• DO-IT Home
• Events
• About Us
• For Educators
• For Students
• For Employers
• For Veterans

Applications of Universal Design in Education (UDE)

PDF Version (2974 KB)      -      get Acrobat Reader

---

by Sheryl Burgstahler, Ph.D. University of Washington

Instruction

• Class climate
• Interaction
• Information resources/ technology
• Delivery methods
• Physical environments/products
• Feedback
• Assessment
• Accommodation

Services

• Planning, policies, and evaluation
• Physical environments/products
• Information resources/technology
• Events

Information Technology

• Procurement/development policies
• Physical environments/products
• Information
• Input/control
• Output
• Manipulations
• Safety
• Compatibility with assistive technology

Physical Spaces

• Planning, policies, and evaluation
• Appearance
• Entrances/ routes of travel
• Fixtures/ furniture
• Information resources/technology
• Safety
• Accommodation

UDE

• puts high values on both diversity and inclusion.
• rests on the definition and principles developed at the Center for Universal Design, www.ncsu.edu/project/design-projects/udi/.
• strives to make products and environments welcoming, accessible, and usable for everyone.
• is a process as well as a set of guidelines and strategies for specific applications.
• can be applied to instruction, services, information, technology, and physical spaces.
• can be implemented in incremental steps.

Examples of Universal Design in Education (UDE)

In Instruction

• A statement on a syllabus that invites students to meet with the instructor to discuss learning needs.
• Multiple delivery methods that motivate and engage all learners.
• Flexible curriculum that is accessible to all learners.
• Examples that appeal to students with a variety of characteristics with respect to race, ethnicity, gender, age, and interest.
• Regular, accessible, and effective interactions between students and the instructor.
• Allowing students to turn in parts of a large project for feedback before the final project is due.
• Class outlines and notes on an accessible website.
• Assessing student learning using multiple methods.
• Faculty awareness of process and resources for disability-related accommodations.

In Services

• Part of a service counter at a height accessible from a seated position.
• Staff aware of resources and procedures for providing disability-related accommodations.
• Pictures in publications and on websites that include people with diverse characteristics with respect to race, age, gender, and disability.
• A statement in publications about how to request special assistance, such as a disability-related accommodation.
• A student service website that adheres to accessibility standards of the U.S. Federal Government (see www.section508.gov/).
• Printed materials within easy reach from a variety of heights and without furniture blocking access.
• Printed publications available in alternate formats (e.g., electronic, large print, Braille).

In Information Technology

• Captioned videos.
• Alternative text for graphic images on web pages so that individuals who are blind and using text-to-speech technology can access the content.
• Procurement policies and procedures that promote the purchase of accessible products.
• Standards for the universal design of websites.
• Comfortable access to computers for both left- and right-handed students.
• Software and websites that are compatible with assistive technology.
• Computers that are placed on adjustable-height tables.

In Physical Spaces

• Clear directional signs with large, high contrast print.
• Restrooms, classrooms, and other facilities that are physically accessible to individuals who use wheelchairs or have other mobility challenges.
• Furniture and fixtures in classrooms that are adjustable in height and allow arrangements for different learning activities and student groupings.
• Emergency instructions that are clear, visible, and address the needs of individuals with sensory and mobility impairments.
• Walking surfaces that are non-slip.

Acknowledgments

AccessCollege is directed by DO-IT at the University of Washington and funded by the U.S. Department of Education, Office of Postsecondary Education, Grant # P333A050064. Any questions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the federal government. Copyright © 2012, 2007. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged.

www.uw.edu/doit/CUDE/
publications, videos, web resources

About DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education. DO-IT is a collaboration of UW Information Technology and the Colleges of Engineering and Education at the University of Washington.

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
University of Washington
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director: Sheryl Burgstahler, Ph.D.

DO-IT Funding and Partners

---