its associated videos and handouts complement the following comprehensive resources for making instruction and student services, respectively, accessible to all students.

• Building the Team: Faculty, Staff, and Students Working Together—PRESENTATION AND RESOURCE MATERIALS. www.washington.edu/doit/building-team-faculty-staff-and-students-working-together-1
• Students with Disabilities and Campus Services: Building the Team—PRESENTATION AND RESOURCE MATERIALS. www.washington.edu/doit/students-disabilities-and-campus-services-building-team

It is expected that every campus will have a unique approach, but here are some steps to consider in planning a CBI:

1. Convene an existing Community of Practice or advisory group that focuses on disability issues or form a new group to plan the event. This type of group includes representation from key stakeholders and meets regularly to address campus accessibility issues.
2. Select a theme or topic area for your CBI. Possible topics include the following:
   • Assuring that information technology (e.g., websites, computer labs, distance learning courses) are accessible to students, faculty, and staff with disabilities.
   • Making student service units (e.g., career centers, student activities) accessible to students with disabilities.
   • Increasing the skills of faculty to teach students with disabilities by teaching and implementing universal design strategies.
   • Working with representatives from a wide variety of stakeholder groups on campus to create institutional change toward a more welcoming and accessible campus.
3. Identify handouts and videos to support the CBI (see the Resources section).
4. Select speakers to present on specific topic areas related to access. Compile questions for small and large group discussions about issues, perspectives, and challenges related to the CBI topic.
5. Make logistical arrangements: schedule rooms, create assignments for small groups, and appoint note takers.
6. Invite members of key stakeholder groups to the event.
7. Conduct the CBI. Consult the publication Equal Access: Universal Design of Conference Exhibits and Presentations and employ universal design principles in your presentation(s). Plan that by the end of the CBI, participants will have a strategic plan and/or task list to incorporate the content learned at the CBI into their specific areas of responsibility.;
8. Evaluate the CBI. Use our evaluation instrument, modify it, or develop your own.
9. Disseminate information from your CBI. Publish proceedings and/or articles in journals or campus publications. Submit a press release to campus and local newspapers. This step will expand the impact of your work.

In the publications noted earlier in these materials, DO-IT has provided tips for presentation delivery.

 

• For faculty presentations, consult https://www.washington.edu/doit/presentation-tips-0.
• For presentations to student services personnel, consult https://www.washington.edu/doit/presentation-tips.

 

Through AccessCollege and other projects, DO-IT has created a comprehensive collection of publications and videos that can be used in your CBI. They can be found online by selecting "publications and videos" from the DO-IT website at www.washington.edu/doit. Any CBI might include the handouts listed below:

• Applications of Universal Design in Education (UDE)
• AccessCollege: An Alliance to Promote the Success of People with Disabilities in Postsecondary Education
• AccessCollege: Systemic Change for Postsecondary Institutions
• Universal Design in Education: Principles and Applications
• Universal Design: Principles, Process, and Applications
• DO-IT Free Printed Publications
• DO-IT Videos, Books, and Training Materials

Listed below are additional publications, videos, web resources, and overhead visuals for specific CBI topics.

Creating a More Accessible Institution

Consider using the following additional products for a CBI on this topic.

Video

• Self-Examination: How Accessible Is Your Campus?

Handout

• Self-Examination: How Inclusive Is Your Campus?

Websites

• The Board Room
• The Center for Universal Design in Education
• Overhead Visuals
  Templates pp. 43 - 89

Making Instruction Welcoming and Accessible to All Students

Consider using the following additional products for a CBI on this topic.

Videos

• Building the Team: Faculty, Staff, and Students Working Together
• Equal Access: Universal Design of Instruction
• Working Together: Faculty and Students with Disabilities

Handouts

• Academic Accommodations for Students with Learning Disabilities
• Academic Accommodations for Students with Psychiatric Disabilities
• Effective Communication: Faculty and Students with Disabilities
• Equal Access: Universal Design of Instruction
• Invisible Disabilities and Postsecondary Education
• Universal Design of Instruction: Definition, Principles, and Examples
• Working Together: Faculty and Students with Disabilities
• Working Together: Teaching Assistants and Students with Disabilities

Websites

• The Faculty Room

Overhead Visuals

• Templates pp. 43-59, 64-67, 70, 74, 86, 89

Making Online Learning Accessible to All Students and Instructors

Consider using the following additional products for a CBI on this topic.

Videos

• Computer Access: In Our Own Words
• Real Connections: Making Distance Learning Accessible to Everyone
• World Wide Access: Accessible Web Design

Handouts

• Real Connections: Making Distance Learning Accessible to Everyone
• Web Accessibility: Guidelines for Administrators
• Working Together: People with Disabilities and Computer Technology
• Working Together: Computers and People with Sensory Impairments
• World Wide Access: Accessible Web Design

Website

• AccessDL

Overhead Visuals

• Templates pp. 43-70, 86, 89
   

Making Student Services Welcoming and Accessible to All Students

Consider using the following additional products for a CBI on this topic.

Videos

• Access to the Future: Preparing Students with Disabilities for Careers
• Equal Access: Campus Libraries
• Equal Access: Student Services

Handouts

• Access to the Future: Preparing College Students with Disabilities for Careers
• Equal Access: Universal Design of Advising
• Equal Access: Universal Design of Career Services
• Equal Access: Universal Design of Financial Aid
• Equal Access: Universal Design of Housing and Residential Life
• Equal Access: Universal Design of Libraries
• Equal Access: Universal Design of Registration
• Equal Access: Universal Design of Student Services
• Equal Access: Universal Design of Tutoring and Learning Centers
• World Wide Access: Accessible Web Design

Websites

• The Center for Universal Design in Education
• The Student Services Conference Room

Overhead Visuals

• Templates pp. 43-59, 68-70, 87, 89
   

Assuring that Information Technology is Accessible to All Students

Consider using the following additional products for a CBI on this topic.

Videos

• Access to Technology in the Workplace: In Our Own Words
• Computer Access: In Our Own Words
• Equal Access: Campus Libraries
• Equal Access: Universal Design of Computer Labs
• Working Together: Computers and People with Learning Disabilities
• Working Together: Computers and People with Mobility Impairments
• Working Together: Computers and People with Sensory Impairments
• Working Together: Faculty and Students with Disabilities
• Working Together: People with Disabilities and Computer Technology
• World Wide Access: Accessible Web Design

Handouts

• Equal Access: Universal Design of Computer Labs
• Equal Access: Universal Design of Libraries
• Web Accessibility: Guidelines for Administrators
• Working Together: Computers and People with Learning Disabilities
• Working Together: Computers and People with Mobility Impairments
• Working Together: Computers and People with Sensory Impairments
• Working Together: People with Disabilities and Computer Technology

Websites

• AccessWeb
• The Center for Universal Design in Education
• National Center on Accessible Information Technology in Education

Overhead Visuals

• Templates pp. 43-63, 69-70, 73, 89

Making Science, Technology, Engineering, and Mathematics Accessible to All Students

Consider using the following additional products for a CBI on this topic.

Videos

• Equal Access: Science and Students with Sensory Impairments
• The Winning Equation: Access + Attitude = Success in Math and Science
• Working Together: Computers and People with Learning Disabilities
• Working Together: Computers and People with Mobility Impairments
• Working Together: Computers and People with Sensory Impairments
• Working Together: People with Disabilities and Computer Technology
• Working Together: Science Teachers and Students with Disabilities

Handouts

• Equal Access: Science and Students with Sensory Impairments
• Making Science Labs Accessible to Students with Disabilities
• The Winning Equation: Access + Attitude = Success in Math and Science
• Working Together: Computers and People with Learning Disabilities
• Working Together: Computers and People with Mobility Impairments
• Working Together: Computers and People with Sensory Impairments
• Working Together: People with Disabilities and Computer Technology

Websites

• The Alliance for Access to Science, Technology, Engineering, and Mathematics
  www.washington.edu/doit/programs/accessstem/overview
• National Center on Accessible Information Technology in Education
  www.washington.edu/accessit

Overhead Visuals

• Templates pp. 43-67, 69-70, 89

Assuring that Employment Opportunities and Services are Accessible to Students with Disabilities

Consider using the following additional products for a CBI on this topic.

Videos

• Access to the Future: Preparing Students with Disabilities for Careers
• Access to Technology in the Workplace: In Our Own Words
• Finding Gold: Hiring the Best and the Brightest
• It's Your Career: Work-Based Learning Opportunities for College Students with Disabilities

Handouts

• Access to the Future: Preparing College Students with Disabilities for Careers
• Equal Access: Universal Design of Career Services
• Finding Gold: Hiring the Best and the Brightest
• It's Your Career: Work-Based Learning Opportunities for College Students with Disabilities

Website

• AccessCAREERS

Overhead Visuals

• Templates pp. 43-59, 68-70, 87, 89

In addition to the schedule and location, emphasize the relevance of the topic, the need for representation from diverse groups, the interactive nature of the program, and expected outcomes. On the following page is a CBI sample letter of invitation.

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Dear [Name],

You are invited to participate in a Capacity-Building Institute (CBI), to be held at [institution] on [date] from [start time] to [end time]. Please register for this meeting at [URL].

The CBI has been organized as a result of recent conversations at the [institution], where faculty, staff, and administrators have discussed ways in which universal design (UD) can create welcoming and inclusive learning environments for all students. Given the rapid pace at which the application of universal design is evolving in higher education, the [university/college] has become increasingly aware of the professional development needs of faculty and staff to apply UD principles within and outside of the classroom.

The goals of the CBI are to engage faculty, staff, and administrators in a discussion that will ultimately lead to improved accessibility of courses and services that takes into consideration the diverse learning styles, abilities, and disabilities of today's students.

The CBI will have three guest speakers presenting on specific topic areas related to UD. The Institute will also include a brainstorming session in which issues, perspectives, and challenges related to UD will be actively explored. All participants will leave with a strategic plan for incorporating universal design into their specific disciplines.

The CBI will include information on relevant legislation, principles of universal design, specific ways to create inclusive classrooms and services, information on local resources, and the development of a personal or departmental action plan to apply practical universal design strategies to transform curricula or services.

Thank you for your interest in creating inclusive communities for all students at [Institution].

Sincerely,
[Institutional Representative]

Following is an agenda and timeline for a four-hour CBI on universal design of instruction. Videos referred to in the sample agenda are available in the Resources section. Most videos and publications are also available online at https://www.washington.edu/doit/resources/informational-briefs. At the end of the agenda are suggestions for extending its length to a full day and/or changing the focus to universal design of student services or systemic change of an entire campus.

---

Half-Day Agenda

8:00 - 8:25 a.m.
Check In & Refreshments 

8:30 - 9:00 a.m. 
Welcome/Introductions 
Distribute CBI agenda and the following handouts (https://www.washington.edu/doit/resources/informational-briefs)

• AccessCollege: An Alliance to Promote the Success of People with Disabilities in Postsecondary Education
• AccessCollege: Systemic Change for Postsecondary Institutions
• Universal Design in Education: Principles and Applications
• Universal Design of Instruction: Definition, Principles, and Examples
• Equal Access: Universal Design of Instruction
• DO-IT Free Printed Publications
• DO-IT Videos and Training Materials

9:00 - 9:10 a.m. 
Typical Accommodations 
Emphasize that a disability services office typically provides accommodations and describe your institution's process. Introduce the video, which focuses on accommodations for students with disabilities.

9:10 - 9:30 a.m. 
Video View 
Building the Team: Faculty, Staff, and Students Working Together (found at https://www.washington.edu/doit/videos/index.php?vid=3) After the video, answer questions. Describe how universal design (UD) complements the accommodation model by encouraging faculty to be proactive and to plan ahead in making their courses accessible to students with disabilities. Refer to the UD handouts and use some of the overhead visuals provided in the Resources section.
Tell participants that the next video, also developed through a nationwide collaboration, gives information on the process and specific examples of universal design applied to instruction.

10:00 - 10:15 a.m.
Video View
Equal Access: Universal Design of Instruction (found at https://www.washington.edu/doit/videos/index.php?vid=13) Respond to questions. End by emphasizing the need for both UD and accommodations to maximize the success of all students and to reduce the impact of having students with disabilities in your classes (by planning ahead).

10:15 - 10:30 a.m.
Break
Emphasize that UD increases access and reduces, but does not eliminate, the need for accommodations. Tell participants to, after the break, meet in small, preassigned groups (perhaps defined by the table where they are sitting) to make a list of specific things instructors can do to make their courses more accessible to all students, including those with disabilities. Each group needs to select a discussion leader, recorder, and reporter that participants can choose. Distribute poster paper and felt pens to each group.

10:30 - 11:00 a.m
Discussion in Small Groups 
What can instructors do to make their courses more accessible to all students, including those with disabilities?

11:00 - 11:20 a.m.
Small Groups Report to Large Group
Post lists so that everyone can see them.

11:20 - 11:35 a.m.
Break 
Tell participants to, after the break, reconvene in their small groups. Together they will make a list of specific things the institution can do to help faculty make their courses more accessible to all students, including those with disabilities.

11:35 - 12:05 p.m.
Discussion in Small Groups 
What can institutions do to help faculty make their courses more accessible to all students, including those with disabilities?

12:05 - 12:20 p.m.
Small Groups Report to Large Group.
Post lists so that everyone can see them.

12:20 - 12:30 p.m. 
Conclusion and Evaluation 
Refer participants to The Faculty Room and campus resources. 

Distribute the form Post-Evaluation of Professional Development (found on pp. 31-32). Ask the participants to fill out the form and return to the facilitator.

Thank participants for coming and tell them the lists of suggestions will be combined into proceedings and mailed (email or postal) to a designated location.

---

This CBI outline can be extended to a full day or longer by adding one or more of the following activities:

• A student panel where students with different types of disabilities talk about their accommodations, good/bad experiences with instructors, and what works for them
• A presentation and discussion on accessible web design or some other special topic
• A demonstration of assistive technology for people with disabilities
• A faculty member shares his/her implementation of universal design
• A discussion on how topics of accessibility and universal design could be incorporated into a course (e.g. in an engineering class, students could be required to address accessibility issues in a design project)

This CBI can be modified to address systemic change for the entire institution (DO-IT, 2007) or for specific areas such as the student service organizations (e.g., career centers, admissions offices) or information technology by using appropriate videos, handouts, websites, and overhead visuals.

Following is an agenda of a full-day Capacity-Building Institute (CBI) that is similar to one conducted at Florida State University (FSU). Its purpose was to improve the accessibility of campus websites.

---

Full-Day Agenda (Sample #1)

Morning: Overview of Accessibility of Online Resources

8:00 - 8:30 a.m.
Check In & Refreshments

8:30 - 8:45 a.m.
Welcome Message
President
Vice President for Student Affairs

Distribute the evaluation form Pre- and Post-Test for Professional Development (found on pp. 29-30) to participants and ask them to fill out the Pre-Test (front side of the form).

Distribute CBI Agenda and the following handouts (found at www.washington.edu/doit/resources)

• AccessCollege: An Alliance to Promote the Success of People with Disabilities in Postsecondary Education
• AccessCollege: Systemic Change for Postsecondary Institutions
• Universal Design in Education: Principles and Applications
• Universal Design: Principles, Process, and Applications
• Working Together: People with Disabilities and Computer Technology
• World Wide Access: Accessible
• Web Design Web Accessibility: Guidelines for Administrators
• DO-IT Free Printed Publications
• DO-IT Videos, Books, and Training Materials

8:45 - 9:30 a.m.
Overview of Universal Design of Online Instruction
Participants explore the big picture of accessible online teaching and learning:

• How are students with disabilities affected by inaccessible course content?
• What makes technologies accessible? What does universal design mean?
• What are the legal requirements?
• How is online access achieved for students who are blind and visually impaired, are deaf or hard of hearing, have mobility impairments, have reading disorders (e.g., dyslexia), and/or have attention deficits?
• What standards, guidelines, and resources are available to assist in ensuring that instructional content is delivered in a way that is accessible to all students?

9:30 - 10:30 a.m.
Online Accessibility Nuts and Bolts
In an interactive session, participants are led through a mock Blackboard™ course, which features a variety of accessibility problems and solutions. How do you assure that all students have access to Blackboard, your website, Adobe® PDF files, Microsoft® Word documents, PowerPoint presentations, and other resources?

10:30 - 10:45 a.m.
Break

10:45 - 12:00 p.m.
Web Accessibility @ FSU
Discussion moderated by staff from FSU, College of Information and Assessment Services
FSU faculty, staff, and administrators brainstorm the current state of accessibility of instructional technology at FSU and identify next steps for moving forward. Suggestions are recorded on a flip chart.

• Where are we now?
• Where do we want to be?
• How can we get there?

12:00 - 1:10 p.m.
Lunch and Student Panel
Real students with real issues share what it is like to be a person with a disability attending a major university and using online content. Participants ask questions.
Afternoon: Steps Toward Web Accessibility

Afternoon: Steps Toward Web Accessibility

1:10 - 3:15 p.m. (with one break)
Web Accessibility Techniques
Participants further explore common web accessibility problems and solutions. They learn the state of accessibility on a variety of technologies and file formats used in delivering web content, including PDF, Flash®, multimedia, PowerPoint, Blackboard, Java™, and AJAX. Resources are provided with more detailed information including the DO-IT Knowledge Base, which is linked from the DO-IT website at www.washington.edu/doit at "Search DO-IT Knowledge Base."

3:15 - 3:30 p.m.
Break

3:30 - 4:15 p.m.
Discuss the Accessibility of FSU Websites
After a brief introduction to available FSU web accessibility evaluation tools and resources, participants discuss the accessibility of specific FSU websites in one or multiple groups. Those with promising designs demonstrate their approaches to accessibility, and participants brainstorm possible solutions to accessibility problems.

4:15 - 4:30 p.m.
Conclusion and Evaluation
Summarize content and results of CBI. Participants complete the Post-Test for Professional Development, which was distributed at the beginning of the CBI, and return to a designated location.

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Following is the agenda of a full-day CBI that is similar to one conducted by the University of Washington. Its purpose was to help teachers fully include students with disabilities in their science courses by applying universal design and providing accommodations.

---

Full-Day Agenda (Sample #2)

8:30 - 9:00 a.m.
Registration, Continental Breakfast

9:00 - 10:45 a.m.
Introductions Distribute the evaluation form Pre- and Post-Test for Professional Development (found on pp. 29-30) to participants and ask them to fill out the Pre-Test (front side of the form).

Distribute CBI agenda and handouts (located at https://www.washington.edu/doit/resources)

• Making Math, Science, and Technology Instruction Accessible to Students with Disabilities—A RESOURCE FOR TEACHERS AND TEACHER EDUCATORS (which includes most handouts and videos referenced in the agenda)
• DO-IT Free Printed Publications
• DO-IT Videos, Books, and Training Materials

View Video
Working Together: Science Teachers and Students with Disabilities (on DVD or at https://www.washington.edu/doit/videos/index.php?vid=34).

Presentation
Access Barriers, Access Solutions—Accommodations and Universal Design.

View Video
The Winning Equation: Access + Attitude = Success in Math and Science (on DVD or at https://www.washington.edu/doit/videos/index.php?vid=28).

Activity
Complete a Student Abilities Profile (at https://www.washington.edu/doit/accommodation-model#sap)

10:45 - 12:00 p.m.
Activity
Discover accommodation and universal design strategies for a hands-on science activity.

View Video
Equal Access: Universal Design of Instruction (on DVD or at https://www.washington.edu/doit/videos/index.php?vid=13).

Presentation 
Making Science Labs Accessible to All Students.

12:00 - 12:45 p.m.
Lunch

12:45 - 2:15 p.m.
Discuss
What can individual stakeholders (e.g., a student, teacher, parent) do to increase the success of students with disabilities in STEM (science, technology, engineering, and mathematics)? Consider both accommodations and universal design approaches.

Activity
Create a personal plan for implementation of universal design of your instruction. Distribute a copy of the publication Equal Access: Universal Design of Instruction (located at https://www.washington.edu/doit/equal-access-universal-design-instruction), cross out items that do not apply; insert implementation dates for others.

Report
What steps will you take to make your courses more accessible?

2:15 - 3:30 p.m.
View Video
Computer Access: In Our Own Words (on DVD or at https://www.washington.edu/doit/videos/index.php?vid=6) Note that additional technology videos in handouts focus on specific disabilities related to learning, mobility, and vision.

Presentation
Overview of Technology Access Barriers and Solutions—Assistive Technology and Universal Design.

Discuss
What can institutional stakeholders (e.g., schools, districts, state agencies) do to increase the success of students with disabilities in STEM? What systemic change efforts would you recommend? Consider both policies and practices.

3:30 - 4:00 p.m.
Conclusion and Evaluation
What did you learn and how will you apply it?
Ask participants to fill out the Post-Test for Professional Development, which was distributed at the beginning of the CBI, and return to a designated location.

Below is an agenda for a multi-day CBI that is similar to one conducted by the University of Washington. Participants in a wide variety of positions developed solutions for the under-representation of people with disabilities in science, technology, engineering, and mathematics (STEM). Most participants were administrators or support staff for projects that serve to increase the successful participation of women, minorities, and people with disabilities in STEM.

---

Multi-Day Agenda

Tuesday

7:00 - 9:00 p.m.
Evening Social

Wednesday

8:00 - 9:00 a.m.
Buffet Breakfast & Networking

9:00 - 9:50 a.m.
Welcome
Dr. Sheryl Burgstahler, DO-IT Director, University of Washington

Distribute the evaluation form Pre- and Post-Test for Professional Development to participants and ask them to fill out the Pre-Test (front side of the form).

Distribute CBI Agenda and the following handouts (available at www.washington.edu/doit/resources)

• Making Math, Science, and Technology Instruction Accessible to Students with Disabilities-A RESOURCE FOR TEACHERS AND TEACHER EDUCATORS (which includes most handouts and videos referenced in the agenda)
• DO-IT Free Printed Publications
• DO-IT Videos, Books, and Training Materials

Introductions

Students with disabilities share STEM access perspectives in video
Working Together: Science Teachers and Students with Disabilities (on DVD or at https://www.washington.edu/doit/videos/index.php?vid=34)

9:50 - 10:30 a.m.
Pursuit of a STEM Career: A Personal Story
Dr. Imke Durre, Scientist, National Climatic Data Center

10:30 - 10:45 a.m.
Break

10:45 - 11:15 a.m.
Broadening Participation in STEM
Dr. Mark Leddy, National Science Foundation

11:15 - 11:55 a.m.
Access Barriers, Solutions—Accommodations and Universal Design

Teachers and students share ideas for assuring access to STEM courses for students with disabilities in video
The Winning Equation: Access + Attitude = Success in Math and Science (Video and handouts available at https://www.washington.edu/doit/videos/index.php?vid=28)

11:55 a.m. - 12:00 p.m.
Introduction to Small Group Discussion Format

12:00 - 1:30 p.m.
Lunch and Working Group Discussions
Question: How are STEM access issues for people with disabilities the same as those for other underrepresented groups (e.g., racial/ethnic minorities, women)? How are they different?

1:30 - 1:50 p.m.
Working Group Reports
Each group shares one way STEM access issues for people with disabilities are (1) the same as and (2) different from those for other underrepresented groups (e.g., racial/ethnic minorities, women).

1:50 - 2:45 p.m.
Activity: Discover Accommodation and Universal Design Strategies for a Hands-On Science Activity
Valerie Sundby, Lyla Crawford, Project Coordinators, AccessSTEM

Educators share universal instructional design strategies in video
Equal Access: Universal Design of Instruction (Video and handouts available at https://www.washington.edu/doit/videos/index.php?vid=13)

2:45 - 3:00 p.m.
Break

3:00 - 3:50 p.m.
Critical Junctures Panel
Projects to increase participation of people with disabilities in STEM share experiences and insights.

3:50 - 4:30 p.m.
Working Group Discussions
Question: In what ways do making STEM activities accessible to students with disabilities benefit other students?

4:30 - 4:50 p.m.
Working Group Reports
Each group shares one way making STEM activities accessible to students with disabilities benefits other students.

4:50 - 5:00 p.m.
Preview of Tonight's Activity and Tomorrow's Agenda, Daily Feedback

5:00 p.m.
Adjourn

6:30 - 8:30 p.m.
Dinner, Networking, and Discussion of Future Collaborations

Thursday

8:00 - 9:00 a.m.
Buffet Breakfast, Networking

9:00 - 10:25 a.m
Panel
Projects that increase the participation of underrepresented minorities and women in STEM share lessons learned in broadening participation in STEM. How can those lessons be applied to increase the participation of people with disabilities in STEM?

10:25 - 10:40 a.m.
Break

10:40 - 12:00 p.m.
Students with disabilities share transition strategies in video
Taking Charge II: Two Stories of Success and Self-Determination (Video and handout available at https://www.washington.edu/doit/videos/index.php?vid=25)

Panel
People with disabilities who are also racial/ethnic minorities or women share their stories. With what communities do they identify? What promotes and what inhibits the pursuit of STEM courses and careers?

12:00 - 1:30 p.m.
Lunch and Working Group Discussions
Question: What can STEM projects do to increase the participation of students with disabilities?

1:30 - 1:50 p.m.
Working Group Reports
Each group shares two things STEM projects can do to increase the participation of people who have disabilities.

1:50 - 2:30 p.m.
Information Technology Access Barriers and Solutions: Assistive Technology and Universal Design Students demonstrate assistive technology in video
Computer Access: In Our Own Words (Video and handout available at https://www.washington.edu/doit/videos/index.php?vid=6)

Accessible Web Design
Terry Thompson, Technology Specialist, AccessSTEM

How to make web pages accessible to people with disabilities is demonstrated in the video
World Wide Access: Accessible Web Design (video and handouts available at https://www.washington.edu/doit/videos/index.php?vid=35)

2:30 - 3:05 p.m.
Science Lab Access Barriers and Solutions: Accommodations and Universal Design
Dr. Samantha Langley-Turnbaugh, Associate Professor and Chair Department of Environmental Science and Policy, University of Southern Maine.

Distribute brochure
Making Science Labs Accessible to Students with Disabilities (located at https://www.washington.edu/doit/making-science-labs-accessible-students-disabilities)

3:05 - 3:15 p.m.
STEM students with sensory impairments and educators share experiences in video
Equal Access: Science and Students with Sensory Impairments (video and handout available at https://www.washington.edu/doit/videos/index.php?vid=10)

3:15 - 4:00 p.m.
Break

4:00 - 4:55 p.m.
Discussion
Question: How can projects best measure the outcomes and impacts of their interventions to increase the participation of underrepresented minorities, women, and people with disabilities in STEM?

4:55 - 5:00 p.m.
Preview of Tomorrow's Agenda, Daily Feedback

Dinner on Your Own

Friday

8:00 - 9:00 a.m.
Buffet Breakfast, Networking, Discussion

9:00 - 10:15 a.m.
Making Your Project Accessible to Participants with Disabilities: A Checklist Distribute a copy of the brochure
Equal Access: Universal Design of Your Project (located at: https://www.washington.edu/doit/equal-access-universal-design-your-project)
Begin a personal plan for implementation: In your copy of the brochure, cross out items that do not apply and write an implementation date for others.

Discussion
Question: How can the checklist be adapted for use in NSF STEM projects?

10:15 - 10:30 a.m.
Break

10:30 - 11:45 a.m.
Conclusion
What can we do as a group to promote access to STEM for people with disabilities?

• Proceedings
• Publication/checklist
• Review of Disability Studies, other journals
• Presentation/poster/publication at NSF's Joint Annual Meeting (JAM), other meetings

Visit the AccessSTEM website, including a Knowledge Base of Q&As, case studies, and promising practices, at https://www.washington.edu/doit/programs/accessstem/overview

11:45 a.m.
Evaluation

Box lunch and further discussion.

Participants asked to fill out the Post-Test for Professional Development (back side of form found on pp. 29-30), which was distributed at the beginning of the CBI, and return to a designated location.

Have a safe trip home!

The AccessCollege team has developed two evaluation instruments that you might consider using for your CBI.

• The first one, titled Pre- and Post-Test for Professional Development, can be printed as a two-sided handout. Ask participants to fill in the front side at the beginning of the CBI and the back side at the end.
• The second one, Evaluation of Professional Development, is a shorter, post-only evaluation instrument that is particularly suitable for short CBIs.

 

Develop proceedings to share with CBI participants, other members of stakeholder groups, and campus decision-makers. Examples of proceedings can be found at https://www.washington.edu/doit/resources/event-proceedings.

Submit articles based on the proceedings to a professional journal. An example can be viewed in a special issue of the Journal of Special Education, Volume 18, Number 4, 2003, at jst.sagepub.com/content/18/4.toc.

Write a press release for campus and local newspapers. This effort can disseminate findings to stakeholders and build enthusiasm for future CBIs.

Associate your CBI with a committee that meets on an ongoing basis. For example, at the University of Washington, the Advisory Committee on Disability Issues sponsored a CBI and then used the proceedings to help set its agenda for future efforts and to support its recommendations.

If you are developing a new group, consider using a Community of Practice (CoP) structure. A CoP is a group of people who share a common concern and interact regularly to improve their practice. CoPs identify problems, goals, and resources; assess measurable change; and monitor and adjust plans and activities.

DO-IT has a large collection of curriculum materials, short handouts, and videos that can useful to you in developing your CBI. The following sets of comprehensive training materials are of particular relevance to faculty and student service personnel on a postsecondary campus.

• Building the Team: Faculty, Staff, and Students Working Together—PRESENTATION AND RESOURCE MATERIALS. Synthesis of research, institutionalization guidelines, presentation tips, tailored presentations, overhead visuals, and handouts help faculty and administrators at postsecondary institutions fully include students with disabilities in courses.
   
• Students with Disabilities and Campus Services: Building the Team—PRESENTATION AND RESOURCE MATERIALS. Synthesis of research, institutionalization guidelines, presentation tips, tailored presentations, overhead visuals, and handouts to help student service staff and administrators make their campus services more accessible to students with disabilities.
   
• Making Math, Science, and Technology Instruction Accessible to Students with Disabilities—A RESOURCE FOR TEACHERS AND TEACHER EDUCATORS. Comprehensive materials and resources to help science, math, and technology teachers fully include students with disabilities in their classes and labs.

In addition, the following websites provide comprehensive resources for presenters and participants.

• The Faculty Room. A place for postsecondary faculty and administrators to learn about how to create classroom environments and activities that maximize the learning of all students, including those with disabilities-includes legal issues, universal design principles, and accommodation strategies.
   
• The Student Services Conference Room. A place for staff in postsecondary libraries, admissions/financial aid, and registration offices; computer labs; and other campus services-includes a searchable database of frequently asked questions, promising practices, and tips on how to create accessible student service organizations.
   
• The Board Room. Provides guidance to postsecondary administrators regarding policies and practices that maximize the learning and participation of all students, including those with disabilities.
   
• The Student Lounge. Helps students with disabilities prepare for and succeed in postsecondary studies.
   
• The Center for Universal Design in Education. Shares the definitions, principles, guidelines, and strategies for applying universal design to instruction, student services, information technology, and physical spaces.

Publications

The following publications are referenced in these materials.

Blackorby, J., & Wagner, M. (1996). Longitudinal post school outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62, 399-413.

Burgstahler, S. (Ed.). (2002). Building the team: Faculty, staff, and students working together. Seattle: DO-IT, University of Washington. Retrieved August 1, 2007.

Burgstahler, S. (Ed.). (2005). Students with disabilities and campus services: Building the team. Seattle: DO-IT, University of Washington. Retrieved August 1, 2007.

Burgstahler, S. (2007a). Applications of Universal Design in Education (UDE). Seattle: DO-IT, University of Washington. Retrieved August 1, 2007.

Burgstahler, S. (2007b). Equal Access: Universal Design of Instruction. Seattle: DO-IT, University of Washington. Retrieved August 1, 2007

Burgstahler, S. (2007c). Equal Access: Universal Design of Student Services. Seattle: DO-IT, University of Washington. Retrieved August 1, 2007.

Burgstahler, S. (2007d). Universal Design in Education: Principles and Applications. Seattle: DO-IT, University of Washington. Retrieved August 1, 2007.

Burgstahler, S. (2007e). Universal Design of Instruction: Definition, Principles, and Examples. Seattle: DO-IT, University of Washington. Retrieved August 1, 2007.

DO-IT. (2007). AccessCollege: Systemic Change for Postsecondary Institutions. Seattle: University of Washington. Retrieved August 1, 2007.

Levin, J. S. (1998). Sense-making in the community college: The meanings of organizational change. (Clearinghouse No. JC980173). Arizona. (ERIC Document Reproduction Service No. ED417777).

Levy, A., & Merry, U. (1986). Organizational transformation: Approaches, strategies, theories. New York: Praeger.

National Council on Disability and Social Security Administration. (2000). Transition and post-school outcomes for youth with disabilities: Closing the gaps to post-secondary education and employment. Washington, DC: Author.

National Organization on Disability. (2004). Harris 2004 survey of Americans with disabilities. Washington, DC: Author.

Oliver, M., & Barnes, C. (1998). Disabled people and social policy. London: Longman.

Wagner, M., Newman, L., Cameto, R., & Levine, P. (2005). Changes over time in the early postschool outcomes of youth with disabilities. A report of findings from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.

DO-IT Comprehensive Training Materials

The following materials can be purchased from DO-IT or freely viewed online.

Building the Team: Faculty, Staff, and Students Working Together—PRESENTATION AND RESOURCE MATERIALS.
Comprehensive materials that include a synthesis of research, institutionalization guidelines, presentation tips, tailored presentations, overhead visuals, and handouts help faculty and administrators at postsecondary institutions fully include students with disabilities in courses.

Students with Disabilities and Campus Services: Building the Team—PRESENTATION AND RESOURCE MATERIALS.
Comprehensive materials that include a synthesis of research, institutionalization guidelines, presentation tips, tailored presentations, overhead visuals, and handouts to help student service staff and administrators make their campus services more accessible to students with disabilities.

Making Math, Science, and Technology Instruction Accessible to Students with Disabilities—A RESOURCE FOR TEACHERS AND TEACHER EDUCATORS.
Comprehensive materials and resources help science, math, and technology teachers fully include students with disabilities in their classes and labs.

DO-IT Websites

The following websites provide training and resources for postsecondary faculty, administrators, and students. They can be accessed by selecting; AccessCollege from the DO-IT website at washington.edu/doit or by using the uniform resource locations indicated below.

The Faculty Room
The Faculty Room is a place for postsecondary faculty and administrators to learn about how to create classroom environments, e-learning, and other activities that maximize the learning of all students, including those with disabilities.

The Student Services Conference Room
The Conference Room is a place for staff in postsecondary libraries; career services, admissions, financial aid, and registration offices; computer labs; and other campus services.

The Board Room
The Board Room provides guidance to postsecondary administrators regarding policies and practices that maximize the learning and participation of all students, including those with disabilities.

The Student Lounge
The Student Lounge helps students with disabilities prepare for and succeed in postsecondary studies.

The Center for Universal Design in Education
The Center for Universal Design in Education shares the definitions, principles, guidelines, and strategies for applying universal design to instruction, student services, information technology, and physical spaces.

Following are examples of templates that can be used in creating overhead visuals for a Capacity-Building Institute (CBI). Many more options can be found in the following publications:

• Building the Team: Faculty, Staff, and Students Working Together—PRESENTATION AND RESOURCE MATERIALS
  www.washington.edu/doit/building-team-faculty-staff-and-students-working-together-1
• Students with Disabilities and Campus Services: Building the Team—PRESENTATION AND RESOURCE MATERIALS
  www.washington.edu/doit/students-disabilities-and-campus-services-building-team

Videos and publications that can be used in a CBI are included in this binder. A larger collection is available at https://www.washington.edu/doit/resources/informational-briefs.

Videos

The following videos, which are included on DVDs in this binder, were created by DO-IT to promote the academic and career success of people with disabilities and the use of technology as an empowering tool. Most are freely available to view online at https://www.washington.edu/doit/videos/index.php. Downloadable versions to play from your computer may be obtained without charge by sending a request to doit@uw.edu.

Useful handouts that summarize the content and point to related resources for each presentation can be found on the DO-IT website. All videos are open-captioned for those with hearing impairments and audio-described versions are provided for those who are blind. Permission is granted to reproduce DO-IT videos and publications for educational, noncommercial purposes as long as the source is acknowledged.

Instruction and Student Services

• DO-IT College 1
  • Working Together: Faculty and Students with Disabilities. Successful students with disabilities tell about techniques and accommodations that contributed to their success, emphasizing the importance of the faculty-student relationship. (9 minutes, © 1994)
  • Building the Team: Faculty, Staff, and Students Working Together. Learn how to create an inclusive postsecondary learning environment. (16 minutes, © 2001)
  • Equal Access: Universal Design of Instruction. Learn to make instruction in a classroom or tutoring center accessible to all students. (13 minutes, © 2006)
  • Equal Access: Student Services. Learn how to apply universal design principles to make postsecondary student services accessible to all students. (15 minutes, © 2004)
• DO-IT College 2
  • Invisible Disabilities and Postsecondary Education. Learn strategies to help students with learning disabilities, attention deficits, and other invisible disabilities achieve success in college. (19 minutes, © 2007)
  • Self-Examination: How Accessible Is Your Campus? Learn issues to address to make a postsecondary institution welcoming and accessible to students with disabilities. (19 minutes, © 2007)
  • Equal Access: Campus Libraries. How to apply universal design principles to make libraries accessible to all visitors. (10 minutes, © 2004)
• DO-IT STEM 1
  • Working Together: Science Teachers and Students with Disabilities. Successful science students with disabilities suggest ways to make science activities accessible. (13 minutes, © 1998)
  • Equal Access: Science and Students with Sensory Impairments. Students and employees with sensory impairments share strategies for success. (14 minutes, © 2005)
  • The Winning Equation: Access + Attitude = Success in Math and Science. Science and math teachers share strategies for making these subjects accessible to students with disabilities. (15 minutes, © 1998)
  • STEM: Science, Technology, Engineering, Mathematics at the University of Washington. Students and faculty highlight STEM programs offered to a diverse student body at the UW. (10 minutes, © 2000)
• DO-IT Transition 1
  • College: You Can DO-IT! College students with disabilities and staff share advice for success in college. (14 minutes, © 1996)
  • Moving On: The Two-Four Step. How to successfully transition from two- to four-year postsecondary institutions. (11 minutes, © 1998)
  • Taking Charge 1: Three Stories of Success and Self-Determination. Successful young people with disabilities share strategies for living self-determined adult lives. (17 minutes, © 2001)

Careers

• DO-IT Careers 1
  • Learn and Earn: Tips for Teens. Students with disabilities show how they benefit from work-based learning. (13 minutes, © 2001)
  • Learn and Earn: Supporting Teens. Learn how parents, teachers, and mentors can encourage teens to participate in work-based learning. (13 minutes, © 2001)
  • It's Your Career. College students with disabilities tell about the value of work-based learning. (13 minutes, © 1997)
  • Access to the Future: Preparing Students with Disabilities for Careers. Learn how to make career services accessible to students with disabilities. (14 minutes, © 2000)
• DO-IT Self-Determination 1
  • Taking Charge 1: Three Stories of Success and Self-Determination. Successful young people with disabilities share strategies for living self-determined lives. (17 minutes, © 2001)
  • Taking Charge 2: Two Stories of Success and Self-Determination. Teens with disabilities share how they are learning to live self-determined lives. (15 minutes, © 2006)
  • Taking Charge 3: Five Stories of Success and Self-Determination. This video combines the five stories presented in Taking Charge 1 & 2 videos. (27 minutes, © 2006)

Information Technology

• DO-IT Technology 1
  • Working Together: People with Disabilities and Computer Technology. Individuals with disabilities demonstrate adaptive technology for people with mobility impairments, blindness, low vision, hearing and/or speech impairments, and learning disabilities. (14 minutes, © 2000, 1995)
  • Working Together: Computers and People with Mobility Impairments. People with mobility impairments demonstrate computer access technology. (14 minutes, © 2001)
  • Working Together: Computers and People with Sensory Impairments. People with visual and hearing impairments demonstrate computer technology for school and work. (11 minutes, © 2001)
  • Working Together: Computers and People with Learning Disabilities. Students and workers with learning disabilities demonstrate computer-based tools and strategies. (12 minutes, © 2000)
  • Computer Access: In Our Own Words. Students with disabilities demonstrate adaptive technology and computer applications. (10 minutes, © 2002)
• DO-IT Technology 2
  • Equal Access: Computer Labs. Learn how computer labs can be designed as to be accessible to students with disabilities. (11 minutes, © 2006)
  • World Wide Access: Accessible Web Design. People with disabilities describe roadblocks they encounter and examples of accessible web design. (11 minutes, © 2002, 1996)
  • Real Connections: Making Distance Learning Accessible to Everyone. Learn issues to consider when designing courses to fully include students with disabilities. (12 minutes, © 2002)
  • Access to Technology in the Workplace: In Our Own Words. Employees show how to make technology accessible. (13 minutes, © 2004)
  • Camp: Beyond Summer. Learn how to add Internet experiences to summer camp programs for children and youth with disabilities. (10 minutes, © 1998)

DO-IT Programs and Overview

• DO-IT Programs 1
  • DO-IT Pals: An Internet Community. Peers and mentors with disabilities support each other in an online community. (9 minutes, © 2005)
  • DO-IT Scholars. High school students with disabilities prepare for college and careers. (11 minutes, © 1994)
  • Snapshots: The DO-IT Scholars. DO-IT participants tell about their experiences. (28 minutes, © 1998)
  • Finding Gold: Hiring the Best and the Brightest. Employers in work-based learning programs show how to fully include participants with disabilities. (7 minutes, © 1998)
• DO-IT Programs 2
  • How DO-IT Does It. Successful practices employed by DO-IT programs to increase the success of young people with disabilities in college and careers. (34 minutes, © 2004)
  • Opening Doors: Mentoring on the Internet. Mentors help students with disabilities achieve success in college studies and careers. (14 minutes, © 1998)

Publications

DO-IT maintains a large collection of publications that promote the academic and career success of people with disabilities and the use of technology as an empowering tool. All titles are available at https://www.washington.edu/doit/resources/informational-briefs. Listed below are those most relevant to the content of this notebook.

Instruction

• Academic Accommodations for Students with Learning Disabilities
• Academic Accommodations for Students with Psychiatric Disabilities
• An Accommodation Model
• Equal Access: Science and Students with Sensory Impairments
• Equal Access: Universal Design of Distance Learning
• Equal Access: Universal Design of Instruction
• Invisible Disabilities and Postsecondary Education
• Making Science Labs Accessible to Students with Disabilities
• Universal Design of Instruction: Definition, Principles, and Examples
• The Winning Equation: Access+Attitude =Success in Math and Science
• Working Together: Faculty and Students with Disabilities
• Working Together: Science Teachers and Students with Disabilities
• Working Together: Teaching Assistants and Students with Disabilities

Student Services

• Equal Access: Universal Design of Advising
• Equal Access: Universal Design of Career Services
• Equal Access: Universal Design of Financial Aid
• Equal Access: Universal Design of Housing and Residential Life
• Equal Access: Universal Design of Libraries
• Equal Access: Universal Design of Recruitment and Undergraduate Admissions
• Equal Access: Universal Design of Registration
• Equal Access: Universal Design of Student Organizations
• Equal Access: Universal Design of Student Services
• Equal Access: Universal Design of Tutoring and Learning Centers
• Equal Access: Universal Design of Your Project
• Real Connections: Making Distance Learning Accessible to Everyone

Careers

• Access to the Future: Preparing College Students with Disabilities for Careers
• Finding Gold: Hiring the Best and the Brightest
• It's Your Career: Work-Based Learning Opportunities for College Students with Disabilities

Information Technology

• Equal Access: Universal Design of Computer Labs
• Universal Design of Web Pages in Class Projects
• Web Accessibility: Guidelines for Administrators
• Working Together: Computers and People with Learning Disabilities
• Working Together: Computers and People with Mobility Impairments
• Working Together: Computers and People with Sensory Impairments
• Working Together: People with Disabilities and Computer Technology
• World Wide Access: Accessible Web Design

Overview and Resources

• AccessCollege: Systemic Change for Postsecondary Institutions
• College: You Can Do It!
• Disability-Related Resources on the Internet
• DO-IT Free Printed Publications
• DO-IT Videos and Training Materials
• Equal Access: Universal Design of Conference Exhibits and Presentations
• Equal Access: Universal Design of Professional Organizations
• Glossary of Disability-Related Terms
• Moving On: The Two-Four Step
• Self-Examination: How Inclusive Is Your Campus?
• Taking Charge: Stories of Success and Self-Determination
• Universal Design in Education: Principles and Applications
• Universal Design: Principles, Process, and Applications