Panama City Campus, McSpadden Student Union East 5230 West U.S. Highway 98 Panama City, FL 32401 Phone: 850.747.3243 Fax: 850.767.8034 Email: sar@gulfcoast.edu
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.
~ 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. ~
Seven Principles of UDI
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Regularly assess student progress using multiple, accessible methods and tools and
adjust instruction accordingly. Example: Assess group/cooperative performance as well
as individual achievement.
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.
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.
Gulf Coast State College does not discriminate against any person in its programs,
activities, policies or procedures on the basis of race, ethnicity, color, national
origin, marital status, religion, age, gender, sex, pregnancy, sexual orientation,
gender identity, genetic information, disability, or veteran status. All questions
or inquiries regarding compliance with laws relating to non-discrimination and all
complaints regarding sexual misconduct or discrimination, may be directed to Lee Wood, Executive Director, Human Resources/Title II/504/Title IX Coordinator and Employment
Equity Officer, Gulf Coast State College, 5230 W. US Highway 98, Panama City, FL 32401.