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What do we know about universal design of instruction that can guide the design and delivery of professional development for faculty and administrators regarding the equal access of students with disabilities to their courses and programs?
The term "universal design" refers to the practice of designing and delivering products and services that are usable by people with the widest range of functional capabilities. Universal design is defined by the Center for Universal Design at North Carolina State University as "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design"(http://www.design.ncsu.edu/cud/newweb/about_ud/aboutud.htm). It is desirable that products and services are directly usable without requiring additional assistive technologies. If this is not possible, then they should be made more usable with commonly used assistive technologies.
The field of universal design can provide a framework for developing instruction to maximize the learning of all students, including multi-ethnic students, students with disabilities, and students for whom English is not their first language (Bowe, 2000). Faculty members "can apply this body of knowledge to create courses where lectures, discussions, visual aids, videotapes, printed materials, labs, and fieldwork are accessible to all students" (Burgstahler, 2000). Those presenting professional development programs can apply these principles to maximize the learning of the participants and to model universal design principles that participants can apply in their own instruction.
With the goal of providing guidance in the design of environments, communications, and products, a group of architects, product designers, engineers, and environmental design researchers collaborated to establish seven principles of universal design. They are as follows.
The design is useful and marketable to people with diverse abilities.
The design accommodates a wide range of individual preferences and abilities.
Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.
The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.
The design minimizes hazards and the adverse consequences of accidental or unintended action.
The design can be used efficiently and comfortably, and with a minimum of fatigue.
Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.
When designers apply universal design principles, their products and programs meet the needs of potential users with a wide variety of characteristics. Disability is just one of many characteristics that an individual might possess; others to consider in design of products, information, and services are age, gender, professional position, reading level, learning style, and socioeconomic status.
When universal design principles are applied to teaching, an inclusive and equitable learning environment is created. Applying universal design concepts in course planning will assure full access to the content for most students and minimize the need for specific accommodations (Burgstahler, 2000).
![[picture of teacher instructing class.]](Pics/TNpg27.jpg)
Universal design principles in education can apply directly to lectures, classroom discussions, group work, handouts, Web-based instruction, labs, fieldwork, and other academic activities. Consider the following examples that faculty may apply to curricula (Burgstahler, 2000).
Create a learning environment that respects and values diversity. Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs. Avoid segregating or stigmatizing any student.
Assure that classrooms, labs, and fieldwork are accessible to individuals with a range of physical abilities and disabilities. Make sure equipment and activities minimize sustained physical effort, provide options for operation, and accommodate right- and left-handed students as well as those with limited physical abilities. Assure the safety of all students.
Alternate delivery methods, including lecture, discussion, hands-on activities, Internet-based interaction, and fieldwork. Make sure each is accessible to students with a wide range of abilities, disabilities, interests, and previous experience. Face the class and speak clearly in an environment that is comfortable and free from distractions. Provide printed materials that summarize content delivered orally.
Use captioned videotapes. Provide printed materials in electronic format. Provide text descriptions of graphics presented on Web pages. Provide printed materials early to allow students to prepare for the topic to be presented. Create printed and Web-based materials in simple, easy-to-use, and consistent formats. Arrange content in order of importance.
Encourage different ways for students to interact with each other and with you. These methods may include in-class questions and discussion, group work, and Internet-based communications. Strive to make them accessible to everyone, without accommodation.
Provide effective prompting during an activity and feedback after the assignment is complete.
![[picture of DO-IT Scholar working at computer]](Pics/TNpg28.jpg)
Provide multiple ways for students to demonstrate knowledge. For example, besides traditional tests and papers, consider group work, demonstrations, portfolios, and presentations as options for demonstrating knowledge.
When creating a presentation for faculty and administrators, universal design principles can be employed to make it an inclusive learning environment. For example, make the content simple, easy to understand, and easy to apply. Participants in your presentation should leave with a clear idea of what they need to do and where they can go for help. Make your presentation flexible; be willing to adjust to the needs and interests of your participants.
Customize your training options for specific audiences. Provide alternatives such as short and long presentations, interactive Internet-based instruction, printed materials, and Web-based resources.
Use videotapes with captioning. Demonstrate how you can verbalize the content of PowerPoint™ slides and overhead transparencies and verbally describe graphs and cartoons so that they are accessible to people who cannot see. Show alternative ways to operate a computer and/or access a Web site (e.g., speech input, speech output, alternative input devices).
Applying universal design principles in your presentation not only meets the accessibility needs for those attending, but also models for postsecondary faculty how accessible teaching can be delivered. Universal design of instruction in college courses maximizes the learning of all students and minimizes the need to provide individual accommodations for students with disabilities.
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