Equal Access: Universal Design of Instruction

The universal design of instruction—where

universal design (UD) principles are applied

in selecting and developing curriculum,

choosing and implementing teaching meth-

ods, and developing assessments—is gaining

increased attention by educational researchers

and practitioners at K-12 and postsecondary

levels. UD means that, rather than designing

your instruction for the average student, you

design for potential students with a broad

range of abilities, disabilities, ages, reading

levels, learning styles, native languages, races,

ethnicities, and other characteristics. Univer-

sal design of instruction can be discussed as a

goal, as a set of strategies applied to specic

aspects of instruction, or as a process.

The Process

To implement this process, an instructor can

select appropriate strategies for the delivery

of instruction and then apply universal design

to specic activities within a class. Specically,

the instructor needs to

1. Identify the course. Select the course, goals,

and overall content for the course.

2. Dene the universe. Describe the overall

population of students (e.g., prerequi-

sites for enrolling) who might take the

course and then consider the diverse

characteristics of potential students (e.g.,

characteristics with respect to gender,

age, size, ethnicity/race, native language,

learning style, socioeconomic status, and

abilities to see, hear, move and manipulate

objects, and learn).

3. Select standards for good practice. Adopt

good teaching practices.

4. Adopt UD guidelines. Create or select exist-

ing UD guidelines/standards. Integrate

UD practices with other best teaching

practices.

Equal Access: Universal Design of

Instruction

5. Apply guidelines/standards. Apply universal

design along with design principles and

standards for good teaching practice to the

overall design of instruction (e.g., choices

of lecture, discussion, cases, online notes),

instructional methods, and curriculum

materials (e.g., website) to maximize the

learning of students with the wide variety

of characteristics identied in Step 2).

6. Plan for accommodations. Develop processes

to address accommodation requests (e.g.,

arrangement for sign language interpret-

ers, creation of alternate format) of specic

students for whom the course design does

not automatically provide access.

7. Evaluate. On an ongoing basis, monitor the

effectiveness of the instruction by gather-

ing feedback from students with a diverse

set of characteristics, assess learning, and

modify the course based on their feedback.

UDI Strategies

To apply universal design, instructors should

consider the potential variation in individual

skills, learning styles and preferences, age,

gender, culture, abilities, and disabilities as

they select instructional strategies and apply

the following guidelines, put together by con-

sulting publications of leaders in the eld of

universal design of instruction.

The following checklist can guide you in mak-

ing your course universally accessible. Your

disabled student services ofce may also be

able to assist you in increasing the accessibil-

ity of your unit. This content does not provide

legal advice. Consult your campus legal coun-

sel or ADA/504 compliance ofcer regarding

relevant legal issues. Consultation with your

regional Ofce for Civil Rights (OCR) can also

help clarify issues.

by Sheryl Burgstahler, Ph. D

Class Climate

Adopt practices that reect high values with

respect to both diversity and inclusiveness.

__ Welcome everyone. Create a welcoming en-

vironment for all students. Encourage the

sharing of multiple perspectives. Demon-

strate and demand mutual respect.

__ Avoid stereotyping. Offer instruction and

support based on student performance

and requests, not simply on assumptions

that members of certain groups (e.g.,

students with certain types of disabilities

or from specic racial/ethnic groups) will

automatically do well or poorly.

__ Motivate all students. Use teaching meth-

ods and materials that are motivating

and relevant to students with diverse

characteristics with respect to age, gender,

culture, etc.

__ Be approachable and available. Learn stu-

dents’ names. Welcome questions in and

outside of class, seek out a student’s point

of view, and patiently respond. Maintain

regular ofce hours and work around stu-

dent schedule conicts with them.

__ Address individual needs in an inclusive man-

ner. Make statements on the syllabus and

in class inviting students to meet with you

to discuss disability-related accommoda-

tions and other learning needs. Avoid

segregating or stigmatizing any student by

drawing undue attention to a difference

(e.g., disability) or sharing private infor-

mation (e.g., a specic student’s need for

an accommodation).

Physical Environments/Products

Assure that activities, materials, and equip-

ment are physically accessible to and usable

by all students and that all potential student

characteristics are addressed in safety consid-

erations.

__ Assure physical access to facilities. Use class-

rooms, labs, workspaces, and eldwork

sites that are accessible to individuals with

a wide range of physical abilities.

__ Arrange instructional spaces to maximize

inclusion and comfort. Arrange seating to

encourage participation, giving each stu-

dent a clear line of sight to the instructor

and visual aides and allowing room for

wheelchairs, personal assistants, and as-

sistive technology. Minimize distractions

for students with a range of abilities to pay

attention (e.g., put small groups in quiet

work areas).

__ Assure everyone can use equipment and

materials. Minimize nonessential physical

effort and provide options for operation

of equipment, handles, locks, cabinets

and drawers from different heights, with

different physical abilities, with one hand,

and by right- and left-handed students

in workspaces. Use large print to clearly

label controls on lab equipment and other

educational aides, using symbols as well

as words and provide straightforward,

simple oral and printed directions for op-

eration and use.

__ Assure safety. Develop procedures for all

students, including those who are blind,

deaf, or wheelchair users. Label safety

equipment simply, in large print, and in a

location viewable from a variety of angles.

Repeat printed directions orally.

Delivery Methods

Use multiple teaching methods that are acces-

sible to all learners.

__ Provide multiple ways to gain knowledge. Use

multiple modes to deliver content and

motivate and engage students—consider

lectures, collaborative learning options,

hands-on activities, Internet-based com-

munications, educational software,

eldwork, etc.

__ Make each teaching method accessible to all

students. Make each instructional method

accessible to students with a wide range

of abilities, disabilities, interests, learning

styles, and previous experiences. Provide

the same means of participation to all stu-

dents, identical when possible, equivalent

when not.

__ Select exible curriculum. Choose textbooks

and other curriculum materials that ad-

dress the needs of students with diverse

abilities, interests, learning styles and

preferences, and other characteristics.

Assure that curriculum materials are well

organized, emphasize important points,

provide references for gaining background

knowledge, and have study questions

and/or practice exercises, chapter outlines,

comprehensive indexes, and glossaries.

Consider technology-based materials that

provide prompting, regular feedback, op-

portunities for multiple levels of practice,

and access to background information,

vocabulary and other supports based on

student responses.

__ Use large visual and tactile aides. Make vi-

sual aides as large as reasonable (e.g., use

large, bold fonts on uncluttered overhead

displays and connect a microscope to com-

puter display screens to enlarge images).

Use manipulatives to demonstrate content.

__ Deliver instructions clearly and in multiple

ways. Provide instructions both orally and

in printed form. Ask for questions and

have students repeat directions, and give

feedback.

__ Provide cognitive supports. Summarize

major points, give background/contextual

information, provide effective prompting,

provide scaffolding tools (e.g., provide

outlines, class notes, summaries, study

guides, copies of projected materials with

room for note-taking) and other cogni-

tive supports. Deliver these materials in

printed form and in a text-based electronic

format. Provide opportunities for gain-

ing further background information and

vocabulary and different levels of practice

with variable levels of support.

__ Make content relevant. Put learning in con-

text. Create and update course content and

provide multiple examples of specic con-

cepts to make them relevant to individuals

with diverse characteristics with respect to

age, ability, gender, ethnicity, race, socio-

economic status, interests, etc.

Information Resources/Technology

Assure that course materials, notes, and other

information resources are designed to be

intuitive, exible, and available in formats ac-

cessible to all students.

__ Select materials early. Choose printed mate-

rials and prepare a syllabus early to allow

potential students the option of beginning

to read materials and work on assign-

ments before the class begins and to allow

adequate time to arrange for alternate

formats, such as books on tape (which for

textbooks can take longer than a month).

__ Use multiple, redundant presentations of con-

tent that use multiple senses. Use a variety of

visual aides and manipulatives.

__ Provide all materials in accessible formats. Use

textbooks that are available in digital, ac-

cessible format and with exible features.

Provide the syllabus and other teacher-

created materials in text-based, accessible

electronic format. Use captioned videos

and provide transcriptions for audio

presentations. Apply accessibility stan-

dards to websites. Adhere to accessibility

guidelines or standards adopted by your

institution or state. Section 508 Standards

for Accessible Electronic and

Information Technology (http://www.

access-board.gov/sec508/guide/) and the

World Wide Web Consortium’s

Accessibility Guidelines (http://www.w3.org/

WAI/) are most commonly used.

__ Accommodate a wide variety of reading levels

and language skills. Present content in a

logical, straightforward manner and in an

order that reects levels of importance.

Avoid unnecessary jargon and complex-

ity. Create materials in simple, intuitive

formats that are consistent with the expec-

tations and intuitions of students with a

diverse set of characteristics.

__ Assistive technology. If computer or sci-

ence labs are used, assure that assistive

technology for students with disabilities is

available or can be readily acquired.

For specic guidelines for online content, con-

sult the video and publication Real

Connections: Making Distance Learning

Accessible to Everyone at http://www.washington.

edu/doit/Video/real_con.html.

Interaction

Encourage interactions between students and

the instructor and assure that communication

methods are accessible to all participants.

__ Promote effective communication with you.

Face the class, speak clearly, use a mi-

crophone if your voice does not project

adequately for all students, and make eye

contact with all students. Use straightfor-

ward language and minimize unnecessary

jargon and complexity in electronic and

written communications. Use student

names in communications. Employ inter-

active teaching techniques. Be available

for online communication and encourage

students to visit you during ofce hours;

consider making a student-instructor

meeting a course requirement.

__ Encourage cooperative learning. Assign

group work where learners must support

each other and that places a high value on

different skills and roles. Encourage dif-

ferent ways for students to interact with

each other—e.g., in-class questions and

discussion, group work, Internet-based

communications.

__ Make interactions accessible to all partici-

pants. For example, do not use a telephone

conference unless all students expected

to participate can participate given their

abilities to hear, speak, and meet the

schedule requirements. Also require that

small groups communicate in ways that

are accessible to all group members.

Feedback

Provide specic feedback on a regular basis.

__ Provide feedback and corrective opportuni-

ties. Allow students to turn in parts of

large projects for feedback before the nal

project is due. Give students resubmission

options to correct errors in assignment

and/or exams.

__ Arrange for peer feedback. Have students

review each others’ work before assign-

ments are submitted and graded.

Assessment

Regularly assess student progress using mul-

tiple, accessible methods and tools and adjust

instruction accordingly.

__ Set clear expectations. Create a straightfor-

ward and comprehensive grading rubric.

Provide a syllabus with clear statements of

course expectations; assignment descrip-

tions, deadlines, and expectations; and

assessment methods and dates. Keep

academic standards consistent for all

students, even for those who require ac-

commodations.

__ Provide multiple ways to demonstrate

knowledge. Assess group/cooperative

performance as well as individual achieve-

ment. Consider traditional tests with a

variety of test item formats (e.g., multiple

choice, essay, short answer), papers, group

work, demonstrations, portfolios, and

presentations as options for demonstrating

knowledge, providing students choices

in assessment methods and/or allowing

students to use information technology to

complete exams.

__ Monitor and adjust. Regularly, informally

(e.g., class discussion) and/or formally

(e.g., through frequent, short exams), as-

sess background knowledge and current

learning of students and adjust instruc-

tional content and methods accordingly.

__ Test in the same manner in which you teach.

Assure that a test measures what students

have learned, not their ability to adapt to a

new format or style of presentation.

__ Minimize time constraints when appropriate.

Plan for variety in pace of learning and

completion of work by announcing assign-

ments well in advance of due dates. Allow

extended time on tests and projects, unless

speed is an essential outcome of instruc-

tion.

Accommodation

Plan for accommodations for students for

whom the instructional design does not meet

their needs.

__ Know how to arrange for accommodations.

Know how to get materials in alternate

formats, reschedule classroom locations,

and arrange for other accommodations for

students with disabilities. Make sure that

assistive technology can be made available

in a computer or science lab in a timely

manner.

For more examples of UDI consult CAST,

http://www.cast.org/udl/; FacultyWare, http://

www.facultyware.uconn.edu/home.cfm; and Fast

Facts for Faculty on UDL, http://telr.osu.edu/

dpg/fastfact/undesign.html.

Checklist Updates and Resources

The checklist in this publication is a working

document. To increase its usefulness, send

suggestions to [email protected]. For

more information about universal design of

instruction, principles of universal design,

and resources for UDI, consult the publica-

tion Universal Design of Instruction: Denition,

Principles, and Examples at http://www.

washington.edu/doit/Brochures/Academics/

instruction.html. Consult Equal Access:

Universal Design of Student Services at http://

www.washington.edu/doit/Brochures/Academics/

equal_access_ss.html for a checklist for mak-

ing a tutoring and learning center or other

student service accessible to students with

disabilities.

About DO-IT

DO-IT (Disabilities, Opportunities, Internet-

working, and Technology) serves to increase

the successful participation of individuals

with disabilities in challenging academic pro-

grams such as those in science, engineering,

mathematics, and technology. Primary fund-

ing for DO-IT is provided by the National

Science Foundation, the State of Washington,

and the U.S. Department of Education. This

publication and the accompanying video are

based on work supported by the U.S.

Department of Education (grant

#P333A020044). However, these contents do

not necessarily represent the policy of the

Department of Education, and you should not

assume endorsement by the Federal

Government. For further information, to be

placed on the DO-IT mailing list, or to request

materials in an alternate format, contact:

DO-IT

University of Washington

College of Engineering

Computing & Communications

College of Education

Box 355670, Seattle, WA 98195-5670

[email protected]

http://www.washington.edu/doit/

206-221-4171 (FAX)

206-685-DOIT (3648) (voice/TTY)

888-972-DOIT (3648) (toll free voice/TTY)

509-328-9331 (voice/TTY) Spokane

Director: Sheryl Burgstahler, Ph.D.

2001, University of Washington. Permission is

granted to copy these materials for educa-

tional, noncommercial purposes provided the

source is acknowledged.

Communication Hints

Treat people with disabilities with the same respect and consideration with which you treat others.

There are no strict rules when it comes to relating to people with disabilities. However, here are

some helpful hints.

General

Ask a person with a disability if he/she needs help before providing assistance.

Talk directly to the person with a disability, not through the person’s companion or interpreter.

Refer to a person’s disability only if it is relevant to the conversation. If so, mention the person

rst and then the disability. “A man who is blind” is better than “a blind man” because it puts

the person rst.

Avoid negative descriptions of a person’s disability. For example, “a person who uses a

wheelchair” is more appropriate than “a person conned to a wheelchair.” A wheelchair is not

conning— it’s liberating!

Ask for permission before you interact with a person’s guide dog or service dog.

Blind or Low Vision

Be descriptive. Say, “The computer is about three feet to your left,” rather than “The computer

is over there.”

Speak all of the content presented with overhead projections and other visuals.

When guiding people with visual impairments, offer them your arm rather than grabbing or

pushing them.

Learning Disabilities

Offer directions/instruction both orally and in writing. If asked, read instructions to

individuals who have specic learning disabilities.

Mobility Impairments

Sit or otherwise position yourself at the approximate height of people sitting in wheelchairs

when you interact.

Speech Impairments

Listen carefully. Repeat what you think you understand and then ask the person with a speech

impairment to clarify and/or repeat the portion that you did not understand.

Deaf or Hard of Hearing

Face people with hearing impairments so they can see your lips. Avoid talking while chewing

gum or eating.

Speak clearly at a normal volume. Speak louder only if requested.

Use paper and pencil if the person who is deaf does not read lips or if more accurate

communication is needed.

In groups raise hands to be recognized, so the person who is deaf knows who is speaking.

Repeat questions from audience members.

When using an interpreter, speak directly to the person who is deaf; when an interpreter voices

what a person who is deaf signs, look at the person who is deaf, not the interpreter.

Psychiatric Impairments

Provide information in clear, calm, respectful tones.

Allow opportunities for addressing specic questions.

•

08/07/07