Contextualising access

Many campuses used for higher education are inaccessible for students, faculty, and staff with disabilities. Since the CRPD entered into force in 2008, the responsibility for accessible buildings and learning environments has been that of the states party to the convention. One strategy for implementing accessibility is universal design of buildings, environments, programmes, products, ICT, public transportation, and more. This chapter focuses on universal design, individual accommodation and accessibility in buildings, as well as in programmes, products, services, and environments that are important for higher education. As a human rights concept, included in the CRPD, universal design is linked to equal status, equity, and accessibility. Universal design encompasses material and non-material aspects of higher education. I here approach universal design together with individual accommodation and elaborate on the processual aspects of working at the institutional level with a specific focus on roles and responsibilities in the higher education sector. The last part of the chapter discusses teaching of the CRPD and universal design in interdisciplinary contexts.