Universal Design in Postsecondary Education:
Process, Principles, and Applications
A goal and a process for the design of instruction, services, physical spaces, and
technology
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. Typically, designers focus their attention
on the average user. In contrast, universal
design (UD), according to the Center for
Universal Design, “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” (http://
www.design.ncsu.edu/cud/about_ud/about_ud.htm).
When UD principles are applied in a
postsecondary institution, educational products
and environments meet the needs of potential
students with a wide variety of characteristics.
Disability is just one of many characteristics
that a student might possess. For example, one
student could be Hispanic, six feet tall, male,
thirty years old, an excellent reader, primarily
a visual learner, and deaf. UD requires
consideration of all characteristics of potential
users, including abilities and disabilities, when
developing a course or service.
UD can be applied to any product or
environment. For example, a typical service
counter in a career services ofce is not
accessible to everyone, including students who
are short in stature, use wheelchairs, and cannot
stand for extended periods of time. Applying
UD principles might result in the design of a
counter that has multiple heights—the standard
height designed for individuals within the
typical 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 benets others.
For example, automatic door openers benet
students, faculty, and staff using walkers and
wheelchairs, but also benet people carrying
books and holding babies, as well as elderly
citizens. Sidewalk curb cuts, designed to
make sidewalks and streets accessible to those
using wheelchairs, are often used by students
on skateboards, parents with baby strollers,
and delivery staff with carts. When television
displays in food services, museums, and other
public areas are captioned, programming is
accessible not only to people who are deaf but
also to others who cannot hear the audio in
noisy areas.
UD is a goal that puts a high value on both
diversity and inclusiveness. It is also a process.
The following paragraphs summarize the
process, principles, and applications of UD.
Expanded content can be found in chapters by
Sheryl Burgstahler in the book Universal design
in higher education: From principles to practice
published by Harvard Education Press. A
searchable online resource is available in the
Center for Universal Design in Education at
http://www.washington.edu/doit/CUDE/.
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. The
following list suggests a process that can be
used to apply UD in a postsecondary setting:
Identify the application. Specify the product
or environment to which you wish to apply
universal design.
1.
2
Dene the universe. Describe the overall
population (e.g., users of service), and
then describe 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).
Involve consumers. Consider and involve
people with diverse characteristics (as
identied 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 ofce.
Adopt guidelines or standards. Create or select
existing universal design guidelines or
standards. Integrate them with other best
practices within the eld of the specic
application.
Apply guidelines or standards. Apply universal
design in concert with best practices
within the eld (as identied 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
benet of the application to individuals with
the wide variety of characteristics identied
in Step 2.
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.
Train and support. Tailor and deliver ongoing
training and support to stakeholders
(e.g., instructors, computer support staff,
2.
3.
4.
5.
6.
7.
procurement ofcers, volunteers). Share
institutional goals with respect to diversity
and inclusion and practices for ensuring
welcoming, accessible, and inclusive
experiences for everyone.
Evaluate. Include universal design measures
in periodic evaluations of the application;
evaluate the application with a diverse
group of users, and make modications
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 Center for Universal Design (CUD) at
North Carolina State University 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 principles of UD, each
are paired with an example of its application:
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, employs this principle.
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.
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.
8.
1.
2.
3.
3
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 in noisy
restaurants.
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.
Low physical effort. The design can be
used efciently, 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.
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 with a variety of
physical characteristics and abilities is an
example of applying this principle.
Applications of Universal Design
UD can be applied to any product or
environment, such as curriculum, instruction,
career services ofces, multimedia, tutoring
and learning centers, conference exhibits,
museums, computer labs, and webpages. DO‑IT
(Disabilities, Opportunities, Internetworking,
and Technology), through its Center for
Universal Design, produces publications and
video presentations that promote UD in a
variety of environments.
4.
5.
6.
7.
Listed below are some of DO‑IT’s resources.
Videos can be viewed freely online or purchased
from DO‑IT. Publications are provided in an
accessible and camera‑ready format and may
be duplicated for presentations, mailings, and
other noncommercial purposes. You may link
to these resources by visiting the Center for
Universal Design in Education at http://www.
washington.edu/doit/CUDE/.
UD of Computer Labs
Equal Access: Universal Design of Computer
Labs
UD of Distance Learning
Equal Access: Universal Design of Distance
Learning
Real Connections: Making Distance Learning
Accessible to Everyone
UD of Instruction
Equal Access: Universal Design of Instruction
Universal Design of Instruction (UDI):
Denition, Principles, and Examples
UD of Libraries
Equal Access: Universal Design of Libraries
UD of Physical Spaces
Equal Access: Universal Design of Physical
Spaces
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
UD of Software
Designing Software that is Accessible to
Individuals with Disabilities
UD 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
Equal Access: Universal Design of Housing and
Residential Life
4
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
alternative format, contact:
DO‑IT
University of Washington
Box 354842
Seattle, WA 98195-4842
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.
Copyright © 2009, 2008, University of
Washington. Permission is granted to copy
these materials for educational, noncommercial
purposes provided the source is acknowledged.
Equal Access: Universal Design of Libraries
Equal Access: Universal Design of Recruitment
and Undergraduate Admissions
Equal Access: Universal Design of Registration
Equal Access: Universal Design of Student
Services
Equal Access: Universal Design of Student
Organizations
Equal Access: Universal Design of Tutoring and
Learning Centers
UD of Technology in the Workplace
Access to Technology in the Workplace: In Our
Own Words
UD of Telecommunications Products
Use of Telecommunications Products by People
with Disabilities
UD as a Topic of Instruction
Universal Design of Web Pages in Class Projects
UD of Video and Multimedia
Creating Video and Multimedia Products
that are Accessible to People with Sensory
Impairments
UD of Websites
Universal Design of Web Pages in Class Projects
World Wide Access: Accessible Web Design
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.
This publication was adapted from Universal
Design: Process, Principles, and Applications by
Sheryl Burgstahler at http://www.washington.
edu/doit/Brochures/Programs/ud.html.
Primary funding for DO‑IT is provided by
the National Science Foundation, the State
of Washington, and the U.S. Department of
Education. The contents of this publication were
developed under a grant from the Department
of Education, No. P333A050064. However,
these contents do not necessarily represent the
policy of the Department of Education, and you
03/10/09
University of Washington
College of Engineering
UW Technology Services
College of Education
5
Information
Technology
Procurement/
development
policies
Manipulations
Safety
Compatibility
with assistive
technology
Input/control
Output
Physical
environments/
products
Information
Services
Staff
Planning,
policies, and
evaluation
Physical
environments/
products
Events
Information
resources/
technology
Physical
Spaces
Entrances/
routes of travel
Fixtures/
furniture
Information
resources/
technology
Information
resources/
technology
Instruction
Class climate
Interaction
Physical
environments/
products
Delivery
methods
Assessment
Accommodation
Feedback
Safety
Accommodation
• puts high values on both diversity and inclusion.
• rests on the denition and principles developed at the Center for Universal Design,
http://www.design.ncsu.edu/cud/.
• 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 specic applications.
• can be applied to instruction, services, information, technology, and physical spaces.
• can be implemented in incremental steps.
Universal design in postsecondary education:
Applications of Universal Design in
Postsecondary Education
Planning,
policies, and
evaluation
Appearance
6
In Information
Technology
In
Services
In Physical
Spaces
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 nal project
is due.
• Class outlines and
notes that are on an
accessible website.
• Assessing student
learning using multiple
methods.
• Faculty awareness of
processes and resources
for disability‑related
accommodations.
• Service counters that
are at a height accessible
from both a seated and
standing position.
• Staff that are
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
(see http://www.
section508.gov/ for those
of the U.S. federal
government).
• Printed materials that
are easy to reach from
a variety of heights
and without furniture
blocking access.
• Printed publications
that are available in
alternate formats (e.g.,
electronic, large print,
Braille).
• Captioned videos.
• Alternative text for
graphic images on
webpages 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.
• Adherence to standards
for the accessible
and usable design of
websites.
• Comfortable access
to computers for both
left‑ and right‑handed
students.
• Software that is
compatible with
assistive technology.
• Computers that are on
adjustable‑height tables.
• 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 xtures
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.
Examples of Universal Design in
Postsecondary Education
