Applications of Universal Design in Education

Printer-friendly version

Applications-of-UDE.PDF

In Instruction

Class climate
Interaction
Physical Environments and products
Delivery methods
Information resources and technology
Feedback and assessment
Accommodations

In Services

Planning, policies, and evaluation
Physical Environments and products
Staff
Information resources and technology
Events

In Information Technology

Procurement, development, and use policies
Physical environments
Content
Input
Output
User interface and navigation
Compatibility

In Physical Spaces

Planning, policies, and evaluation
Appearance
Entrances and routes of travel
Information resources and technology
Safety
Accommodations

Universal Design in Education

rests on the definition and principles developed at the Center for Universal Design: "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." ncsu.edu/ncsu/design/cud
puts high values on diversity, equity, and inclusion.
strives to make educational products and environments welcoming, accessible, and usable for everyone.
is a goal, a process, as well as a set of guidelines and strategies for specific applications.
can be implemented in incremental steps.
can be applied to instruction, services, information, technology, and physical spaces to ensure welcoming, accessible, and usable products and environments for students, instructors, staff, and others.

Examples of Universal Design in Education

In Instruction

Multiple delivery methods
Multiple assessment options
Multiple means of interaction
Captioned videos
Accessibility designed curriculum, documents and web pages
Examples that appeal to students with a variety of backgrounds and interests
Content outlines and other organization tools
Instructor awareness of processes and resources for making disability-related accommodations

In Services

Service counters that are at heights accessible from both a seated and standing position
Pictures in publications and on websites that include people with diverse characteristics
A statement in publications and on websites that tells how to request disability-related accommodations and other assistance
Printed materials that are easy to reach from a variety of heights and without furniture blocking access
Computers, publications, and online resources that adhere to accessibility standards
Captioned videos
Staff awareness of processes and resources for making disability-related accommodations

In Information Technology

Captioned videos
Computers, documents, and online resources that adhere to accessibility standards
Procurement policies and procedures that promote the purchase of accessible products
On-site computers that are compatible with assistive technologies, comfortable for right-and left-handed users to operate, and located on adjustable-height tables in an uncluttered area

In Physical Spaces

Clear directional signs that have large, high-contrast print
Restrooms, classrooms, and other facilities that are physically accessible to individuals who use wheelchairs or walkers
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 and visible and address the needs of individuals with sensory and mobility impairments
Non-slip walking surfaces

Acknowledgement

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, and the State of Washington. 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 government.

The Center for Universal Design in Education

Founder and Director: Sheryl Burgstahler, Ph.D. University of Washington
Publications, videos, web resources at www.washington.edu/doit/programs/center-universal-design-education/overview

2020