“Our very strong hope is that readers of this report will take away the urgent, pressing need for addressing civil rights and nondiscrimination with respect to the imposition of discipline in schools, and a recognition that students of color with disabilities are especially vulnerable.”
This post is part of a (somewhat loose) series about being disabled at university, with a focus on graduate school: problems we encounter, how we deal with them, and what you can do that will make things easier for fellow graduate students with disabilities.
Equal access to education isn’t quite as easy as one would imagine.
Students with vision problems now have a number of tools at their disposal to help keep up in the classroom, they just need to be implemented correctly.
This is the first post in a series about the development process of The Warhol’s new audio guide.
Director, Center for Inclusive Design and Environmental Access (IDeA)
Co-Director, RERC on Universal Design in the Built Environment (RERC-UD)
Co-Director, RERC on Accessible Public Transportation (RERC APT)
Distinguished Professor of Architecture, University at Buffalo (UB)
Board of Directors, Global Universal Design Commission (GUDC)
Edward Steinfeld, ArchD, AIA is a registered architect and gerontologist with special interests in universal design, accessibility, and design for the lifespan. At The State University of New York at Buffalo (UB), he is a Professor of Architecture and Director of the IDeA Center. Dr. Steinfeld has directed over 30 sponsored research projects, including co-directing the RERC on Universal Design and the Built Environment and the RERC on Accessible Public Transportation. He also serves on the Board of Directors of the Global Universal Design Commission, Inc. He has over 100 publications and 3 patents. Many of his publications are considered key references in the fields of accessible and universal design; he was a co-author of the seven Principles of Universal Design and the primary author of Universal Design: Creating an Inclusive Environment. He is internationally known for his research and has travelled widely to lecture in many countries.
In 2003 he received a Distinguished Professor Award from the Association of Collegiate Schools of Architecture and has also received awards from the National Endowment for the Arts, the Industrial Design Society of America (IDSA), and Progressive Architecture. He received a Ron Mace, Designing for the 21st Century Award and in 2010 he was awarded the University at Buffalo’s second annual Presidential Award for Faculty Excellence. In 2012 he was awarded the rank of Distinguished SUNY Professor, the highest rank for faculty in the SUNY system. He is a frequent consultant to federal and state agencies, building owners and attorneys, and has designed several buildings that are home to many people with severe disabilities.
His current work includes projects on anthropometry of disability, development of universal design standards, design of a new demonstration bus and development of new wayfinding systems for buildings. Dr. Steinfeld is a member of RESNA, HFES, and the AIA.
- Universal Design: Creating Inclusive Environments
- Goals of Universal Design
- Center for Inclusive Design and Environmental Access (IDeA)
- University at Buffalo School of Architecture and Planning (B/a+p)
- Rehabilitation Engineering Research Center (RERC) on Universal Design and the Built Environment
- Rehabilitation Engineering Research Center (RERC) on Accessible Public Transportation
- Global Universal Design Commission (GUDC)
For years, students across the country have been frustrated by the lack of real educational opportunities in community-engaged design. While a handful of programs are gradually emerging to fill that demand, the problem of access remains: Not every student has the privilege to attend one of the few institutions that offer these programs. So what about everyone else? How can an education in impact design become a reality for a broader group of designers?
Trace Research & Development Center, University of Wisconsin – Madison | Focuses on accessibility and usability of current and emerging information technologies, including access to information content in its various forms, as well as access to interfaces used within content and by electronic technologies in general.
OSERS is committed to the broad values of Inclusion, Equity and Opportunity for infants, toddlers, children, youth and adults with disabilities to actively participate in all aspects of life. OSERS supports programs that serve millions of children, youth and adults with disabilities.