Universal Design Principals

Module 5

Universal Design Principles allow additionally equitable access to learning for all learners, including a range of diverse learners.  Integrating UDL principles must be strategic, intentional, and throughout each phase from development to implementation.  If features are created but not implemented, value is lost.  It is an area that will continue to gain prominence and value in instructional design and technology.  It is a great foundation for classroom design, instructional strategies, and curricular design.

Universal Design Principles

At the Center for Universal Design (CUD) at North Carolina State University, a group of

architects, product designers, engineers, and environmental design researchers established

seven principles of UD to provide guidance in the design of products and environments (Connell,

et al., 1997). The CUD’s principles of UD are listed below. They are followed by an example of

application in instruction.

1. Equitable use. The design is useful and marketable to people with diverse abilities.

Example: A professor’s website is designed so that it is accessible to everyone, including

students who are blind and using text-to speech software.

2. Flexibility in use. The design accommodates a wide range of individual preferences and

abilities. Example: A museum, visited as a field trip for a course, allows each student to choose

to read or listen to a description of the contents of display cases.

3. 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: Control

buttons on science equipment are labeled with text and symbols that are simple and intuitive

to understand.

4. Perceptible information. The design communicates necessary information

effectively to the user, regardless of ambient conditions or the user’s sensory abilities.

Example: A video presentation projected in a course includes captions.

5. Tolerance for error. The design minimizes hazards and the adverse consequences of

accidental or unintended actions. Example: Educational software provides guidance and

background information when the student makes an inappropriate response.

6. Low physical effort. The design can be used efficiently, comfortably, and with a minimum

of fatigue. Example: Doors to a lecture hall open automatically for people with a wide

variety of physical characteristics.

7. 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: A

flexible science lab work area has adequate workspace for students who are left- or righthanded

and for those who need to work from a standing or seated position.

Eight Performance Indicators

They are organized under eight performance indicator categories, with a general guideline for each (Burgstahler, 2007).

1. 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.

2. Interaction. Encourage regular and effective interactions between students and the

instructor and ensure 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.

3. Physical environments and products. Ensure that facilities, activities, materials, and

equipment are physically accessible to and usable by all students, and that all potential

student characteristics are addressed in safety considerations. Example: Develop safety

procedures for all students, including those who are blind, deaf, or wheelchair users.

4. Delivery methods. Use multiple, accessible instructional methods that are accessible to

all learners. Example: Use multiple modes to deliver content; when possible allow students

to choose from multiple options for learning; and motivate and engage students—consider

lectures, collaborative learning options, hands on activities, Internet-based communications,

educational software, field work, and so forth.

5. Information resources and technology. Ensure that course materials, notes, and other information

resources are engaging, flexible, and accessible for 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 course begins. Allow adequate time to arrange

for alternate formats, such as books in audio format.

6. 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.

7. Assessment. Regularly assess student progress using multiple accessible methods and tools,

and adjust instruction accordingly. Example: Assess group and cooperative performance, as

well as individual achievement.

8. Accommodation. Plan for accommodations for students whose needs are not met by the

instructional design. Example: Know campus protocols for getting materials in alternate

formats, rescheduling classroom locations, and arranging for other accommodations for

students with disabilities.

Burgstahler, S. (2015). Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples.