Faculty and Staff

Image Caption

Virginia Reiner (vreiner@esu.edu)
Professor Academic Enrichment & Learning and Disabilities Specialist
B.A., 1975, Hunter College
M.A., 1997, College of Notre Dame of Maryland
Ed.D., Indiana University of Pennsylvania

Julianne Albiero-Walton (jalbiero-w@esu.edu)
Professor Academic Enrichment & Learning and Director of Disability Services
B.S., 1988, University of Scranton
M.s., 1989, University of Scranton
Ed.D., 2001, Argosy University/Sarasota

Jennifer Collier (jcollier@esu.edu)
Assistive Technology Specialist

Information for Faculty

Universal Design in Learning (UDL)

Curricular Access for a Diverse Student Population

Universal Curriculum Design

“… preparation of curricula, materials, and environments so that they may be used, appropriately and with ease, by a wide variety of people.”

Frank Bowe, 2000

Principles of UDL

Equitable Use

Does everyone in the class have equal access to materials, lectures and distance education?

Flexibility in Use

How can the lesson be adapted to meet the needs of everyone in the class?

Simple and Intuitive Use Ask:

Have I kept the process simple? Can everyone understand the concept(s)?

Are the assessments clear and straight forward?

Perceptible Information

Is the information given during the lesson available to all students?

Understand the information the way it was presented?

Tolerance for Error

Provide guidelines for projects and papers regarding expectations and grading procedures. Provide study guides for tests.

Applying Universal Design in Learning

Create a welcoming classroom climate; Provide ground rules for discussion; Maintain confidentiality; Recognize personal experience; Attend to physical needs; Share your own experiences; Honor diversity; Provide inclusive syllabus statement (refer to it in class and explain how students can request accommodations).

All Students Benefit From

Accessible notes; Extended time; Visual representations of verbal

Information; Study guides; Discussion groups; Exams in alternative

format; Textbook in alternative formats; Permission to tape lectures.

Sample Syllabus Statement

“Any students eligible for classroom accommodations are invited to meet with me to discuss their concerns and to present their letters from the Office of Disability Services. Students are welcome to tape record class lectures.”

Sample Syllabus Statement for Distance Education

“Individuals with disabilities who have not used academic accommodations previously may need accommodations for a distance education course. Please review the essential components of this course and the process to access the course materials. If you anticipate the need for reasonable accommodations for this class, please provide me with a copy of your accommodation letter as soon as possible so that we can discuss your specific needs. Any information that you share with me will be held in the strictest confidence, unless you give me permission to do otherwise. This syllabus and other class materials are available in alternative format upon request. “

You can provide this in addition:

To support access and inclusion, ESU offers reasonable accommodations to students who have documented disabilities (e.g., cognitive, physical, sensory, chronic medical conditions). If you have a documented disability and require academic accommodations and are not registered with the Office of Disability Services, please contact the office as soon as possible to establish your eligibility for services.