By:
Sheryl Burgstahler, Ph.D.
An approach to ensure that educational programs serve all students
While physical spaces, courses, technology, and student services are often designed for the average student, the practice of universal design in education (UDE) considers people diverse characteristics in the design of all formal and informal educational products and environments. UDE goes beyond accessible design for people with disabilities to make all aspects of the educational experience more inclusive for students, staff, instructors, administrators, and visitors with a great variety of characteristics, including those related to gender, race and ethnicity, age, stature, disability, and learning preference.
Though universal design has its roots in the design field of architecture and commercial products and information technology (IT) , UDE applications are relatively new. UDE provides a philosophical framework for the design of all products and environments at all educational levels. These include
- computers, educational software, and websites;
- computer and science labs;
- curriculum and instruction;
- libraries; and
- counseling and other student services.
Definition of UD
The term universal design (UD) was coined by the architect Ronald Mace, who challenged the conventional approach of designing for the average user and provided a design foundation for more accessible and usable products and environments. Mace and other visionaries developed the definition of UD used by the Center for Universal Design (CUD) at North Carolina State University: “the design of products and environments to be usable to the greatest extent possible by people of all ages and abilities”. All universally designed products and environments are accessible, usable, and inclusive.
Principles and Guidelines for UDE
UD has been applied to many educational products (e.g., websites, textbooks, lab equipment) and environments (e.g., classrooms, libraries). Unlike an accommodation for a specific person with a disability, the practice of UDE is proactive and benefits all students, including those who are not receiving disability-related accommodations and other services from the school. The following sections present examples of UDE applications—physical spaces, IT, instruction, and student services. They are underpinned by three sets of principles forUDE: UD, WCAG and UDL.
UD Principles
Architects, product designers, engineers, and environmental design researchers at the CUD established seven principles for the universal design of any product or environment (The Center for Universal Design, 1997). These principles of UD are listed below, along with examples of application to physical spaces in formal and informal educational settings.
- Equitable use. The design is useful and marketable to people with diverse abilities. Example: A makerspace that has equipment and furniture to make it usable by students with a wide range of characteristics, including disabilities.
- Flexibility in use. The design accommodates a wide range of individual preferences and abilities. Example: A design that allows a museum visitor to choose to read or listen to the description of the contents of display cases.
- Simple and intuitive use. Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level. Example: Choosing a 3-D printer that is easy to use and includes clear instructions.
- Perceptible information. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities. Dormitory example: An emergency alarm system with visual, aural, and kinesthetic characteristics.
- Tolerance for error. The design minimizes hazards and the adverse consequences of accidental or unintended actions. Example: Software controls that provideguidance when the student makes an inappropriate selection.
- Low physical effort. The design can be used efficiently and comfortably and with a minimum of fatigue. Example: Doors with sensors that automatically open for everyone.
- Size and space for approach and use. Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user’s body size, posture, or mobility. Example: work area in a science lab that is usable by students who are right- or left-handed and have a wide range of physical characteristics.
WCAG Principles
IT has the potential either to level the playing field or to widen the gaps in educational and career attainment between individuals who have disabilities—or are from other minority groups—and members of the majority. The World Wide Web Consortium (W3C), which develops and maintains protocols used on the web to ensure interoperability, is committed to UD. As expressed by its director, “The power of the web is in its universality. Access by everyone regardless of disability is an essential aspect” (Web Accessibility Initiative, n.d.). W3C’s Web Accessible Initiative (WAI) developed Web Content Accessibility Guidelines (WCAG) and checkpoints for the accessible design of websites and other IT; the Guidelines rest on four principles: that IT be
- perceivable,
- operable,
- understandable, and
- robust.
Applications of these principles to the procurement, development and use of all types of IT have demonstrated that it is possible to create products that are simultaneously accessible to people with a wide range of abilities, disabilities, and other characteristics. Many IT companies do not take the full spectrum of user diversity into account when they develop products, unintentionally erecting barriers for people with disabilities and others.
Nevertheless, during their procurement process, institutions can express the desire to purchase accessible IT and inquire about the accessibility features of specific products.
For examples of accessible IT, consult Accessible Technology.
UDL Principles
A Universally Designed for Learning (UDL) curriculum in formal and informal settings “reflects an awareness of the unique nature of each learner and the need to address differences” by offering
- Multiple means of representation,
- Multiple means of action and expression, and
- Multiple means of action and engagement (The Center for Applied Special Technology).
CAST focuses its efforts on UDL, especially as it applies to technology-based curriculum. It defines UDL as “a research-based set of principles that together form a practical framework for using technology to maximize learning opportunities for every student.”
UDE Principles
UDE combines UD, UDL and WCAG principles and applies them to all education products and environments, including technology, teaching as learning, services, and physical spaces. UDE ensures access for all and minimizes the need for accommodations.
Unfortunately, IT developer instructors and service providers do not routinely apply comprehensive sets of UDE principles in their design. The following two sections of this document explain how UDE principles can be applied to instruction and services.
UD of Instruction (UDI)
UD, UDL, and WCAG principles form the foundation for universal design of instruction (UDI)—teaching techniques, curricula, assessment IT, and physical spaces. Following guidelines for UDI along with specific applications of UD, UDL and WCAG principles they apply,
- Class climate. Adopt practices that reflect high values with respect to diversity, equity,and inclusion. Example: Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs. [UD 1, UDL 2]
- Interaction. Encourage regular and effective interactions between students, employ multiple communication, and ensure that communication methods are accessible to all participants. Example: Assign group work for which learners must engage using a variety of skills and roles. [UD 1, 2, 4; UDL 3; WCAG]
- Physical environments and products. For outside instruction, ensure that facilities, activities, materials, and equipment are physically accessible to and usable by all students and that diverse potential student characteristics are addressed in safety considerations. Example: Develop safety procedures for all students, including those who are blind, deaf, or wheelchair users. [UD 3, 4, 6, 7]
- Delivery methods. Use multiple instructional methods that are accessible to all learners. Example: Use multiple modes to deliver content; when possible allow students to choose from multiple options for learning; and motivate and engage students—consider lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, field work, and so forth. [UD 2–4; UDL 1–3; WCAG]
- Information resources and technology. Ensure that course materials, notes, and other information resources are engaging, flexible, and accessible for all students. Example: Choose printed materials and prepare a syllabus early to allow students the option of beginning to read materials and work on assignments before the course begins. Allow adequate time to arrange for alternate formats, such as books in audio format. [UDL 1; WCAG]
- Feedback and assessment. Regularly assess students’ progress, provide specific feedback on a regular basis using multiple accessible methods and tools, and adjust instruction accordingly. Example: Allow students to turn in parts of large projects for feedback before the final project is due. [UD 5; UDL 2, 3]
- Accommodations. Plan for accommodations for students whose needs are not fully met by the instructional content and practices. Example: Know campus protocols for getting materials in alternate formats, rescheduling classroom locations, and arranging for other accommodations forstudents with disabilities. [UD 1, 2, 4, 6]
For examples ofUDIpractices consult the video and publication Equal Access: Universal Design of Instruction.
UD of Student Services
UD can be applied to student services to make them accessible to, usable by, and inclusive of all students. These services include computer labs, libraries, admissions offices, registration,advising, career services,tutoring and learning centers, and student organizations. When UD is applied, everyone feels welcome, is able to get to the facility and maneuver within it, access materials and electronic resources, and participate in events and other activities. Efforts should be made to apply UD, UDL and WCAG principles in all of the following areas.
- Planning, Policies, and Evaluation. Consider diversity issues as you plan and evaluate services.
- Physical Environments and Products. Ensure physical access, comfort, and safety within an environment that is welcoming to visitors with a variety of abilities, racial and ethnic backgrounds, genders, and ages.
- Staff. Make sure staff are prepared to work with all students.
- Information Resources and Technology. Ensure that publications and websites welcome a diverse group and content is accessible to everyone.
- Events. Ensure that everyone can participate in events sponsored by the organization.
For details about the UD of student services consult Equal Access: Universal Design of Student Services.
Further Information About UDE
Burgstahler, S. (Ed.) (2020) Creating an Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Cambridge, MA: Harvard Education Press.
Resources
Adaptive Environments Center. (1995). ADA Checklist for Readily Achievable Barrier Removal. Boston: Author.
Equal access: Universal design of instruction. Seattle: University of Washington.
Equal access: Universal design of physical spaces. Seattle: University of Washington.
Equal access: Universal design of student services. Seattle: University of Washington.
Center for Applied Special Technology (CAST).
The Center for Universal Design (1997).North Carolina State University.
The Center for Universal Design in Education.
Web Accessibility Initiative (n.d.). Cambridge, MA: World Wide Web Consortium.
About DO‑IT
DO‑IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs and careers such as those in science, engineering, mathematics, and technology. Primary funding for DO‑IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education.
For further information, to be placed on the DO‑IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages, contact:
DO‑IT
University of Washington, Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (toll free voice/TTY)
509-328-9331 (voice/TTY) Spokane
Founder and Director: Sheryl Burgstahler, Ph.D.
Acknowledgment
This publication was developed under a grant from the U.S. Department of Education, #P333A020044 and the National Science Foundation AccessCyberlearning 2.0: NSF #1824540. The contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.
Copyright © 2021, 2020, 2019, 2012, 2009, 2007, 2005, University of Washington. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged.
FAQs
What are the principles of universal design for learning? ›
The three UDL principles are engagement, representation, and action and expression.
What is universal design for teaching? ›Universal design for learning (UDL) is a teaching approach that works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process.
What are the 9 principles of UDL? ›1) Provide options for perception 2) Provide options for language, mathematical expressions, and symbols 3) Provide options for comprehension Multiple Means of Action & Expression: 4) Provide options for physical action 5) Provide options for expression and communication 6) Provide options for executive functions ...
What are the 3 principles of UDL? ›- Principle I. Provide Multiple Means of Representation. Present information and content in different ways.
- Principle II. Provide Multiple Means of Action and Expression. Differentiate the ways that students can express what they know.
- Principle III. Provide Multiple Means of Engagement.
Universally designed curriculum provides students with multiple or flexible ways of viewing or listening to information (representation), expression, and engagement and makes a classroom more inclusive. Universally Designed curriculum reduces the need for special accommodation for students with disabilities.
What is the significance of Universal Design for Learning in teaching/learning process? ›The purpose of UDL implementation is to create expert learners — learners who can assess their own learning needs, monitor their own progress, and regulate and sustain their interest, effort, and persistence during a learning task. Many students learn within traditional classrooms with a traditional curriculum.
What is one example of universal design in classroom instruction? ›One great example of universal design for learning is creating classroom routines that help students feel secure. While this helps adapt to students with disabilities such as autism, it's good for all students to get used to classroom routines.
What are examples of universal design? ›Things like curb cuts, large, color contrasting fonts, and sloped entrances are all examples of universal design. - Include Disability Services staff/students with disabilities on planning boards.
What is Universal Design for Learning in special education? ›Universal Design for Learning (UDL) is a research-based set of principles to guide the design of learning environments that are accessible and effective for all people based on scientific insights into how humans learn.
What are the 4 components of the UDL? ›Four highly interrelated components comprise a UDL curriculum: goals, methods, materials, and assessments.
Why universal design is important? ›
Universal Design creates inclusive design solutions and promotes accessibility and usability, allowing people with all levels of ability to live independently. The ability of a person to remain as independent as possible can be influenced by how accessible and usable products, services and environments are.
How can UDL help students with disabilities? ›Likewise, UDL deals with removing physical barriers to educational materials; for example, providing alternative accessible textbooks to students with disabilities. However, UDL also works to remove intellectual barriers. UDL is a framework for designing classroom lessons so that they are advantageous to all learners.
What are the 5 components of special and inclusive education? ›These components are (a) teachers, (b) family, (c) school staff, (d) inclusive students, (e) other students, (f) supportive special education services and (g) instructional adaptations.
Why is universal design principles essential in student engagement? ›UDL considers the why, what and how of students' learning. One way to integrate universal design principles into your classroom is to provide learners with multiple means of ENGAGEMENT. This particular UDL approach offers diverse ways for learners to be involved with course content, their peers, and the instructor.
How can Universal Design for Learning principles benefit students who are English learners? ›These three principles of UDL—provide multiple means of representation, provide multiple means of action and expression, and provide multiple means of engagement—remind all educators to ensure that English language learners always have the option to build background knowledge, interact with information visually and ...
How does universal design benefit everyone? ›Universal design increases usability, safety and health of environments, products and systems. With attention focused on the changing demographics, differences in functional ability and preferences are a growing part of the everyday life experience globally.
What are the principles of learning in education? ›Principles of learning include readiness, exercise, effect, primacy, recency, intensity and freedom. Readiness implies a degree of willingness and eagerness of an individual to learn something new. Exercise states that those things most often repeated are best remembered.
What are the principles of education? ›- Civilisation is fragile and education sustains it. ...
- Education is for all. ...
- Education is not utilitarian, it is emancipatory. ...
- Education is not natural or easy. ...
- Our best guide to the future is the past.
What is a UDL Classroom? UDL classrooms addresse the needs of all students by providing more flexibility and fewer barriers to learning. It breaks learning down into three parts — representation, action and expression, and engagement — and provides multiple means of accessing each part.
Which of the following is an example of a Universal Design for Learning action? ›Instructional experiences selected to meet the student's needs. Is the following an example of a Universal Design for Learning action: Assessing the learning in the social studies class by allowing learning to design a way to demonstrate what they learned.
What is a universal design lesson plan? ›
Universal Design for Learning is an effective instructional approach that promotes curriculum accessibility for all learners through the use of technology by incorporating Digital Learning opportunities. This increases engagement in the classroom, thus addressing achievement gaps for targeted populations of students.
How many principles of universal design are there? ›The 7 Principles of Universal Design were developed in 1997 by a working group of architects, product designers, engineers and environmental design researchers, led by the late Ronald Mace in the North Carolina State University.
What are universal design features? ›What is a universal design feature? Any component of a house that can be used by everyone regardless of their level of ability or disability. Universal features are generally standard building products or features that have been placed differently, selected carefully, or omitted.
How does UDL promote better teaching practices for all educators? ›UDL provides that same kind of flexibility in the classroom. By applying UDL principles, teachers can effectively instruct a diverse group of learners. They do this by building in flexibility in the ways learners can access information and in the ways students can demonstrate their knowledge.
What is Universal Design for Learning and how does it apply to the inclusive classroom? ›Universal Design for Learning (UDL) is a way of thinking about teaching and learning that helps give all students an equal opportunity to succeed. This approach offers flexibility in the ways students access material, engage with it and show what they know.
Who developed Universal Design for Learning? ›The concept and language of UDL was inspired by the universal design movement in architecture and product development, originally formulated by Ronald L. Mace at North Carolina State University.
What are the key components of UDL assessment? ›To ensure accurate assessment of a skill or knowledge, consider the UDL principles (engagement, representation, action & expression) when designing your assessments. Flexible options available in an assessment can enhance access, support learner performance, and reduce possible perceived threats.
What are the challenges of implementing UDL in the classroom? ›Some common barriers to UDL implementation in post-secondary education include time, support, UDL knowledge. Time, or lack of it, can feel like a barrier for educators; our time to develop or redevelop curriculum or a course is already often tight.
What are the 7 principles of inclusive education? ›- Principle of Togetherness: ...
- Principle of Equality: ...
- Principle of Participation: ...
- Principle of acceptance: ...
- Rejection of special classroom: ...
- Individual differences: ...
- Opposite of exclusion: ...
- Principle of change:
- Diversity enriches and strengthens all communities.
- All learners' different learning styles and achievements are equally valued, respected and celebrated by society.
- All learners are enabled to fulfil their potential by taking into account individual requirements and needs.
What is the best principle in teaching students with diverse characteristics and needs? ›
Principle 7: Respect diverse talents and ways of learning. There are many different ways to learn and no two people learn the same way. Students bring different talents and learning styles to the classroom.
What are the 4 components of the UDL? ›Four highly interrelated components comprise a UDL curriculum: goals, methods, materials, and assessments.
What are the principles of learning in education? ›Principles of learning include readiness, exercise, effect, primacy, recency, intensity and freedom. Readiness implies a degree of willingness and eagerness of an individual to learn something new. Exercise states that those things most often repeated are best remembered.
Why is universal design principles essential in student engagement? ›UDL considers the why, what and how of students' learning. One way to integrate universal design principles into your classroom is to provide learners with multiple means of ENGAGEMENT. This particular UDL approach offers diverse ways for learners to be involved with course content, their peers, and the instructor.
How can UDL help students with disabilities? ›Likewise, UDL deals with removing physical barriers to educational materials; for example, providing alternative accessible textbooks to students with disabilities. However, UDL also works to remove intellectual barriers. UDL is a framework for designing classroom lessons so that they are advantageous to all learners.
What are the key components of UDL assessment? ›To ensure accurate assessment of a skill or knowledge, consider the UDL principles (engagement, representation, action & expression) when designing your assessments. Flexible options available in an assessment can enhance access, support learner performance, and reduce possible perceived threats.
What is Universal Design for Learning in special education? ›Universal Design for Learning (UDL) is a research-based set of principles to guide the design of learning environments that are accessible and effective for all people based on scientific insights into how humans learn.
How can Universal Design for Learning principles benefit students who are English learners? ›These three principles of UDL—provide multiple means of representation, provide multiple means of action and expression, and provide multiple means of engagement—remind all educators to ensure that English language learners always have the option to build background knowledge, interact with information visually and ...
Which of the following is an example of a Universal Design for Learning action? ›Instructional experiences selected to meet the student's needs. Is the following an example of a Universal Design for Learning action: Assessing the learning in the social studies class by allowing learning to design a way to demonstrate what they learned.
What are the 7 principles of education? ›- Learners at the centre.
- The social nature of learning.
- Emotions are integral to learning.
- Recognising individual differences.
- Stretching all students.
- Assessment for learning.
- Building horizontal connections.
What are the 5 principles of education? ›
- Civilisation is fragile and education sustains it. ...
- Education is for all. ...
- Education is not utilitarian, it is emancipatory. ...
- Education is not natural or easy. ...
- Our best guide to the future is the past.
Needs, interests, and goals are fundamental to the learning process. If the individual has to learn, he must have some goal to be accomplished. Learning is best when the learner knows and understands his motive in learning.
Who benefits from universal design? ›Applying universal design principles assists people with and without disabilities. For example, using clear and simple language and navigational mechanisms on web pages facilitates use by those whose native language is not the one in which the course is taught, as well as people with visual and learning disabilities.
How Universal Design for Learning can help students who are deaf or hard of hearing? ›UDL can ensure students have access to their curriculum and that they do not need to advocate for that access. UDL allows students to choose the ways in which they receive the classroom content; it allows teachers to design lessons to reach every student.
How many principles are there in universal design? ›The 7 Principles of Universal Design were developed in 1997 by a working group of architects, product designers, engineers and environmental design researchers, led by the late Ronald Mace in the North Carolina State University.