We have examined the sustainability of providing services for students with disabilities in higher education in Canada and Israel. The two countries differ in their approaches: Israel subscribes to the accommodations model of service delivery; Canada, to the universal design approach. Case examples of services to students with disabilities in Canada and Israel are used to illustrate these approaches in a descriptive, illustrative study of 214 students with disabilities in Israel and the 127 in Canada who self-reported a disability and who had or had not registered for disability-related services from their school. Contrary to expectation, the Canadian sample (universal design) had a larger proportion of students with disabilities registered for disability-related services than the Israeli sample (accommodations model). Moreover, in Israel, disability-related services were extended to more diverse populations. While the universal design model has the potential to enhance sustainability of disability-related services in higher education, this has yet to be demonstrated empirically. Recommendations for increasing sustainability through universal design are made.
|Number of pages||17|
|Journal||Exceptionality Education International|
|State||Published - 2016|