Universal Design of Instruction

Universal Design of Instruction

Universal Design of Instruction (UDI) is an approach to teaching that consists of the proactive design and use of inclusive instructional strategies that benefit a broad range of learners including students with disabilities.

The seven Principles of UDI  provide a framework for faculty to use when designing or revising instruction to be responsive to diverse student learners and to minimize the need for "special" accommodations and retrofitted changes to the learning environment. UDI operates on the premise that the planning and delivery of instruction as well as the evaluation of learning can incorporate inclusive attributes that embrace diversity in learners without compromising academic standards.

Seven Principles of UDI

Equitable Use: The design is useful and marketable to people with diverse abilities. For example, a website that is designed so that it is accessible to everyone, including students who are blind and using text-to-speech software, employs this principle.

Flexibility in Use: The design accommodates a wide range of individual preferences and abilities. An example is a museum that allows a visitor to choose to read or listen to the description of the contents of a display case.

Simple and Intuitive: Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills or current concentration level. Science lab equipment with control buttons that are clear and intuitive is a good example of an application of this principle.

Perceptible Information: The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. An example of this principle being employed is when multimedia projected in a noisy academic conference exhibit includes captioning.

Tolerance for Error: The design minimizes hazards and the adverse consequences of accidental or unintended actions. An example of a product applying this principle is educational software that provides guidance when the student makes an inappropriate selection.

Low Physical Effort: The design can be used efficiently and comfortably, and with a minimum of fatigue. Doors that are easy to open by people with a wide variety of physical characteristics demonstrate the application of this principle.

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. A science lab work area designed for use by students with a wide variety of physical characteristics and abilities is an example of employing this principle.

Instructional method examples

Below are examples of instructional methods that employ principles of universal design. Applying these strategies can make your course content accessible to people with a wide range of abilities and disabilities, ethnic backgrounds, language skills and learning styles.

Class Climate: Adopt practices that reflect high values with respect to both diversity and inclusiveness. Example: Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs.

Physical Access, Usability and Safety: Assure that activities, materials and equipment are physically accessible to and usable by all students and that all potential student characteristics are addressed in safety considerations. Examples: Develop safety procedures for all students, including those who are blind, deaf or wheelchair users; label safety equipment simply, in large print, and in a location viewable from a variety of angles; repeat printed directions orally.

Delivery Methods: Use multiple accessible instructional methods. Example: Use multiple modes to deliver content and motivate and engage students-consider lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, field work, etc.

Information Resources and Technology: Ensure that course materials, notes and other information resources are flexible and accessible to 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 class begins and to allow adequate time to arrange for alternate formats, such as books on tape.

Interaction: Encourage effective interactions between students and students and the instructor and assure that communication methods are accessible to all participants. Example: Assign group work for which learners must support each other and that places a high value on different skills and roles.

Feedback: Provide specific feedback on a regular basis. Example: Allow students to turn in parts of large projects for feedback before the final project is due.

Assessment: Regularly assess student progress using multiple, accessible methods and tools and adjust instruction accordingly. Example: Assess group/cooperative performance as well as individual achievement.

Accommodation: Plan for accommodations for students for whom the instructional design does not meet their needs. Example: Know how to get materials in alternate formats, reschedule classroom locations and arrange for other accommodations for students with disabilities.

Employing universal design principles in instruction does not eliminate the need for specific accommodations for students with disabilities. There will always be the need for some specific accommodations, such as sign language interpreters for students who are deaf. However, applying universal design concepts in course planning will assure full access to the content for most students and minimize the need for specific accommodations. For example, designing Web resources in accessible format as they are developed means that no re-development is necessary if a blind student enrolls in the class; planning ahead can be less time-consuming in the long run. Letting all students have access to your class notes and assignments on an accessible Web site can eliminate the need for providing materials in alternative formats.

The information above is from the University of Washington DO-IT program. The guidelines are from The Center for Universal Design at North Carolina University.