Curricular Universal Design: Creating Accessible Writing
Assignments for Students with Disabilities
College of Staten Island Center for Student Accessibility
Division of Student AffairsChristopher Cruz Cullari, Director
Today The Center for Student
Accessibility About the College The Collaboration The Research Guide for Faculty Students Discussion
Center for Student Accessibility
Over 600 students 70% diagnosed learning
disability 15% psychological/
psychiatric disability 15% all other disability
types
Center for Student Accessibility Some of what we do includes:
Facilitate Accommodations Testing Interpreting/ CART services Other
Advisement Resource for Faculty Strategic Tutoring Technology Training First Year Connections Program Special Initiatives
College of Staten IslandCity University of New YorkCSI: 14,000 students 3000 first year students 20% have developmental
education needs
CUNY 540,000 students 270,000 matriculated 24 Institutions Largest urban system Third largest system overall
The Collaboration WAC Program Award
2010 and 2011 Recipient Faculty mini-guidebook Faculty workshops Tutor workshops Student handbook Student workshops Campaign
Overview: The Research Points of intersection: Developmental writing, disability
studies, literacy education, psycho-educational research
Overview: The Research Deaf and Hard-of-Hearing: Literacy development Learning Disabilities Research
Science and understanding Compromised holistic literacy dynamic Pedagogy Learning strategies
References and Resources
AHEAD Association on Higher Education and
Disability
Journal of Learning Disabilities Reading Research Quarterly NCTE
Committee on College Composition and Communication
Three Interwoven Processes Faculty development
and mini-guidebook Tutor training Student workshops
and handbook
Faculty Guide: The Process What the data told us Meetings with
students, faculty, and tutors.
Research Drafting
Suggestion 1 Give both written and
verbal instructions.
Suggestion 2 Ask students to
paraphrase the writing prompt/assignment and related instructions as a class activity.
Suggestion 3 Let students know
from the beginning how their work will be graded, and consider the use of rubrics.
Suggestion 4 Show models of
finished assignments when giving the initial instructions.
Suggestion 5 Break longer
assignments like research papers into small, graded parts.
Plus 1 Consider reading
strategies for reading assignments. Better reading will improve the quality of the writing.
What Faculty Say
In their own words Video
What Our Students Say “It would be great to
see different kinds of teaching methods.”
“I would like to do more on my own regardless of the professor I have.”
For Students “From Procrastination
to Productivity: Writing Strategies for College Students with (and without) LDs/ ADHD”
Strategically Speaking
Encourage students to think about how they learn best. Infuse a strategy when possible. Encourage students to approach academic work with a
plan. “What’s your plan to complete this assignment?”
Connecting to the Campus
Integration Common Causes Continued
Collaboration
Summary What’s good for a student with
a disability can be good for all students.
Universal Design in curriculum helped create a place for us at the table to advocate for our students and all students.
Thank You Christopher Cruz Cullari, Director
Center for Student Accessibility
College of Staten Island, City University of New York
2800 Victory Boulevard
Center for the Arts, 1P -101
Staten Island, NY 10314
(718) 982-2510