Faculty Guidance and Resources

Universal Design is a construct based on the premise of maximizing accessibility for all. An example would be elevators, which are needed for wheelchair users, but beneficial to all. Principles of UD that relate to education are referred to as Universal Design of Learning (UDL), Universal Design of Instruction (UDI), and Universal Course Design (UCD). Often when UD principles of inclusive learning are incorporated, the need for specific accommodations is reduced. Learn more about Universal Design, as well as how to create a Universally Designed syllabus.

There are times when students may tell you their diagnosis in hopes that this will shed light on the potential impact their disability may have on their academic participation. If you're seeking information about specific disabilities, disorders, illnesses, and medical conditions, see below. 

These brief video clips created by the National Center of Learning Disabilities are a part of their excellent "Ask the Expert" series and will provide viewers with an insightful snapshot to help you to better understand the most prevalent cognitive and learning disabilities.  

ADS staff members are also available to serve as a resource for you if you have any disability-related questions.

• What Are the Different Types?
• What is AD/HD? An Overview
• ADHD—Separating Fact from Fiction
• What is Asperger's Syndrome?
• What is an Autism Spectrum Disorder?
• What is Dyscalculia?
• What is Dysgraphia?
• What is Dyslexia?
• What is Dyspraxia?
• What is Executive Function?
• What is NVLD?
• What is Visual Processing?
• Asperger's Syndrome vs. Non-Verbal Learning Disability: The Same or Different?
• Strengths of Students with Learning Disabilities and Other Disorders

Note that there are multiple members of our community who will rely on mobility aids (such as a wheelchair, crutches, or a cane for the blind) and others who contend with mobility impairments that are not outwardly apparent. Some require the use of an elevator, others may be able to navigate only a few steps, while some may occasionally have a flare-up of a chronic medical condition (such as arthritis or a heart condition) that renders them temporarily unable to climb or descend stairs.

Using the templates on the Disability Syllabus Statements page, inform your students (and colleagues) of any potential barriers to your classroom and/or office, along with your willingness to make alternate arrangements, thus giving those with mobility limitations an opportunity to convey any needs they may have for an accessible meeting location.

If any students contact you with questions related to building accessibility, please share with them the link to this webpage: www.dickinson.edu/ADS-mobility.

Here is a short and worthwhile video montage of student testimonials, illuminating the experiences of five Dickinsonians with disabilities.