The Curb Cut Effect

Universal Design is an approach to design that, as much as possible, designs for all people without any need for special accommodations. It accepts that people enter a space with different identities, experiences, skills, and abilities, and tries to create an experience that works for as many people as possible. People who use this design approach acknowledge that there will always be exceptions and needs they didn't anticipate, and that there will always be room for improvement. However, the premise is that, by trying to design for all people, the resulting experience will be accessible to far more people than if we design just for what we consider the average needs.

The most commonly used example of Universal Design are curb cuts, the small ramps build into the edge of street curbs that allow people in wheelchairs to make use of curbs. The presence of curb cuts doesn't make use of curbs more difficult for people with full physical mobility, in fact it benefits many people who don't need it the way those in wheelchairs do. People pushing children in strollers, people with bicycles, and people rolling suitcases can all take advantage of curb cuts as well. Something designed to make curbs wheelchair accessible made curbs a little easier for everyone to use. That is Universal Design.

Universal Design Principles

• 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 provide 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. 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.

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Universal Design for Learning

When used specifically in the context of designing spaces and products, Universal Design (UD) is most often focused specifically on including the needs of people with disabilities. Universal Design for Learning (UDL) is often discussed in a way that extends further, trying to design educational spaces, resources, and practices in a way that makes learning welcoming and accessible to everyone, including (but not limited to) people with physical disabilities, learning disabilities and disorders, varying educational backgrounds, and varying access to resources.

One of the things that makes UDL so powerful is that, when done well, it has the ability to improve the learning experience for everyone. For example, if a course has an assigned reading which is available only as a PDF, making sure the PDF is formatted and tagged to be compatible with screen readers makes the content more accessible to students with vision impairments. The option of using a screen reader can also benefit students who absorb information more easily when hearing it out loud. Additionally, because a screen reader compatible PDF has been through an Optical Character Recognition (OCR) process, it is possible to search for particular words or phrases within the document.

When making a course more accessible using Universal Design principles, all students can benefit.