Disabled students face systemic, social and institutional barriers to quality education, and they may need accommodations to complete their post-secondary education (Canadian Human Rights Commission, 2017). Universities and professors often have difficulty determining the fairest and best way to meet the needs of disabled students (Sokal, 2016). A recent solution that has been applied in higher education is Universal Design (UD). UD signifies that resources and environments can be utilized by the greatest number of people (Scott, McGuire, & Shaw, 2003). A systematic review of the literature was conducted in order to identify UD articles related to accessibility on university campuses. THE AIM: We wanted to determine: (a) whether there was empirical research on UD in universities; (b) whether universities were open to implementing UD principles; (c) whether there were UD limitations or gaps in the literature. CONCLUSION: Educational professionals have a long way to go to eliminate barriers for disabled students on university campuses. UD is a positive starting point where universities and disabled students can meet and formulate a more inclusive experience of higher education.
Fleet, C., & Kondrashov, O. (2019) Universal Design on University Campuses: A Literature Review. Exceptionality Education International, 29, 136-148. Retrieved from https://ir.lib.uwo.ca/eei/vol29/iss1/8