Disability Services News
Promoting Accessible Education
Winter 2010
Volume 2, Issue 2
Reflection and Preparation
This newsletter focuses on Universal Design and principles related to planning and instruction. As you
prepare for the next term, it may be helpful to reflect on recent successes and challenges pertaining to your
course design and delivery. Disability Services is available as a resource for specific student situations as
well as broader discussions around inclusiveness and access.
Universal Design for Instruction & Instructional Planning
Universal Design (UD) principles provide a framework to encourage faculty members to actively utilize
and embed inclusive instructional practices into their course(s). These inclusive teaching methods reach a
broader range of learners. Research has shown that students feel most successful in courses where clear,
consistent expectations are set from the beginning, learning is treated as a process, and a variety of
instructional strategies are employed by the professor (Madaus, Scott, & McGuire, 2003). There is an
underlying connection between UD and disability accommodations; both encourage accessibility to more
diverse groups of people. While UD is not as specific as accommodations, it is likely that if the UD
principles are incorporated, the need for accommodations may decrease (Ketterlin-Geller & Johnstone,
2008). In other words, by embedding UD principles within course frameworks, there may be a decrease of
specific accommodation requests from students with disabilities. When inclusive learning environments are
created, there is less need for students to request or instructors to provide individualized accommodations.
However, thoughtful prior planning is critical for both the professor and student to fully benefit from
utilizing UD instructional practice. This preparatory step has the ability to maximize quality instructional
opportunities that support the learning objectives for all students.
There are three main areas related to planning for instruction covered in this newsletter:
 Syllabus Development
 Online Considerations (i.e., Blackboard)
 Course Material Considerations
Universal Design
Citations
Madaus, J.W., Scott, S. & McGuire, J. (2003). Barriers and bridges to learning as
perceived by postsecondary students with learning disabilities (Universal
Design for Instruction Project Technical Report No. 01). Retrieved from
University of Connecticut, Center on Postsecondary Education and Disability
website: http://www.facultyware.uconn.edu/TechnicalReports.cfm
Ketterlin-Geller, L. & Johnstone, C. (2008). Accommodations and universal design:
Supporting access to assessments in higher education. Journal of
Postsecondary Education and Disability, 19(2), 163-171.
Project EXCEL-UO: funded by the U. S. Department of Education, OPE Grant #P333A080037
Disability Services News
~ Winter 2010 ~
Volume 2, Issue 2
Syllabus Preparation
An explicit and accessible syllabus serves as a central document and record of a course. Students rely on
the syllabus as a guide throughout the course and a type of contractual agreement established from the
beginning of the term. The following are questions that can assist in the development of a syllabus
reflective of UD principles as well as a sample syllabus statement.
In what ways does a well-crafted syllabus contribute to my teaching portfolio?
 It demonstrates how you conceive your subject matter as a body of information on its own and how it fits
into the larger work of your field
 It provides evidence of your ability to define the essential elements and focus of the course
 It explains the methods, procedures and processes used by scholars in your field
 It describes the organization of your presentation of your subject
 It defines learner outcomes in objective terms
 It explains your assessment procedures in terms of their contribution to the learning process
How does a syllabus promote my teaching goals? A learner-centered syllabus will help students meet your goals when
it:
 Organizes the structure and content of the course
 Establishes a framework for thinking about the subject from your point of view
• Clearly explains the goals of the course in terms of information and learning processes
• Establishes clear rules and boundaries for performance
• Suggests resources to promote successful learning experiences
Design your syllabus: Both organization of information and formatting are important. The information
should be designed so that each section is easily observed and understood. The information provided,
additional information, and UD-based syllabus examples be found at the Emory University website
http://www.portals.emory.edu/sylideas.html
Guiding language to include in your syllabus: “The University of Oregon is working to create inclusive
learning environments. Please notify me if aspects of the instruction or course design result in barriers to
your participation. You are also encouraged to contact Disability Services in 164 Oregon Hall at 346-1155
or disabsrv@uoregon.edu”
Blackboard and Universal Design
Blackboard can be used as an important course-planning tool. An important aspect to consider when using
Blackboard is that it provides the “manager” many features to customize the design, which can improve
accessibility and contribute to a positive course experience for all students. When designing course
material for Blackboard, the following should be considered to maximize access for all students.
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Consider font size and color choices
Organize logically with well labeled folders
Remove unused buttons
Hyperlink to sites that support content
Describe visual images with text
Embed video and audio to support content
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Place new items at the top of the page
Use bold face and color to denote sections
Avoid narrative form in lists – use bullets
Provide documents in open formats (e.g., PDF, JPG)
Consider “printable” format for long documents
For additional information regarding how individuals with disabilities use the Web, please refer to the
following link: http://www.w3.org/WAI/EO/Drafts/PWD-Use-Web/#diff
 Consider font size and color choices
 Place new items at the top of the page
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Disability Services News
~ Winter 2010 ~
Volume 2, Issue 2
Course Material
The core concept of UD is that by anticipating and planning for the diverse needs of the potential users, the
resulting product will better suit the needs of all users. When applying the concept of Universal Design to
instruction, the desired benefits are the same. Anticipating and planning for the diverse needs of all
students, including students with disabilities, results in a better learning experience for all students.
Utilizing Universal Design principles can save time for instructors, reduce possible stigma associated with
asking for special accommodations, and provide a greater sense of equity and fairness for all students.
Below is a framework to assist in creating a course design that is aligned with these principles:
 Identify the learning objectives for the course and the contribution it makes to the broader curriculum.
 Be explicit about the generic skills your course will foster (e.g., research skills, written and oral
communication, leadership skills, computational skills, etc.).
 Be clear about the intended depth of each learning objective (i.e., is the objective to be introduced,
reinforced, or mastered?)
 Create a guiding framework or conceptual model (i.e., concept map, graphic syllabus) that visually links
all of the major learning objectives of the course.
 Use a guiding framework for planning the sequencing and integration of course components and for
explaining the intent of the course (and each section) to students. Refer back to this framework
throughout the course.
 Ensure congruence among learning objectives, learning activities, and methods of assessment
 Develop learning and assessment activities that 1) require students to acquire essential building blocks or
core concepts and then focus on their application and extension and/or 2) expose students to broad
concepts and then require them to explore the various sub-components of the concept.
 Structure the course so that there are weekly activities (e.g., readings, quizzes, postings, etc) to help
students keep pace with the material.
 Consider how instructors of pre- or post-requisite courses organize and present their course material (e.g.,
websites, manuals, course outlines) so that presentation is reasonably consistent from one course to the
next.
 Talk to a colleague and ask for feedback on the clarity of your framework, learning objectives, activities,
and assessments.
Websites Associated with UDI and Instructional Planning
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University of Oregon Disability Services: http://ds.uoregon.edu/
Syllabus Development Considerations: http://www.portals.emory.edu/sylideas.html
Online Accessibility Considerations: http://www.w3.org/WAI/gettingstarted/Overview.html
Center for Applied Special Technology (CAST): www.cast.org
U. of Connecticut: www.facultyware.uconn.edu
U. of Massachusetts Boston: www.eeonline.org
NC State University: www.design.ncsu.edu/
For comments or questions pertaining to the newsletter, please contact Frank Bender at fbender@uoregon.edu
Tell me, I forget. Show me, I
remember. Involve me, I
understand.
~ Carl Orff
An equal-opportunity, affirmative-action
institution committed to cultural diversity
and compliance with the Americans with
Disabilities Act. This publication will be
made available in accessible formats upon
request.
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