The universal design of instruction (UDI) framework
is gaining increased attention and application by
educational researchers and practitioners at K-12
and postsecondary levels. UDI means that, rather
than designing for the average student, you design
instruction for potential students who have broad
ranges with respect to ability, disability, age, reading
level, learning style, native language, race, and
ethnicity. Regarding students with disabilities,
UDI challenges the instructor to go beyond legal
compliance to proactively make all aspects of
instruction, including class climate, interaction,
physical environments and products, delivery
methods, information resources and technology,
feedback, and assessment.
Components of the UDI Framework include
scope, denition, process, principles, guidelines,
and practices. You can esh out this framework
to build a toolkit for applying UDI. The scope of
UDI comprises all facilities, curricula, pedagogies,
activities, and technologies used to help students
learn.
UDI Denition
A denition that can be used for the application of
the UDI, modied
from the basic
denition of UD, is the
design of teaching and
learning products and
environments “to be
usable by all people,
to the greatest extent
possible, without the
need for adaptation or
specialized design.”
1
UDI Process
To apply UDI, instructors should consider the
potential variation in individual skills, learning
styles and preferences, age, gender, sexual
orientation, culture, abilities, and disabilities as
they select appropriate content and strategies for
the delivery of instruction and then apply universal
design to all course activities and resources.
Equal Access: Universal Design of Instruction
Specically, an instructor needs to
1. Identify the course and evidence-based teaching
practices. Describe the course, learning objectives,
and content. Adopt overall teaching and learning
philosophies (e.g., constructivism) and evidence-
based practices (e.g., active learning).
2. Consider the diverse characteristics of potential
students. Describe the population of students
eligible to enroll in the course and then consider
their potential diverse characteristics—with
respect to gender; age; ethnicity; race; native
language; learning preferences; size; abilities
to see, hear, walk, manipulate objects, read,
speak—and the challenges they might encounter
in your course.
3. Integrate UDI with evidence-based teaching practices.
Apply UDI strategies (underpinned by relevant
UDHE principles) in concert with evidence-
based instructional practices in the choice of
teaching methods, curricula, and assessments as
well as to all teaching practices and materials to
maximize the learning of students with diverse
characteristics.
4. Plan for accommodations. Learn campus
procedures for addressing accommodation
requests (e.g., arranging for sign language
interpreters) from specic students for whom
the course design does not already provide full
access. Include information about how students
can request accommodations in the syllabus.
5. Evaluate. Monitor the eectiveness of instruction
through observation and assessments of learning
and collect formative feedback from students.
Make modications based on the results. Return
to step 3 if your evaluation suggests further
improvements to your course should be made.
UDI Principles and Practices
The Principles of UD, developed by the Center
for Universal Design, encourage the development
of products and environments that promote (1)
equitable use, (2) exibility in use, (3) simple
and intuitive use, (4) perceptible information, (5)
tolerance for error, (6) low physical eort, and (7)
size and space for approach and use. A related,
but more specic application, Universal Design
A checklist for inclusive teaching
by Sheryl Burgstahler, Ph.D.
Universal
Design
Usable
Accessible
Inclusive
2
for Learning (UDL),
2
provides “a framework for
designing curricula that enable all individuals to
gain knowledge, skills, and enthusiasm for learning.
UDL provides rich supports for learning and reduces
barriers to the curriculum while maintaining high
achievement standards for all.” UDL guidelines,
developed by CAST,
3
promote the development
of curriculum that includes (1) multiple means of
representation, (2) multiple means of action and
expression, and (3) multiple means of engagement.
The Web Content Accessibility Guidelines (WCAG)
4
can be used to ensure that IT used for instructional
practice is accessible and usable for students with
disabilities. They are supported by a foundation of
four principles that result in IT that is perceivable,
operable, understandable, and robust.
UDI embraces UD, UDL, WCAG principles and
applies them to all aspects of instruction, including
physical spaces, pedagogy, and IT and ensures each
UDI practice is accessible, usable and inclusive.
UDI Practices
The following checklist provides examples of UDI
practices. Numbers in brackets at the end of items
in the checklist refer to UD, UDL, and WCAG
principles to which the practice is most relevant.
Class Climate
Adopt practices that reect high values with respect
to diversity, equity, and inclusion.
— Welcome everyone. Create a welcoming
environment for all students. Learn students’
names. Build rapport. Encourage the sharing of
multiple perspectives. Demonstrate and demand
mutual respect. Include a civility statement with
behavioral expectations in the syllabus. [UD 1;
UDL 3]
— Avoid stereotyping. Oer 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 or ethnic
groups) will automatically do well or poorly or
require certain types of assistance. [UD 1]
— Be approachable and available. Welcome questions,
seek out a student’s point of view, and respond
patiently. Encourage students to meet with
you, maintain regular oce hours, and suggest
alternatives when student schedules conict
with those hours. [UD 1, 5; UDL 3]
— Motivate all students. Use teaching methods and
materials that are motivating and relevant to
students with diverse characteristics, such as
age, gender, cultures, and interests. [UD 1; UDL
3]
— Address individual needs in an inclusive manner.
Both on the syllabus and in class, invite students
to meet with you to discuss disability-related
accommodations and other learning needs.
On the syllabus, list URLs and other contact
information for tutoring and writing centers,
disability services, and other campus services
that may be helpful. [UD 1, 2; UDL 1]
— Avoid segregating or stigmatizing any student. Do
not draw undue attention to a dierence (e.g.,
disability) or share private information (e.g., a
specic student’s accommodation). [UD 1; UDL
2, 3]
Interaction
Encourage regular and eective interactions
between students and the instructor, employ
multiple communication methods, and ensure
that communication methods are accessible to all
participants.
— Oer multiple options for communication and
collaboration. Employ interactive teaching
techniques. Use in-person, phone, and multiple
electronic communication methods when
possible. Make interactions accessible to all
participants, including those with disabilities.
When meeting on site, face the class, speak
clearly, consider using a microphone, and make
eye contact with students. [UD 1, 2, 4, 5; UDL 2,
3; WCAG]
— Require inclusive cooperative learning. Assign
group work for which learners must engage
using a variety of skills and roles. Encourage
dierent ways for group members to interact
with each other, insist that all students
participate, and facilitate their engagement as
needed to ensure that participants communicate
in ways that are accessible to and inclusive of all
group members. [UD 1, 2, 4, 5; UDL 3; WCAG]
3
Physical Environments and Products
For on-site instruction ensure that facilities,
activities, materials, and equipment are physically
accessible to and usable by all students and that
diverse student characteristics are addressed in
safety considerations.
— Ensure physical access to facilities. Use classrooms,
labs, workspaces, and eldwork sites that are
accessible to individuals with a wide range of
physical abilities. [UD 6, 7; UDL 1, 3]
— Arrange instructional spaces to maximize inclusion
and comfort. Position chairs to encourage
participation and give each student a clear line
of sight to the instructor and visual aids. Allow
room for wheelchairs, personal assistants, sign
language interpreters, and captionists. Minimize
distractions (e.g., put small groups in quiet work
areas). Encourage administrators to routinely
apply UD principles in the design of facilities
and renovations. [UD 2, 6, 7; UDL 1, 3]
— Ensure that everyone can use equipment and
materials. Minimize nonessential physical eort.
Provide options for operation of equipment,
handles, locks, cabinets, and drawers from
dierent heights, with dierent physical
abilities, and by using a right or left hand. Use
large print to label controls on lab equipment
and other educational aids, using symbols as
well as words. Provide straightforward spoken
and printed directions for operation. [UD 3–7;
UDL 2; WCAG]
— Ensure safety. Consider potential issues for
people with specic disabilities in emergency
situations. Develop procedures for all potential
students, including those who are blind, deaf,
or wheelchair users. Label safety equipment in
simple terms, in large print, and in a location
viewable from a variety of angles. Provide
spoken and printed safety instructions. [UD 3, 4,
6, 7]
Delivery Methods
Use multiple instructional methods that are
accessible to all learners.
— Make content relevant. Put learning in context.
Incorporate multiple examples and perspectives
to make specic concepts relevant to individuals
with diverse characteristics such as age, ability,
gender, ethnicity, race, socioeconomic status, and
interests. [UD 1; UDL 1, 3]
— Select exible curriculum. Choose textbooks
and other curriculum materials that address
the needs of students with diverse abilities,
interests, and learning preferences; are well
organized; emphasize important points; provide
references for gaining background knowledge;
include indices and glossaries; and have chapter
outlines, study questions, and practice exercises.
Consider the use of digital materials that provide
feedback, background information, vocabulary,
and other supports based on student responses.
[UD 2–5; UDL 1, 3; WCAG]
— Provide cognitive supports. Summarize major
points; give background and contextual
information and deliver eective prompting.
Oer outlines, summaries, graphic organizers,
and other scaolding tools to help students
learn. Provide options for gaining background
information, and vocabulary. At the beginning of
a lesson, consider posing one or two questions
and ask students to answer them at the end of
the session. [UD 2–5; UDL 1–3; WCAG]
— Provide multiple ways to learn. Use multiple
modes to deliver content e.g., reading, lectures,
collaborative learning, small group discussions,
hands-on activities, internet simulations, and
eldwork). [UD 2–4; UDL 1, 2; WCAG]
— Deliver instructions clearly and in multiple ways.
Make instructions clear in the syllabus and
follow up with a question and answer session.
Ask students to summarize instructions to
ensure understanding. [UD 3, 4; UDL 1; WCAG]
— Use large visual and tactile aids. Use large
manipulatives and images to demonstrate
content; use a computer to enlarge microscope
images. [UD 3, 4; UDL 1; WCAG]
— Make each teaching method accessible to all
students. Consider a wide range of abilities,
interests, learning styles, and experiences when
implementing each instructional method to
ensure engagement of all students. Describe
content presented visually. [UD 2, 4, 5; UDL 1, 2;
WCAG]
Information Resources and Technology
Ensure that course materials, notes, and other
information resources are engaging, exible, and
accessible for all students.
— Select materials early. Choose materials and
prepare a syllabus early to allow students the
option of beginning to read materials and work
4
on assignments before the course begins and
time to arrange for alternative formats. [UD 4;
UDL 1; WCAG]
— Provide content in accessible, universally designed
formats. Select or create materials (including
textbooks, syllabi, lesson pages, presentation
materials) that are universally designed.
For example, use electronic materials that
are text-based, have exible features, use
formatted headings and lists, describe content
within images, have consistent layouts and
organization schemes, whose link text describes
its destination, use large sans serif fonts on
uncluttered pages with plain backgrounds, and
incorporate color combinations that are high
contrast and can be distinguished by people
with color blindness. Use captioned videos and
provide transcriptions for audio presentations.
Apply accessibility standards to websites. [UD 4;
UDL 1; WCAG]
— Accommodate a variety of reading and
technology, skills. Present content in a logical,
straightforward manner and in an order that
reects its importance. Avoid unnecessary
jargon and complexity and dene new terms
when they are presented. Create materials in
simple, intuitive formats. Provide options for
gaining the technology skills needed for course
participation. Share relevant campus resources
with students. [UD 3, 4; UDL 1]
— Ensure the availability of appropriate assistive
technology. If computer or science labs are used,
ensure that assistive technology for students
with disabilities is available or can be readily
acquired. [UD 2, 4, 6, 7; UDL 1, 2; WCAG]
Feedback and Assessment
Regularly assess students’ progress, provide
specic feedback on a regular basis using multiple
accessible methods and tools, and adjust
instruction accordingly.
— Set clear expectations. Keep academic standards
consistent for all students, including those
who require accommodations. Provide clear
statements of expectations for the course,
individual assignments, deadlines, and
assessment methods. Include straightforward
grading rubrics for assignments. [UD 3; UDL 3]
— Test in the same manner in which you teach. Ensure
that a test measures what students have learned
and not their ability to adapt to a new format or
style of presentation. [UD 3; WCAG]
— Minimize time constraints when appropriate.
Plan for variety in the ability of students to
complete work by describing assignments well
in advance of due dates, ideally in the syllabus.
Allow extended time on tests, unless speed is an
essential course objective. [UD 2, 3]
— Oer regular feedback and corrective opportunities.
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 assignments and exams. Arrange for peer
feedback when appropriate. [UD 5; UDL 2, 3]
— Provide multiple ways for students to demonstrate
what they have learned. Assess group and
cooperative performance, as well as individual
achievement. Consider using traditional tests
with a variety of item types (e.g., multiple
choice, essay, short answer), group work,
demonstrations, portfolios, term papers, and
presentations as options for demonstrating
knowledge. Provide students choices in
assessment methods when appropriate. [UD 2, 4;
UDL 3; WCAG]
— Monitor and adjust. Regularly assess students’
background knowledge and current learning
informally (e.g., through class discussions) and
formally (e.g., through frequent, short exams),
and adjust instructional content and methods
accordingly. [UD 5]
— Provide sample test questions, exemplary work,
and study guides. Consider sharing sample test
questions with answers and exemplary work of
previous students, discussing how to study for
course exams, and providing study guides. [UD
3; UDL 3; WCAG]
Accommodations
Plan for accommodations for students whose needs
are not fully met by the instructional content and
practices.
— Know how to arrange for accommodations. Learn
campus protocols for getting materials in
alternate formats, captioning videos, and
arranging for other accommodations for
students with disabilities. [UD 1, 2, 4, 6]
— Share accommodation information. Tell how to
arrange accommodations on the syllabus.
Tell teaching and lab assistants about student
accommodations. [UD 1; UDL 2, 3]
5
Checklist Updates and Resources
This checklist was eld tested at more than twenty
postsecondary institutions nationwide.
5
To increase
the usefulness of this working document, send
suggestions to sherylb@uw.edu.
A video titled Equal Access: Universal Design of
Instruction
6
is available online. For more information
and resources regarding applications of UD to
education, and checklists for making a tutoring
and learning center or other services accessible to
students with disabilities, consult The Center for
Universal Design in Education website.
7
The book
Universal Design in Higher Education: From Principles
to Practice, Second Edition published by Harvard
Education Press; oers perspectives from UD leaders
nationwide. To learn more and order online visit the
DO-IT website.
8
Cited Resources
1. www.ncsu.edu/www/ncsu/design/sod5/cud/about_
ud/udprinciples.htm
2. udlguidelines.cast.org/
3. cast.org/udl/
4. www.w3.org/WAI/standards-guidelines/wcag/
5. www.uw.edu/doit/do-it-admin-project-help-
postsecondary-student-services-administrators-work-
successfully-students
6. www.uw.edu/doit/videos/index.php?vid=13
7. www.uw.edu/doit/programs/
center-universal-design-education/overview
8. www.uw.edu/doit/universal-design-higher-education-
principles-practice-1
About DO-IT
DO-IT (Disabilities, Opportunities, Internetworking,
and Technology) serves to increase the successful
participation of individuals with disabilities in
challenging academic programs and careers.
Primary funding for DO-IT is provided by
the National Science Foundation, the State of
Washington, and the U.S. Department of Education.
Acknowledgment
The Center for Universal Design in Education as
well as this publication are based on work supported
by the U.S. Department of Education (Grant
#P33A020042, #P333A020044, #P333A050064).
However, the contents do not necessarily represent
the policy of the Department of Education, and you
should not assume its endorsement.
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
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.
Copyright © 2020, 2017, 2015, 2013, 2011, 2010,
and 2008, University of Washington. Permission
is granted to copy these materials for educational,
noncommercial purposes provided the source is
acknowledged.
University of Washington
College of Engineering
UW Information Technology
College of Education
5/28/20
Communication Hints
Treat people with disabilities with the same respect and consideration with which you treat
others. Here are some helpful hints when it comes to delivering a presentation, hosting an
exhibit, and otherwise relating to people with disabilities.
General
• Ask a person with a disability if that person needs help before providing assistance.
• Talk directly to the person with a disability, not through their companion or interpreter.
• Refer to a person’s disability only if it is relevant to the conversation.
• Avoid derogatory slang or 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!
• Provide information in alternate means (e.g., written, spoken, diagrams).
• Do not interact with a person’s guide dog or service dog unless you have received
permission to do so.
• Do not be afraid to use common terms and phrases, like “see you later” or “let’s go for a
walk” around people with disabilities.
• Do not touch mobility devices or assistive technology without the owner’s consent.
• Do not assume physical contact—like handshakes, high-ves, or hugs—is okay.
• Understand that not everyone uses eye contact.
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 projected content when presenting and describe the content of charts,
graphs, and pictures.
• When guiding people, oer them your arm rather than grabbing or pushing them.
Learning Disabilities
• Oer directions or instructions both orally and in writing. If asked, read instructions to
individuals who have specic learning disabilities.
Mobility Impairments
• Consider carrying on a long conversation with an individual who uses a wheelchair from a
seated position.
Speech Impairments
• Listen carefully. Repeat what you think you understand and then ask the person to clarify
or repeat the portion that you did not understand.
Deaf or Hard of Hearing
• Face people and avoid covering your mouth, so they can see your lips. Avoid talking while
chewing gum or eating.
• Speak clearly at a normal volume. Speak louder only if requested.
• Repeat questions from audience members.
• Use paper and pencil, or type things out on your cell phone, if the person who is deaf does
not read lips or if more accurate communication is needed.
• 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.