Universal Design
Disability Training Network for the
TAMU System
Contents
Introduction to Universal Design
Principles
Essential Qualities
Course Development
Frequently Asked Questions
Additional Resources
Introduction to Universal Design
The term universal design was coined by Ron Mace, an
architect who used a wheelchair and who experienced
building inaccessibility first-hand. He defined universal
design as “the design of products and environments to
be usable by all people, to the greatest extent possible,
without the need for adaptation or specialized design.”
Universal design principles are applied prior to the
development of a product or environment and take into
consideration the needs and characteristics of a wide
range of potential users, including those who have
disabilities. A classic example of universal design is the
curb cut. Curb cuts were designed to be used by people
who use wheelchairs. However, curb cuts are also used
by people who have difficulties walking, people riding
bicycles, and people pushing baby carriages.
In educational settings, universal design was initially
applied to environment and building development.
However, the principles of universal design can also be
applied to teaching, learning, assessment, and
curriculum development. Universal design is beneficial to
a broad group of students including students with
identified disabilities, students with unidentified
disabilities, students who are culturally or linguistically
diverse, students who are of non-traditional age,
students who are low achieving, and students who are
high achieving.
Within an educational context, universal design has
several synonymous terms: universal instructional
design, universal design for learning, universal design for
instruction.
Principles
The following are the principles of universal
design as they are applied in educational
settings, as well as examples of each
principle.
**Insert UD Principles table here**
Essential Qualities
The Center for Applied Special Technology
(CAST) developed a theoretical
framework consisting of three essential
qualities that universally designed
instruction should have: multiple means
of representation, multiple means of
engagement, and multiple means of
expression.
1.
The instruction utilizes multiple means of representation. Information is represented in multiple
formats and media.
Examples:
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Chalkboard
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Powerpoint presentations
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Overhead transparencies
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Models
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Simulations
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Assignments in written form and posted on course website
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Accessible electronic materials
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Lecture outlines or notes distributed in class and/or posted on course website
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Study guides
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Summary of major concepts
2.
The instruction utilizes multiple means of engagement. There are multiple ways of engaging
students’ interests and motivations.
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Variety of assignments (e.g., readings, group projects, tutorials, web searches)
Small group discussions, whole-class discussions, lectures, etc.
Teaching of explicit strategies to learn the material
The instruction utilizes multiple means of expression. Students are able to demonstrate
knowledge through multiple pathways.
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Variety of graded exercises (e.g., papers, examinations, homework, presentations)
Multiple formats on examinations (essay, short answer, oral, etc.)
Choices in graded exercises (e.g., final exam or final paper)
Sufficient time on examinations
Use of word processing, spell check, and grammar check
Sources:
CAST
Curriculum Transformation and Disability (CTAD) at the University of Minnesota
Course Development
Courses that are developed utilizing the principles of universal design meet the following criteria:
1.The essential components of the course are clearly defined.
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Identify what the students expected to know, do, or value at the completion of the course
Consider the course objectives and requirements in terms of the function they serve
2. Prerequisite courses, knowledge, and skills are clearly defined.
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Identify the prerequisite skills or abilities students should have
Identify other courses or resources that would help students attain those skills and abilities
3. Expectations are communicated clearly.
•Syllabus
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Develop a syllabus that reflects the essential components of the course and outlines the necessary prerequisite
knowledge and skills
Have the syllabus available for students to obtain early if requested and/or post the syllabus online
Include the following elements of a universally designed syllabus (For more information, visit Tip Sheet: The Universally
Designed Syllabus)
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Introductory information
Contact information
Prerequisites for the course
Course goals and learning objectives
Textbooks and readings
Course calendar or listing of topics
Additional materials required
Grading procedures
Course policies
Helpful tips or strategies
Disability statement
•Quality work
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Provide examples of good quality papers and projects
Post the examples online
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Use rubrics to communicate how performance translates to grade
Provide a chart for students to use to track their own grades
Return graded items in a timely manner
•Grading
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The physical environment is accessible and conducive to learning.
Request a new classroom location if you have a student that is unable to access
the classroom
Ensure that the room has good lighting and that there is not a light source behind
you
Ensure that students always have a clear line of sight
Limit extraneous noise in the classroom
Make sure that lab activities and equipment are accessible to students (For more
information about lab accessibility, visit CATEA: Barrier Free Education
http://barrier-free.arch.gatech.edu/lab.php or DO-IT: Faculty Room—Science Labs
http://www.cac.washington.edu/doit/Faculty/Strategies/Academic/Science/)
The climate encourages and supports interaction.
Encourage student-to-student and student-to-faculty interaction through
discussions, questions, group work, and course listservs
Learn students’ names
Recognize student diversity
Seek student input on components of the course that you would like to improve
Emphasize active listening and participation
Provide note or an outline for lectures so that students may attend and participate
more actively
Allow time for formulating questions and responses
Organize class time in a predictable format (e.g., begin each class with a review
and end each class with a summary of important points)
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Technology enhances instruction and increases accessibility.
Post course materials (e.g., notes, handouts) online
Select videos that are captioned
Select textbooks that are available in digital or electronic text format
Ensure that website is accessible (For more information, visit W3C: Web Accessibility Initiative
http://www.w3.org/WAI/)
Choose software applications that are accessible to students using assistive technology
A variety of mechanisms for demonstrating knowledge are available.
Develop a variety of possibilities for students to demonstrate their knowledge and skills
Provide students with alternatives (i.e., examinations, projects)
Assign grades based on level of mastery rather than how they compare to the other students
in the course
Feedback is clear, prompt, and frequent.
Provide feedback supporting the grade assigned to papers and examinations
Include suggestions for improvement
Allow students to turn in early drafts of papers so that they may be redirected if necessary
Good study habits are encouraged and supported.
Provide study guides and review sessions for examinations
Encourage the formation of study groups
Arrange for upper level students to provide tutoring
Provide students with a list of technical vocabulary for the course, and include definitions,
pronunciation cues, and examples of how the terms are used in context
Provide tips for succeeding in the course
Encourage the use of on-campus academic support services
Source: Project PACE
Frequently Asked Questions
What is universal design?
Are there some examples of how instructors have used
universal design in their courses?
Who benefits from universal design?
Does universal design eliminate the need for
accommodation?
What is the difference between universal design and
assistive technology?
How can I determine if my website is accessible?
What is universal design?
Ron Mace defined universal design as “the
design of products and environments to be
usable by all people, to the greatest extent
possible, without the need for adaptation or
specialized design.” Universal design is not a
lowering of standards or a “one size fits all”
model. Instead, universal design is about
increasing learning accessibility by providing
options. Within an educational context, universal
design has several synonymous terms: universal
instructional design, universal design for learning,
and universal design for instruction.
Are there some examples of how instructors have used universal design in their
courses?
Yes. Instructors from many disciplines have utilized universal design. The following are
some examples from the Ivy Access Initiative (2003):
•A law faculty member developed a website that is "Bobby-approved.“
•A math/statistics faculty member began providing handouts of overheads to the entire
class so that students could use them for reference and review. He also began to deliver
his lectures more carefully, by replacing general terms like "this" or "that" with more
specific descriptions, by pausing where appropriate, and by making eye contact with his
students.
•A composition faculty member began audio taping his class so students could review
class discussion and the professor's instructions about completing assignments.
•A psychology professor allowed students the choice of writing the final exam as a takehome or a 3-hour in-class final.
•A sociology professor revised her syllabus to specify the objectives more clearly, and
added a research project in addition to the midterm and final exam in order to diversify
the types of work that affected the final grade in the course.
•A geology professor developed computer animation modules to illustrate some of the
key concepts in a course on physical hydrology. These are shown in class and available
out of class as well.
•A computer science professor started to begin each class with a forecast of the key
concepts to be discussed that day and why they are important in the course material
(after students complained that they had no context for his lectures).
•An introductory physics course administers the midterm exams in the evening, allowing
all students up to 2 ½ hours for a one-hour exam.
•A biology professor began using two overhead projectors in his lectures so he can leave
the old slide on the screen longer.
Who benefits from universal design?
Because universal design maximizes accessibility to learning, it benefits all students,
including students with identified disabilities, students with unidentified disabilities,
culturally diverse students, linguistically diverse students, and nontraditional-aged
students.
Does universal design eliminate the need for accommodation?
No, universal design does not eliminate the need for accommodation. However, because
universal design eliminates many barriers, some students will not need any additional
accommodation.
What is the difference between universal design and assistive technology?
Both universal design and assistive technology increase accessibility for students who
have disabilities. However, universal design differs from assistive technology in several
ways. Universal design alters the environment and information, while assistive
technology lets the individual adjust to an unaltered environment or information source.
With universal design, the burden of changing things rests with the designers. With
assistive technology, the burden of changing things rests with the users. Universal
design serves many people at once, and assistive technology is individualized. Lastly,
assistive technology is usually more costly than using universal design. Keep in mind
that universal design will not eliminate the need for assistive technology.
Sources: Bowe (2000) and CAST
How can I determine if my website is accessible?
There are some websites that can assist you in determining the
accessibility of your website.
•Bobby: Bobby tests web pages using the World Wide Web
Consortium’s (WC3) Web Access Initiative guidelines for web
accessibility. http://webxact.watchfire.com/
•Home Page Reader: Home Page Reader speaks text, frames,
image and text links, alternate text for images and image maps,
form elements including JavaScript, graphics descriptions, text in
column format, and data input fields.
•UsableNet: UsableNet provides software tools that allow web
designers to automate website accessibility and usability testing,
repair and delivery. http://www.usablenet.com/
•Vischeck: Vischeck allows the website to be seen as a colorblind
person would see it. http://www.vischeck.com/
•WAVE: Similar to Bobby, but is Section 508 compliant. WAVE
performs an analysis of tables to insure that table elements are
logically presented. http://www.wave.webaim.org/index.jsp
Additional Resources
Online Resources
• Web Accessibility
– FAME (Faculty and Administrator Modules in Higher Education): Web
Accessibility section, Ohio State University
http://www.oln.org/ILT/ada/Fame/web/f3_13_150.html
– GRADE (Georgia Tech Research on Accessible Distance Education),
Georgia Institute of Technology http://catea.org/grade/
– Section 508 of the Rehabilitation Act
http://www.section508.gov/index.cfm
– Web Accessibility Initiative http://www.w3.org/WAI/
• Universal Design
– Center for Applied special Technology (CAST) http://www.cast.org/
– Center of Universal Design, North Carolina State University
http://www.design.ncsu.edu/cud/index.htm
– FacultyWare, University of Connecticut
http://www.facultyware.uconn.edu/home.cfm
– Project PACE, University of Arkansas at Little Rock
http://www.ualr.edu/pace/ud/
Printed Resources
• Universal Design
– Bowe, F. G. (2000). Universal design in education:
Teaching nontraditional students. Westport, CT:
Bergin & Garvey.
– Ouellett, M. L. (2004). Faculty development and
universal instructional design. Equity & Excellence in
Education, 37, 135-144.
– Shaw, S., Scott, S., & McGuire, J. (2001). Teaching
college students with learning disabilities. ERIC
Digest #e618. Arlington , VA : Council for Exceptional
Children.
– Silver, P., Bourke, A., & Strehorn, K.C. (1998).
Universal Instruction Design in Higher Education: An
Approach for Inclusion. Equity & Excellence in
Education. 31(2): 47-51.