Expanding the Scope of Universal Design: Implications for Gender Identity and Sexual Orientation

Couillard, Ellyn K.; Higbee, Jeanne L.

doi:10.3390/educsci8030147

Cited by 11 publications

(6 citation statements)

References 44 publications

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“…There has been a recent public outcry for more responsive and compassionate health care, and UD can be applied to help remedy the issue. Thus, there is an imperative to develop a universal design, similar to that in education, to address a wide range of people's health needs [2,7].…”

Section: Universal Design (Ud)mentioning

confidence: 99%

Applying Design Principles to Support Healthcare Interiors

Guevara

2023

Preprint

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The purpose of this study aimed to continue the research from a previous peer reviewed pilot-study. In the pilot-study, data was collected and applied to healthcare interior design and renovation recommendations. This current study continued the analysis of that data and added links to Research Informed Design (RID), Evidence-Based Design (EBD) principles, and Universal Design (UD) principles. The objective of the study is to produce a data collection instrument for use in any healthcare interior, not solely healthcare patient rooms, and to recommend the use of inclusive UD principles by healthcare interior designers and facility managers when considering new and renovated of healthcare facilities. The method in this study used pilot-study data, conducted a review of the literature, and added a systematic method for applying UD principles to support ant healthcare interior design renovation recommendations. The results of this study included the proposed data collection instrument, with pilot-study data applied, and a 40% increase (over the pilot study) in design guidelines for practice. The conclusion of this article summarizes with implications for practice for healthcare interior design and renovations.

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Section: Universal Design (Ud)mentioning

confidence: 99%

Applying Design Principles to Support Healthcare Interiors

Guevara

2023

Preprint

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“…Topics generally focused on instruction were certainly found in our analysis, however, the vast majority of articles did not mention specific instructional strategies, delivery mechanisms, or educational practices directly contributing to students feeling included in the teaching-learning dynamic. When evoked, instruction as a supportive element was typically limited to broad discussions of inclusive teaching practices (Dewsbury, 2017), universally designed instruction (Bencini et al, 2018;Couillard & Higbee, 2018), the possible benefits of active learning contexts (Ballen et al, 2017;Cooper & Brownell, 2016), and, in one article, culturally sustaining pedagogy (Cole, 2017). Curriculum and assessment were rarely present (Fowler et al, 2018;Garvey & Rankin, 2015), yet are frequently spaces where microaggressions, bias, stereotype threat, and lack of representation can adversely (but often subtly) impact learning, self-efficacy, and well-being.…”

Section: Institutional Context and Facilitators Of Inclusion And Belo...mentioning

confidence: 99%

Inclusion and Belonging in Higher Education: A Scoping Study of Contexts, Barriers, and Facilitators

Taff¹,

Clifton²

2022

HES

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A sense of inclusion and belonging are critical for students’ learning and personal development in higher education institutions. Learners who identify as non-majority identities (racial/ethnic minority, LGTBQ+, disability, and first generation) are at greater risk of feeling isolated and unwelcome. Lack of belonging and inclusion among individuals from marginalized identity groups is a contributor to increased stress as a chronic response to racism, stigmatization, discrimination, and exclusion. Conversely, a sense of inclusion and belonging contributes to better academic outcomes and enhanced physical and mental health. A systematic search of the literature initially yielded 2,914 articles with 68 eventually included for full-text analysis. Basic content analysis resulted in multiple categories including institutional context, barriers to inclusion and belonging, and facilitators of inclusion and belonging. The most commonly evoked institutional contexts were faculty and peer interaction; policies, procedures, and infrastructure; and classroom or clinical instruction. Barriers to inclusion and belonging included social exclusion, lack of accessibility, and microaggressions or other instances of discrimination and bias. Facilitators of inclusion and belonging included receptivity, availability of support services, accessible spaces, and inclusive policies and procedures. Lack of discussion regarding specifics of curriculum, instruction, and assessment indicate the need for future research to outline inclusive teaching best practices.

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“…Even though Universal Design has often been linked with the social model of disability [18], the notion of identity has been largely neglected in relation to it. For example, Couillard and Higbee [53] observed how the scope of UD could be expanded to consider the identity-building processes of various non-binary gender identities and sexual orientations, opening an important field of higher educational research. The authors used the concept of intersectionality to highlight that rather than having a single identity, students have many unique intersectional identities.…”

Section: Theoretical Background: Constructing Identities In Postseconmentioning

confidence: 99%

Taking Universal Design Back to Its Roots: Perspectives on Accessibility and Identity in Undergraduate Mathematics

Nieminen

Pesonen

2019

Education Sciences

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Universal Design has been promoted to address the diversity of learners in higher education. However, rarely have Universal Design implementations been evaluated by listening to the voices of disabled students. For this study, we investigated the perceptions of three disabled students who took part in an undergraduate mathematics course designed with the principles of Universal Design for Learning and Assessment. The study consists of two parts. First, we observed the experiences students had in relation to the accessibility of the course design. The second part consisted of a further analysis of the students identifying processes to understand how they talked about their learning disabilities during the course. Our results highlight many opportunities and challenges that the course offered to the students, whilst also raising concerns about how the students excluded themselves from their student cohort in their identifying narratives. Based on our results, we argue that Universal Design should be returned to its roots by connecting it with the social model of disability. We call for future research to learn from our mistakes and consider the identifying processes of the students while designing, and hopefully co-designing, inclusive learning environments in mathematics.

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Expanding the Scope of Universal Design: Implications for Gender Identity and Sexual Orientation

Cited by 11 publications

References 44 publications

Applying Design Principles to Support Healthcare Interiors

Applying Design Principles to Support Healthcare Interiors

Inclusion and Belonging in Higher Education: A Scoping Study of Contexts, Barriers, and Facilitators

Taking Universal Design Back to Its Roots: Perspectives on Accessibility and Identity in Undergraduate Mathematics

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