Universal Design: Process, Principles, and Applications

Universal Design: Process, Principles, and

Applications

How to apply universal design to any product or environment

by Sheryl Burgstahler, Ph.D.

Designing any product or environment involves

the consideration of many factors, including

aesthetics, engineering options, environmental

issues, safety concerns, industry standards, and

cost. Often, designers focus on the average user.

In contrast, universal design (UD), according to

the Center for Universal Design (CUD) at North

Carolina State University, “is 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”

(www.ncsu.edu/ncsu/design/cud/about_ud/udprin-

ciples.htm).

When UD principles are applied, products and

environments meet the needs of potential users

with a wide variety of characteristics. Disability

is just one of many characteristics that an indi-

vidual might possess. For example, one person

could be Hispanic, six feet tall, male, thirty

years old, an excellent reader, primarily a visual

learner, and deaf. All of these characteristics,

including his deafness, should be considered

when developing a product or environment he,

as well as individuals with many other charac-

teristics, might use.

UD can be applied to any product or environ-

ment. For example, a typical service counter in

a place of business is not accessible to everyone,

including those of short stature, those who use

wheelchairs, and those who cannot stand for

extended periods of time. Applying UD prin-

ciples might result in the design of a counter

that has multiple heights —the standard height

designed for individuals within the average

range of height and who use the counter while

standing up and a shorter height for those who

are shorter than average, use a wheelchair for

mobility, or prefer to interact with service staff

from a seated position.

Making a product or an environment accessible

to people with disabilities often benets others.

For example, automatic door openers benet

individuals using walkers and wheelchairs, but

also benet people carrying groceries and hold-

ing babies, as well as elderly citizens. Sidewalk

curb cuts, designed to make sidewalks and

streets accessible to those using wheelchairs, are

moreoften used by kids on skateboards, parents

with baby strollers, and delivery staff with carts.

When television displays in airports and restau-

rants are captioned, programming is accessible

not only to people who are deaf but also to oth-

ers who cannot hear the audio in noisy areas.

UD is a goal that puts a high value on diversity,

equality, and inclusiveness. It is also a process.

The following paragraphs summarize the pro-

cess, principles, and applications of UD.

The Process of Universal Design

The process of UD requires a macro view of the

application being considered as well as a micro

view of subparts of the application. UD can be

applied to a variety of applications. The follow-

ing list suggests a process that can be used to

apply UD:

1. Identify the application. Specify the product

or environment to which you wish to apply

universal design.

2. Dene the universe. Describe the overall

population (e.g., users of service) and the

diverse characteristics of potential members

of the population for which the application

is designed (e.g., students, faculty, and staff

with diverse characteristics with respect to

gender; age; size; ethnicity and race; native

language; learning style; and abilities to

see, hear, manipulate objects, read, and

communicate).

3. Involve consumers. Consider and involve

people with diverse characteristics (as

identied in Step 2) in all phases of the

development, implementation, and

evaluation of the application. Also gain

perspectives through diversity programs,

such as the campus disability services ofce.

Make these processes known in appropriate

signage, publications, and websites.

4. Adopt guidelines or standards. Create or

select existing universal design guidelines/

standards. Integrate them with other best

practices within the eld of the specic

application.

5. Apply guidelines or standards. Apply universal

design in concert with best practices

within the eld, as identied in Step 4, to

the overall design of the application, all

subcomponents of the application, and

all ongoing operations (e.g., procurement

processes, staff training) to maximize the

benet of the application to individuals with

the wide variety of characteristics identied

in Step 2.

6. Plan for accommodations. Develop processes

to address accommodation requests

(e.g., purchase of assistive technology,

arrangement for sign language interpreters)

from individuals for whom the design of the

application does not automatically provide

access.

7. Train and support. Tailor and deliver ongoing

training and support to stakeholders

(e.g., instructors, computer support staff,

procurement ofcers, volunteers). Share

institutional goals with respect to diversity

and inclusion and practices for ensuring

welcoming, accessible, and inclusive

experiences for everyone.

8. Evaluate. Include universal design measures

in periodic evaluations of the application,

evaluate the application with a diverse

group of users, and make modications

based on feedback. Provide ways to collect

input from users (e.g., through online and

printed instruments and communications

with staff).

Universal Design Principles

At the CUD, 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. Following are the CUD prin-

ciples of UD, each followed with an example of

its application:

1. Equitable use. The design is useful and

marketable to people with diverse abilities.

For example, a website that is designed to

be accessible to everyone, including people

who are blind and using screen reader

technology, employs this principle.

2. Flexibility in use. The design accommodates

a wide range of individual preferences and

abilities. An example is a museum that

allows visitors to choose to read or listen to

the description of the contents of a display

case.

3. Simple and intuitive. Use of the design is

easy to understand, regardless of the user’s

experience, knowledge, language skills,

or current concentration level. Science lab

equipment with clear and intuitive control

buttons is an example of an application of

this principle.

4. Perceptible information. The design

communicates necessary information

effectively to the user, regardless of ambient

conditions or the user’s sensory abilities.

An example of this principle is captioned

television programming projected a noisy

sports bar.

5. Tolerance for error. The design minimizes

hazards and the adverse consequences

of accidental or unintended actions.

An example of a product applying this

principle is software applications that

provide guidance when the user makes an

inappropriate selection.

6. Low physical effort. The design can be

used efciently, comfortably, and with

a minimum of fatigue. Doors that open

automatically for people with a wide variety

of physical characteristics demonstrate the

application of this principle.

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. A exible work area designed

for use by employees who are left- and

right- handed and have a variety of other

physical characteristics and abilities is an

example of applying this principle.

Applications of Universal Design

UD can be applied to any product or environ-

ment, such as curricula, career services ofces,

multimedia, tutoring and learning centers,

conference exhibits, museums, microwave

ovens, recreational areas, homes, comput-

er labs, worksites, and web pages. DO-IT

(Disabilities, Opportunities, Internetworking,

and Technology) produces publications and

video presentations that promote UD in a va-

riety of educational environments through it’s

online Center for Universal Design in Education

(CUDE).

Listed below are some of CUDE’s resources.

Videos can be viewed freely online or pur-

chased from DO-IT. Publications are provided

in an accessible (HTML) and camera-ready

(PDF) formats and may be duplicated for pre-

sentations, mailings, and other noncommercial

purposes. You may link to the resources in the

following list by selecting “Publications and

Videos” at www.uw.edu/doit/.

UD in Education

Universal Design in Education: Principals

and Applications

Equal Access: Universal Design of an

Academic Department

Universal Design of Computer Science

Departments

UD of Instruction

Equal Access: Universal Design of Instruction

Universal Design of Instruction: Denition,

Principles, and Examples

Equal Access: Universal Design of Tutoring and

Learning Centers

UD of Distance Learning

Equal Access: Universal Design of Distance

Learning

Real Connections: Making Distance Learning

Accessible to Everyone

UD as a Topic of Instruction

Universal Design of Web Pages in Class Projects

UD of Software

Equal Access: Universal Design of Computer

Labs

Designing Software that is Accessible to

Individuals with Disabilities

Access to Technology in the Workplace: In Our

Own Words

Use of Telecommunications Products by People

with Disabilities

Creating Video and Multimedia Products

that are Accessible to People with Sensory

Impairments

Web Accessibility: Guidelines for Administrators

World Wide Access: Accessible Web Design

UD of Libraries

Equal Access: Universal Design of Libraries

UD of Student Services

Equal Access: Universal Design of Student

Services

Equal Access: Universal Design of Advising

Equal Access: Universal Design of Career

Services

Equal Access: Universal Design of Computer

Labs

Equal Access: Universal Design of Financial Aid

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) (toll free voice/TTY)

509-328-9331 (voice/TTY) Spokane

206-221-4171 (fax)

Founder and Director: Sheryl Burgstahler, Ph.D.

Acknowledgment

This publication is based upon work supported

by the National Science Foundation and the

U.S. Department of Education. Any opinions,

ndings, and conclusions or recommenda-

tions expressed in this material are those of

the author(s) and do not necessarily reect the

views of the federal government.

2004, University of Washington. Permission is

granted to copy these materials for educational,

noncommercial purposes provided the source is

acknowledged.

Equal Access: Universal Design of Housing and

Residential Life

Equal Access: Universal Design of Recruitment

and Undergraduate Admissions

Equal Access: Universal Design of Registration

Equal Access: Universal Design of Student

Organizations

UD of Professional Organizations, Projects,

Conference Exhibits, and Presentations

Equal Access: Universal Design of Conference

Exhibits and Presentations

Equal Access: Universal Design of Professional

Organizations

Equal Access: Universal Design of Your Project

UDof Physical Spaces

Equal Access: Universal Design of Physical

Spaces

Additional Resources

Center for Applied Special Technology (CAST)

www.cast.org/udl/

Center for Universal Design

www.ncsu.edu/project/design-projects/udi/

Center for Universal Design in Education

www.uw.edu/doit/CUDE/

About DO‑IT

DO-IT (Disabilities, Opportunities, Internet-

working, and Technology) serves to increase the

successful participation of individuals with dis-

abilities 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. Depart-

ment of Education.

For further information, to be placed on the

DO-IT mailing list, request materials in an

alternative format, or to make comments or

suggestions about DO-IT publications or web

pages, contact:

01/26/15

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College of Engineering

UW Information Technology

College of Education

Grants and gifts fund DO-IT publications, videos,

and programs to support the academic and career

success of people with disabilities. Contribute

today by sending a check to DO-IT, Box 355670,

University of Washington, Seattle, WA 98195-5670.

Your gift is tax deductible as specied in IRS regula-

tions. Pursuant to RCW 19.09, the University of

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