The issue can be considered in several ways in terms of constructing a solution.

Mapping the issue to 3 different levels we have:

Institutional response

Teacher response

Learner response

Things tend to work better when:

The institution provides staining for staff, resources to support staff and the learner and actively engages with the issue. In some cases this can result in "dead policy" to achieve legal compliance with real responsibility delegated to staff who have neither the time or knowledge to address the issue.

The teacher response can depend on the attitude to the "audience". This may be as passive receivers of lectures or as participants in active learning. Where the former it becomes possible to see the issue in simplistic terns by "making lecture notes available early" etc. rather than specifically tailoring support to individual needs.

Lastly, the learners response to their own disability is important. This often ranges from the passive to the proactive. Where students negotiate and suggest solutions to specific situations we are more likely to find a workable strategy.

In short ..... all stakeholders must play their part.

Without making any assumptions, the lack of response is suggesting that the answer to the question is no.

I'll throw in, having just seen this. Having been part of a 1) small public Uni, 2) large private Uni, and 3) small, private Uni (all in the US), I would unequivically say "No."

Most faculty are willing to *work with* students (and staff who support them) to accommodate their needs from an ADA perspective (i.e., more time on exams, use of a keyboard, larger font, ability to get up and walk around during exams)... though even that is not universal. My office (though not me) is the support for these students at my Uni.

But when you get into 'universal design' and using best-practices in the classroom, many faculty would conflate 'learning styles' (which do not exist) with 'universal design' (which certainly does exist, and helps EVERYONE learn better). And then they simply dismiss it as 'too much for me to do' at best, and 'hogwash' at worst.

This issue has been on the table since I started as an academic in Australia. The answer is that this is happening -- increasingly. The Disability Discrimination Act and measures to include more diverse populations of students in tertiary education are motivators. Some teaching teams are better at this than others -- but it is an issue all will have to face and embrace!

Lorraine, (I don't know how to 'tag' people on this thing, so anyone help?) do you see, for AUS, that faculty are moving toward an inclusive classroom willingly, or is it a bit grudgingly? I'm (in the US) seeing some stellar faculty embracing the idea of moving away from lecture/sage format, but even they are confused as to "how they'll cover the content" when they use a universal design approach to their material. And then there's 'everyone else', who really aren't listening to the conversation at all. For us, ADA (sounds like your DDA) requires we provide the assistance needed... but it doesn't mandate that they change their classroom environment from a pedagogical perspective. I'd LOVE to see more faculty at least ASK how they could better support *all* of their students. Unfortunately, it's mostly "what do I have time to get to today?"

Thanks to you both for your responses. I am in Canada, and the situation here is similar. I recently heard a Canadian keynote state, "in Canada, the legislation about inclusion is still an aspiration." It was actually passed in 1982. There are a few bright lights in the post-secondary system, but for the most part professors are not embracing (and perhaps even aware of) UDL.

It will happen as student access to tertiary education becomes (because of many reasons) more broad-based. It has taken schools a long time to become inclusive as default and the journey continues. The scholarship of teaching is getting more attention and is being considered as a valid focus for academics. This assists in setting a more inclusive trajectory for tertiary teaching as part of the long hours and 'publish or perish' culture

Depends on the needs. Students with mild intellectual disabilities can complete high school with support and lower expectations (excluded from the culture of achivement) In some countries this fact is considered as inclusion. Apart from the fact that no one can help them overcome the barriers in intellectual elaboration, they don't need such kind of education. In my country 5% of studens with disabilities will be accepted in tertiary education even if the failed in the national exam. Most of them are phisically impaired or have a chronic disease but in some cases they have mild mental retardation.

I think a very small part of the problem is that most professors do not know how to accommodate different learners. There are no instructional methods courses we take to teach in higher education. Outside of the college of education, most professors were not teachers; they were experts in their fields. Thus, they do not have the unique skills to differentiate learning.

The issue can be considered in several ways in terms of constructing a solution.

Mapping the issue to 3 different levels we have:

Institutional response

Teacher response

Learner response

Things tend to work better when:

The institution provides staining for staff, resources to support staff and the learner and actively engages with the issue. In some cases this can result in "dead policy" to achieve legal compliance with real responsibility delegated to staff who have neither the time or knowledge to address the issue.

The teacher response can depend on the attitude to the "audience". This may be as passive receivers of lectures or as participants in active learning. Where the former it becomes possible to see the issue in simplistic terns by "making lecture notes available early" etc. rather than specifically tailoring support to individual needs.

Lastly, the learners response to their own disability is important. This often ranges from the passive to the proactive. Where students negotiate and suggest solutions to specific situations we are more likely to find a workable strategy.

In short ..... all stakeholders must play their part.

As a person with a documented learning difference, I have found that my professors are not ready to accommodate for the needs of different learning styles for various reasons. I wonder if it is because most professors do not go through teacher training (can we really train humans though?). Additionally, in some cases there is a disconnect between the disability support service center on the campuses, the teacher, and classroom. Moreover, often times there is shame supplemented to the phenomena of disability by the teacher/classroom peers/campus' attitudes and the student with a difference. Furthermore, the ADA provides for reasonable accommodations but many learners with differences are not fully aware of their rights and/or what is reasonable accommodation in the eyes of a federal funded program.

I agree with Adrian Mee that the students must negotiate and suggest appropriate accommodations. As a legally blind student, I would suggest alternative ways that I could demonstrate learning.

I also agree with Adrian Mee's answer. There are many systems that need to step up to make this work.

I find that while student services may be experts on disabilities in general, the student (usually) knows best which accommodations are the best fit for him/her. They are usually good resources to us as professors.

I also find that some professors are reluctant to accept the needs for accommodations, or are reluctant to even discuss them. These professors either feel that the other students will perceive the accommodated student as having an unfair advantage, or they feel overwhelmed with other work (or under-informed about disabilities) and are afraid to make a mistake. Based on my conversations with them, they have no desire to learn more about student diversity.

I am not sure how to address this problem.

Hello

University is a different level

Again depends country, population, carrer

Best regards

ingrid

Interesting topic and replies.

I am curious how widespread is research on special education focusing on higher or post compulsory level.

In Greece, I can say that university students with diagnosed conditions, e.g. dyslexia might do only oral exams, not written.