• Faculty & Staff Responsibility
• Guide for Faculty, Staff & Administrators
  • Relevant Federal Legislation
  • Shared Responsibilities
  • Confidentiality
  • Communication & Courtesies
  • Teaching Considerations
  • Defining Disabilities
  • Emergency Procedures
  • Acknowledgements
  • Accessibility Map
  • Providing Accomodations in the Classrooms
  • Universal Design
• Specific Disabilities & Accommodations
• Learning Disabilities
• Interacting with People with Disabilities
• Sign Language Interpreters

Universal Design

Evolution in Service Delivery to Students with Disabilities resulting in equal access

Universal design was originally applied in the field of architectural design by Mace and then applied to the field of education. Universal Instructional Design consists of the practice of designing and delivering services to the widest range of characteristics that people possess rather than the average. Examples include age, gender, race/ethnicity, learning and/or reading style and socioeconomic status consistent with principles for diversity and equal access. (DO-IT, 2003)

Principles of Universal Design for Instruction©

Principle Definition

Principle 1: Equitable use - Instruction is designed to be useful to and accessible by people with diverse abilities. Provide the same means of use for all students; identical whenever possible, equivalent when not.

Principle 2: Flexibility in use - Instruction is designed to accommodate a wide range of individual abilities. Provide choice in methods of use.

Principle 3: Simple and intuitive - Instruction is designed in a straightforward and predictable manner, regardless of the student's experience, knowledge, language skills, or current concentration level. Eliminate unnecessary complexity.

Principle 4: Perceptible information - Instruction is designed so that necessary information is communicated effectively to the student, regardless of ambient conditions or the student's sensory abilities.

Principle 5: Tolerance for error - Instruction anticipates variation in individual student learning pace and prerequisite skills.

Principle 6: Low physical effort - Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning. Note: This principle does not apply when physical effort is integral to the essential requirements of a course.

Principle 7: Size and space for approach and use - Instruction is designed with consideration for appropriate size and space for approach, reach, manipulations, and use regardless of a student's body size, posture, mobility, and communication needs.

Principle 8: A community of learners - The instructional environment promotes interaction and communication among students and between students and faculty.

Principle 9: Instructional climate - Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students.

Source: Principles of Universal Design for Instruction, by Sally S. Scott, Joan M. McGuire, and Stan F. Shaw. Storrs: University of Connecticut, Center on Postsecondary Education and Disability. Copyright 2001. Reprinted with permission.

Websites for Additional Information on Universal Design

From "The Web Site" by Terri Goldstein of Cal State Channel Islands

This site is the product of Universal Design for Instruction project at university of Conneticut, and it is designed to provide you with a broad range of information and tools to enhance the design and delivery of instruction for diverse college students. http://www.facultyware.uconn.edu/home.cfm

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) srrves to increase the participation of individuals with disabilitiesin challenging academic programs and careers. http://www.washington.edu/doit/Resources/udesign.html

This site supports educators and students in their teaching and study of universal design http://www.udeducation.org/