Universal Design

In post secondary settings, in order to qualify for accommodations, students must self-identify as having a disability, and they must do so through the Disability Services Office on campus. Some students who have a disability and could benefit from accommodations sometimes choose to not self-identify for various reasons. Students who are wounded warriors or from other countries are examples of those who may not request disability accommodations. The use of Universal Design for Instruction as a pedagogical practice benefits all students, especially those who choose not to disclose disability (The Council for the Advancement of Standards in Higher Education).

Universal design is an approach to designing course instruction, materials, and content to benefit people of all learning styles without adaptation or retrofitting. It provides equal access to learning, not simply equal access to information. It also allows the student to control the method of accessing information while the teacher monitors the learning process and initiates any beneficial methods.

Who Benefits

• Students who speak English as a second language

• International students

• Older students

• Students with disabilities

• A teacher whose teaching style is inconsistent with the student's preferred learning style

• All students

Principles

• Identify essential course content

• Clearly express essential content and any feedback given to the student

• Integrate natural supports for learning (i.e. using resources already found in the environment such as study buddy)

• Use a variety of instructional methods when presenting material

• Allow for multiple methods of demonstrating understanding of essential course content

• Use technology to increase accessibility

• Invite students to meet/contact the course instructor with any questions/concerns

Implementation

• Put course content on-line allowing students to pick up material that might have been missed in lecture

• Use peer mentoring, group discussions and cooperative learning situations rather than strictly lecture

• Using guided notes enables students to listen for essential concepts without copying notes off of overhead

• Update course materials based on current events and student demands

• Provide comprehensive syllabus with clearly identified course requirements, accommodation statement and due dates

• Fluctuate instructional methods, provide illustrations, handouts, auditory and visual aids

• Clarify any feedback or instructions, ask for questions and use multiple examples

• Relate a new topic to one already learned or a real-life example

• Secure a note taker, allow the student to tape record lectures or provide him/her with copy of your notes

• Allow student to demonstrate knowledge of subject through alternate means

• Permit and encourage use of adaptive technology

• Develop study guides

• Give shorter exams more frequently

Essential Qualities

Course content offers various methods of REPRESENTATION

• Universally designed course content provides alternative representations of essential concepts.

• Faculty should use various methods of representation to allow student to learn information in their preferred means.

Example: Placing course note on web allows students to gain information by lecture and text. Additionally, student with visual impairment could tape record lecture to capture notes in alternate format.

Course content offers various methods of ENGAGEMENT

• Universally designed course content maintains varied skill levels, preferences, and interests by allowing for options.

• By having flexible teaching strategies and course content, students can choose methods that support their interest and skill level.

Example: When teaching foreign language, students could choose from variety of on-line options that would allow them to participate fluency and comprehension at reading level that appropriate for them.

Course content offers various methods of EXPRESSION

• Universally designed course content allows for alternate methods of expression.

• This allows student multiple means of demonstrating mastery of material.

Example: Allowing students to demonstrate knowledge on subject by doing oral presentation or writing paper of taking test. Students with speech impediment may be unable to present information orally while students with fine motor disability may have difficulty taking written exam.

The Center for Universal Design in Education directed by DO-IT at the University of Washington has many resources on how to apply universal design within an educatioional setting ensuring that all students and teachers, including those with disabilities, can fully participate in all educational offerings. 

Lecture

Strengths

• Ensures dissemination of specific facts

• Class size is not an issue

Limitations

• Little, if any, student participation

• Only learn from one source

Preparation

• Information to be learned needs to be clearly indicated

• Course instructor should allot adequate time for content to be presented

Class Discussion

Strengths

• Information and ideas drawn from multiple people

• Student's attention easily maintained

Limitations

• Only practical with small classroom

• Some students will monopolize conversation while others will not engage in discussion

Preparation

• Course instructor needs to guide discussion and keep group from going off-track

• Discussion topics/questions should be prepared before class

Role Playing

Strengths

• Can be very impacting

• Students are able to test concepts and techniques presented in class

Limitations

• Students may feel put on the spot

• Only practical for small classroom

Preparation

• Course instructor needs to identify rules, situation and roles

Guest Speaker

Strengths

• Provides real-life example

• Gives students contacts in the field

Limitations

• Quality of speaker may be poor

Preparation

• Identify and schedule appropriate speakers

• Provide introduction and background or speaker

Panel of Experts

Strengths

• Allows for multiple expert opinions and ideas on topic

• May capture more students' attention

Limitations

• Speakers may be poor quality

• Competition among experts

Preparation

• Identify and schedule experts

• Provide introduction and background of experts

Videos

Strengths

• Allows for alternate means of representation

• Keeps students' attention

Limitations

• Students do not have to actively participate

• Unable to control what students learn from video

Preparation

• Required to operate equipment

• Prepare questions for discussion after video