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Courses can be accessible and reduce the need for accommodations when the universal design principles are followed. There are seven principles that can be applied to any course content. Faculty should consider the following principles:
Equitable use - Consider whether the course design is useful to people with diverse abilities. For example, strive to develop a course that is designed to be accessible to everyone, including people with disabilities such as a person who is blind and uses reader technology.
Flexibility in Use - Evaluate whether the course accommodates a wide range of individual preferences and abilities. An example is when a faculty allows students the choice of whether to give a presentation or to turn in a written essay.
Simple and intuitive - Consider if the course design is easy to understand, regardless of the student's experience, knowledge, language skills, or current concentration level. A clear, concise syllabus explaining the requirements, due dates, and student responsibilities is an example of this.
Perceptible information - Determine whether the course design communicates necessary information effectively to the student, regardless of the student's sensory abilities. An example of this principle is using only captioned videos.
Tolerance for error - Reflect whether the course design minimizes the adverse consequences of accidental or unintended results. An example of a faculty member applying this principle is to offer students the option to rewrite an assignment after corrections are made.
Low physical effort - Consider if the course design can be used efficiently, comfortably, and with a minimum of fatigue. Faculty who offer a variety of types of assignments and not just one that requires physical ability, follow this principle.
Size and space for approach and use - Ask whether the classroom is an appropriate size and whether space is provided for approach, reach, manipulation, and use regardless of the user's body size, posture, or mobility. An application of this principle is when faculty ensure clear aisles, comfortable seating, etc.
Not using or under-utilizing these principles will inevitably create environmental barriers for students with disabilities. This video illustrates how universal design for learning is important.
Not using or under-utilizing these principles will inevitably create environmental barriers for students with disabilities. This video illustrates how universal design for learning is important.
In fact, applying these principles support all students, not just students with disabilities. Find beneficial resources on UDL on Campus that can assist you in teaching in higher education. Refer to the suggestions or changes in learning environments that are helpful regardless of the type of disability a student experiences. The following are some universal design suggestions. Following the universal design of instruction tips is important and may eliminate the need for individualized accommodations. The list is not exhaustive, so feel free to add your own tips that you find to be effective.
In fact, applying these principles support all students, not just students with disabilities. Find beneficial resources on UDL on Campus that can assist you in teaching in higher education. Refer to the suggestions or changes in learning environments that are helpful regardless of the type of disability a student experiences. The following are some universal design suggestions. Following the universal design of instruction tips is important and may eliminate the need for individualized accommodations. The list is not exhaustive, so feel free to add your own tips that you find to be effective.
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