Welcome to my Blog!

I will periodically use this Blog to share my thoughts, articles and books with you. My goal is to make it easy to find my work without worrying about firewalls or subscriptions. Please feel free to reach out to me through my work email address (Colker.2@osu.edu) if you have ideas of how I can better make use of this space.

30 % Discount Flyer for my new book, The Public Insult Playbook: How Abusers in Power Undermine Civil Rights Reform (California University Press 2021).

Top 20 List

Most cited Critical Theories of Law

Proud to be listed on the top 20 list of scholars in the field of Critical Theories of Law. The first person on the list is Kimberle Crenshaw whose work is being banned in K-12 schools (as if it was ever taught there!). But proud to be in such esteemed company.

Lawsuits against schools not taking Covid-19 precautions

Schools Short On COVID Precautions Not Short On Lawsuits

States that preclude masking requirements at K-12 schools are clearly violating the ADA.

“It would be like if a state would ban ramps in front of schools,” said Ohio State University’s Moritz College of Law professor Ruth Colker. “You just can’t do that, because we have some students who use wheelchairs or other mobility assistance devices who need ramps.”

 

Towards Universal Design in the Classroom

In this article, I discuss how we can make the law school classroom more accessible through the use of universal design features. There are two key benefits to a discussion of universal design principles.

First, the use of universal design features will lessen the need for students to identify themselves as disabled and seek to use an often-clumsy accommodation process. It is expensive to receive a disability diagnosis from a trained professional, and some universities require documentation with adult norms that would not have been used for K-12 testing, when students were not yet adults. Further, some universities require students to renew their requests each semester. Even if the renewal request is automatically approved, it is time-consuming, anxiety-producing and disrespectful to one’s dignity to have to say “yes, I still have a visual impairment.”

Second, all students benefit from many universal design features. On my end-of-year student evaluations, I often get comments from students thanking me for my use of a universal design feature, such as posting Powerpoint slides in advance of class, even though they do not identify as disabled. My students with disabilities often also thank me for allowing them to access instruction more fully without going through an accommodation process. The “universality” aspect of universal design has broad appeal. It saves time and money while respecting the dignity interests of students with disabilities.

I look forward to hearing from others who have tried to use universal design principles in the classroom and hope we can each improve our practice. The link below is to a pdf version of the article.

Towards Universal Design in the Classroom