At a time when the consumer-student is choosing an education based on valuefor-money, disabled students will want to know that they have been considered in the campus design and included in the approach to learning. The new discourse of inclusion coming from disability service providers in higher education (HE) in the US centres on a 'universal design' (UD) approach. The cutting edge of service provision in the US focuses on incorporating the philosophy of the social model of disability and the tool for implementing it: universal design. Service providers are beginning to call themselves 'Resource Centres'; resources for students but also faculty, advising and collaborating on instructional methods that design students with disabilities into the classroom instead of directing them to write exams and receive accommodations in a separate location. This paper presents research undertaken in 2008 that explored the motivations and intentions of five universities in the US that claimed to be using a social model of disability service provision approach. It also examines the concept of universal design, and its relationship with the social model in this process, because it emerged as the dominant characteristic of these services. A qualitative questionnaire was distributed to the institutions, which explored the philosophical underpinnings to their service models and investigated the practical implications of those commitments. It focused on the tools that they used for implementation, particularly universal design, and the changes they made to their services in order to be consistent with the social model. An analysis of their responses highlighted emerging themes and key characteristics and identified problematic issues. The philosophy of UD encompasses diverse populations, benefits everyone in the classroom and aims for an inclusive learning environment. The model promotes inclusion and is, simultaneously, a selling point for consumers with diverse learning styles because it goes beyond the 'sage on a stage' approach.Key terms: inclusive education; higher education; disability; social model of disability; universal design; diversity. IntroductionHigher education (HE) establishments around the world have different policies for providing accommodations to disabled students (Hurst, 1998). In the UK institutions for higher education are bound by the Equality Act 2010 to provide reasonable accommodations to disabled students, likewise in the United States they are bound by Section 504 of the Rehabilitation Act of 1973. Students must selfidentify as disabled and provide evidence to be eligible for the support services. This approach to service provision for disabled students assumes that environments will always have to be adapted and accommodations provided, rather than targeting the automatic incorporation of these elements into all aspects of the design of campus life. This can lead to alienating practices for these students. For example, in a study done on the perceptions of the accommodation process of disa...

Abstract

Confronted by the increasingly changing and varied nature of disabilities in Higher Education (Bowe, 2000; McGuire & Scott, 2002), Disability Service providers across North America are progressively moving away from targeted remedial assistance focusing on the disabilities of students, to a less frontline role involving the sensitization of faculty around strategies that seek to widen access and develop awareness (Sopko, 2008).  Universal Design is hence often the model of choice (Rose, Harbour, Johnston, Daley & Abarbanell, 2006).  It incorporates extensive use of technology and seeks the implementation of winning conditions in the classroom space that reduce or eliminate the need for later remedial work with students (Burgstahler, 2006).  The hypothesis of this paper is that Universal Design, though conceived as a tool for a specific clientele, may quickly transpire to be the model best suited to serve the needs of the student body at large.The paper attempts to demonstrate how the core values underlying the Universal Design approach in fact meet wider educational aspirations of the 21st century.  Not only do its strategies and goals allow wider access to students with Disabilities, but they allow the integration of the ‘millennium learners’, encourage higher student retention, guarantee higher rates of graduation and establish greater equity and respect for diversity.  A model, designed to assist the minority, is quickly becoming a tool that has the capacity to open the class and the lecture hall to the diversity of the emerging and metamorphosing High Education learner, even if his/ her idiosyncrasies are still barely known (Howard, 2004).