VIDBE-Q Volume 69 Issue 2
professors in higher education plan for variability and minimize the individual
supports a student may require to access a particular course and program
requirements. The following recommendations and resources can serve as
guidelines.
1. To proactively combat inequities in higher education classrooms,
instructors in higher education settings can seek training on UDL on
campus or online as those provided by the TIES center and CAST (see
recommended resources below). The TIES Center provides a
comprehensive UDL course, with fully asynchronous modules, that
individuals can complete at their own pace. Although geared towards K-
12 education, this site also provides various resources on inclusive
educational practices that can serve to provide ideas to support students
with disabilities in higher education, particularly in that initial transition
to college.
2. Faculty can support access to learning for students with disabilities by
making small changes to their instructional approach, such as (1)
choosing to use or request MS Word formatted textbook chapters, (2)
ensuring that PDF files are checked for accessibility, (3) enabling
alternative formats for digital text shared online learning classrooms, and
(4) collaborating with colleagues in and across programs to create
