Universal Instructional Design
Universal Instructional Design (UID), also called Universal Design for Learning, is a
research-based framework for designing curriculum. The goal of UID is to expand
teaching methodologies so that all individuals including those with diverse learning needs
and those with disabilities have equal access to teaching and learning. This goal is
accomplished through providing supports for learning while simultaneously reducing
barriers to curriculum and maintaining high achievement standards for all students
(Centre for Applied Special Technology, 2012; Pilner & Johnson, 2004).
Universal Instructional Design (UID) evolved from the history and principles of
Universal Design which promoted architectural and environmental designs meant to
increase accessibility and use-ability of all, including those with disabilities (Roberts,
Park, Brown & Cook, 2011). Over the past decade educators have expanded the
principles of universal design and applied them to educational settings. These expansions
are supported by legislation and coincide with increasing diversity of student populations
(Roberts et al., 2011).
Universal Instructional Design (UID) helps instructors and students in meeting the
challenges of teaching and learning within diverse environments (Centre for Applied
Special Technology, 2012). .
UID can benefit students from:
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Various cultural backgrounds
Various linguistic backgrounds
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Varied preferences and motivations for learning
Various learning styles
High IQs (gifted)
A range of disabilities
UID can benefit students with:
UID can assist instructors and students by providing flexible instructional materials and
techniques, including:
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Providing different ways for students to communicate
their knowledge
Allowing instructors variation in how information is
presented
Stimulating motivation for and interest in learning
The Centre for Universal Design has published seven guiding principles, which are
applicable to environmental accessibility (Connell et al., 1997, as cited in Roberts et al.,
2011):
1. Equitable Use: Designs should be marketable and useable for diverse individuals
(i.e. curb cuts).
2. Flexibility in Use: Design facilitates both preferences and abilities (i.e. a pair of
scissors used by individuals regardless of hand-dominance).
3. Simple and Intuitive Use: Usually used by individuals with diverse knowledge,
literacy levels and backgrounds (i.e. menu with words and images).
4. Perceptible Information: Information is provided with ease of use regardless of
sensory needs (i.e. elevators with Braille and auditory signalling).
5. Tolerance for Error: Consequences or potential hazards are minimized (i.e.
automatically saving computer documents while in the writing phase).
6. Low physical Effort: Design may be used comfortably with minimal physical
effort (i.e. levered door handle as opposed to a traditional doorknob).
7. Size and Space in Approach and Use: Design accounts for various size, shapes
and agility of users (i.e. accessing a mailbox, with minimal reaching from a seated
or standing position).
Scott, Shaw and McGuire (2001, as cited in Roberts et al., 2011) applied these principles
to postsecondary education and developed two additional principles relating to universal
instructional design (UID):
8. Community of Learners: Creation of a variety of learning settings (i.e. use of
email groups, chat sites and social networking).
9. Instructional Climate: Expressed desire to meet instructional needs of students
and for students to convey these needs to the instructor (i.e. can be noted in a
syllabus).
References
Centre for Applied Special Technology (2012). About universal design for learning.
Retrieved from http://www.cast.org/udl/.
Pilner, S. & Johnson, J. (2004). Historical, theoretical, and foundational principle of
universal instructional design in higher education, Equity and Excellence in Education,
37, 105 – 113.
Roberts, K., Park, H., Brown, S. & Cook, B. (2011). Universal design for instruction in
postsecondary education: A systematic review of empirically based articles. Journal of
Postsecondary Education and Disability, 24, 5 – 15.