Universal design in the setting of education is a framework of instruction that aims to be inclusive of different learning preferences and learners, and helps to reduce barriers for students with disabilities. The principles of Universal Design for Learning (UDL) and Universal Design for Instruction (UDI) were used as the framework for this study. The purposes of this study were to evaluate the perspectives of university students with disabilities on teaching methods and strategies conducive to their learning, and evaluate how their perspectives align with UDL/UDI. The findings of this study revealed that there are barriers to learning for students with disabilities. Students with and without disabilities reported having a variety of learning preferences, and rated UDL/UDI principles as useful in improving their learning. The students gave several perspectives that supported the principles of universal design in higher education to enhance the learning of students who have disabilities.

Universal design in the education setting is a framework of instruction that aims to be inclusive of different learners to reduce barriers for all students, including those with disabilities. We used the principles of Universal Design for Learning (UDL focuses on the learner) and Universal Design for Instruction (UDI focuses on instruction) as the basis for this study. The purposes of this study were to determine if faculty were incorporating UDI/UDL into their instruction, and their attitudes toward students with disabilities, as these could be barriers to learning. The study revealed that some faculty were incorporating principles of UDI/UDL into their instruction, the variety of methods used varied, and faculty attitudes still create barriers to an equitable educational environment for students with disabilities. More education and training is needed in working with students with disabilities and adapting teaching methods for these students using UDI/UDL.

Drawings by low back pain patients depicting the severity, type, and location of their pain have been suggested as a brief screening technique for psychological involvement in the pain complaints. A study of 212 back pain patients showed that pain drawings cannot validly be used in this way, since over half of the patients meeting MMPI criteria for psychological involvement in their pain were incorrectly identified as normal on the Pain Drawing test.

This study examined occupational outcomes for successfully closed state-federal vocational rehabilitation (VR) consumers in the 2008 fiscal year using the Standard Occupational Classification (SOC) system. The study replicated previous research by Walls and Fullmer (1997) that investigated the top 50 job titles and the top five occupations by disability categories after vocational rehabilitation. Median hourly wages for VR participants are reported and compared with those of the general labor force (GLF). Findings and implications are discussed, and suggestions are offered to rehabilitation counselors about how to expand consumers' job and career options.

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