Increasing Accessibility in Couple and Family Therapy Training: Incorporating Universal Design for Instruction
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
In the last three decades the number of US graduate students with disabilities has increased exponentially. Institutions of higher education have responded by developing and implementing multiple programs and initiatives to meet the needs of this population. One initiative, Universal Design for Instruction (UDI), is believed to have considerable promise. There is a lack of marriage and family therapy (MFT) literature on how to develop and implement pedagogical strategies for students with disabilities and diverse learning styles. Thus, UDI has the potential to enable MFT educators to increasingly foster inclusivity and provide accessible educational experiences for all students, including those with disabilities. When correctly incorporated UDI should diminish the need for individualized accommodations and increase the accessibility of courses and clinical training. We provide a synopsis of the history and philosophy of UDI and describe strategies for applying its nine principles to MFT education.
- American Association of Marriage, Family Therapy. (2001). AAMFT code of ethics. Alexandria, VA: American Association of Marriage and Family Therapy.
- Aponte, H. J., Powell, F. D., Brooks, S., Watson, M. F., Litzke, C., Lawless, J., et al. (2009). Training the person of the therapist in an academic setting. Journal of Marital and Family Therapy, 35(4), 381–394. CrossRef
- Association on Higher Education and Disability. (2009). Retrieved October 14, 2010, from, http://www.ahead.org.
- Chang, B. V., Tremblay, K. R., & Dunbar, B. H. (2000). An experiential approach to teaching universal design. Education, 121(1), 153–158.
- Chodock, T., & Dolinger, E. (2009). Applying universal design to information literacy: Teaching students who learn differently at Landmark College. Reference & User Services Quarterly, 49(1), 24–32.
- Commission on Accreditation for Marriage and Family Therapy Education. (2005). Accreditation standards: Version 11.0. Retrieved November 16, 2010, from http://www.aamft.org/about/coamfte/Version11Standards/Version 11 Standards of Accreditation Index Page.asp.
- Connell, B. R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., Sanford, J., Steinfeld, E., Story, M., & Vanderheiden, G. (1997). About UD: Universal design principles. Retrieved October 14, 2010, from http://www.design.ncsu.edu/cud/about_ud/udprincipleshtmlformat.html.
- Curry, C., Cohen, L., & Lightbody, N. (2006). Universal design in science learning. The Science Teacher, 73(3), 32–37. (Academic OneFile).
- Flores, M. M. (2008). Universal design in elementary and middle school: Designing classrooms and instructional practices to ensure access to learning for all students. Childhood Education, 84, 224–229.
- Hennessey, M. L., & Koch, L. (2007). Universal design for instruction in rehabilitation counselor education. Rehabilitation Education, 21(3), 187–194.
- Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. Learning & Leading with Technology, 31(5), 26–29.
- Keiley, M. K., Dolbin, M., Hill, J., Karuppaswamy, N., Liu, T., Natrajan, R., et al. (2002). The cultural genogram: Experiences from within a marriage and family training program. Journal of Marital and Family Therapy, 28(2), 165–178. CrossRef
- King-Sears, M. (2009). Universal design for learning: Technology and pedagogy. Learning Disabilities Quarterly, 32, 199–201.
- Lightfoot, E., & Gibson, P. (2005). Universal instructional design: A new framework for accommodating students in social work courses. Journal of Social Work, 41(2), 269–277.
- McGuire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal design and its applications in educational environments. Remedial and Special Education, 27(3), 166–175. CrossRef
- Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to a high school reading comprehension program. Preventing School Failure, 52(2), 21–30. CrossRef
- Meyer, A., & Rose, D. (2000). Universal design for individual differences. Educational Leadership, 58, 39–43.
- Orkwis, R., & McLane, K. (1998). A curriculum every student can use: Design principles for student access. Reston, VA: Council for Exceptional Children.
- Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
- Scott, S. S., McGuire, J. M., & Shaw, S. F. (2001). Principles of universal design for instruction. Storrs, CT: University of Connecticut, Center on Postsecondary Education and Disability.
- Scott, S. S., McGuire, J. M., & Shaw, S. F. (2003). Universal design for instruction: A new paradigm for adult instruction in postsecondary education. Remedial and Special Education, 24(6), 369–379. CrossRef
- The Center for Universal Design. (1997). About UD: Universal design history. Raleigh: North Carolina State University, Center for Universal Design. Retrieved January 12, 2010, from http://www.design.ncsu.edu/cud/about_ud/udhistory.htm.
- The Center for Universal Design. (2008). About UD: Universal design principles. Raleigh: North Carolina State University, Center for Universal Design. Retrieved January 12, 2010 from http://www.design.ncsu.edu/cud/about_ud/udprincipleshtmlformat.html.
- Increasing Accessibility in Couple and Family Therapy Training: Incorporating Universal Design for Instruction
Contemporary Family Therapy
Volume 34, Issue 1 , pp 112-123
- Cover Date
- Print ISSN
- Online ISSN
- Springer US
- Additional Links
- Family therapy education
- Educational accessibility
- Learning disabilities
- Physical disabilities
- Author Affiliations
- 1. Department of Marriage and Family Therapy, Fairfield University, 1073 North Benson Road, Fairfield, CT, 06824-5195, USA
- 2. Department Psychological and Educational Consultation, Fairfield University, Fairfield, CT, 06824-5195, USA