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Universal design in education: Principles and applications

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 Universal Design in Education: Principles and
Applications
An approach to ensure that educational programs serve all students
by Sheryl Burgstahler, Ph.D.
While courses, technology, and student services “the design of products and environments to be
are typically designed for the narrow range of usable to the greatest extent possible by people
characteristics of the average student, the practice of all ages and abilities” (Story, Mueller, & Mace,
of universal design in education (UDE) considers 1998). Universal design puts high value on both
people with a wide range of characteristics in the diversity and inclusiveness.
design of all educational products and environ-
ments. UDE goes beyond accessible design for A group of architects, product designers, engi-
people with disabilities to make all aspects of the neers, and environmental design researchers at
educational experience more inclusive for stu- the CUD established seven principles for the
dents, parents, staff, instructors, administrators, universal design of products and environments
and visitors with a great variety of characteristics. (The Center for Universal Design, 1997). These
These characteristics include those related to gen- principles of UD are listed below. Each is followed
der, race and ethnicity, age, stature, disability, and by an example of its application.
learning style.
1. Equitable use. The design is useful and market-
Originally applied in the field of architecture and able to people with diverse abilities. Career
later to commercial products and information services example: Job postings in formats
technology, UDE applications are relatively new. accessible to people with a broad range of
UDE provides a philosophical framework for the abilities, disabilities, ages, racial, and ethnic
design of a broad range of educational products backgrounds.
and environments. These include 2. Flexibility in use. The design accommodates
a wide range of individual preferences and
• computer and science labs, abilities. Campus museum example: A design
• curriculum, that allows a visitor to choose to read or listen
• educational software, to the description of the contents of display
• instruction, cases.
• libraries, 3. Simple and intuitive use. Use of the design is
• professional organizations, easy to understand, regardless of the user’s
• registration options, experience, knowledge, language skills, or cur-
• student housing and residential life, rent concentration level. Assessment example:
• websites, and Testing in a predictable, straightforward
• other student services. manner.
4. Perceptible information. The design communi-
Definition and Principles of UD cates necessary information effectively to the
The term universal design (UD) was coined by user, regardless of ambient conditions or the
the architect Ronald Mace, who challenged the user’s sensory abilities. Dormitory example:
conventional approach of designing for the aver- An emergency alarm system with visual, au-
age user and provided a design foundation for ral, and kinesthetic characteristics.
more accessible and usable products and environ- 5. Tolerance for error. The design minimizes
ments. Mace and other visionaries developed the hazards and the adverse consequences of ac-
definition of UD used by the Center for Universal cidental or unintended actions. Instructional
Design (CUD) at North Carolina State University: software example: A program that provides
 guidance when the student makes an inappro- For example, in a universally designed class-
priate selection. room furniture is adjustable in height and can be
6. Low physical effort. The design can be used ef- easily arranged for different learning activities
ficiently and comfortably and with a minimum and groupings. A universally designed facility
of fatigue. Curriculum example: Software includes clear directional signs in large, high-
with on-screen control buttons that are large contrast print.
enough for students with limited fine motor
skills to select easily. Another example of UD of physical spaces is
7. Size and space for approach and use. Appropriate doors with sensors that automatically open for
size and space is provided for approach, reach, individuals carrying packages, those using wheel-
manipulation, and use regardless of the user’s chairs, the elderly who experience weakness,
body size, posture, or mobility. Science lab parents pushing baby strollers, and workers using
example: An adjustable table and work area rolling carts to deliver products.
that is usable by students who are right- or
left-handed and have a wide range of physical For specific suggestions for creating welcom-
characteristics and abilities. ing, accessible, and usable spaces consult the
publication Equal Access: Universal Design of
Universal Design in Education Physical Spaces (Burgstahler, 2007b). Additional
UD has been applied to many educational prod- information is located in the ADA Checklist for
ucts (computers, websites, software, textbooks, Readily Achievable Barrier Removal (Adaptive
and lab equipment) and environments (dor- Environments Center, 1995), Accessible
mitories, classrooms, student union buildings, Environments: Toward Universal Design (Mace,
libraries, and distance learning courses). Unlike Hardie, & Place, 1996), and The Accessible School:
an accommodation for a specific person with a Universal Design for Educational Settings (Bar &
disability, the practice of UDE is proactive and Galluzzo, 1999).
benefits all students, including those who are not
receiving disability-related accommodations from UD of Information Technology
the school. The following sections show examples IT has the potential to level the playing field or
of universal design applications in educational widen the gaps in educational and career attain-
settings: physical spaces, information technology ment between individuals who have disabilities
(IT), instruction, and student services. (or are from other minority groups) and members
of the majority. Design guidelines to assist com-
UD of Physical Spaces puter manufacturers and software developers in
UD can be applied to physical spaces to ensure creating products that are usable by a broad audi-
that they are welcoming, comfortable, accessible, ence were developed by a group of professionals
attractive, and functional. Specific considerations representing different stakeholder groups. Each
should be made for climate, entrances and routes guideline, listed below, is phrased as an objective
of travel, furniture and fixtures, information re- followed by examples of how the objective might
sources and technology, and safety. be achieved.

When UD is applied, individuals with and with- 1. Output and Displays. Includes all means of
out disabilities can use the same entrances and of presenting information to the user. The design
travel routes. The climate is welcoming and acces- should maximize the number of people who
sible for everyone. can
• hear auditory output clearly enough.
2
 • not miss important information if they 5. Safety. Includes alarms and other protections
can’t hear. from harm. The design should maximize the
• have a line of sight to visual output and number of people who can
reach printed output. • perceive hazard warnings.
• see visual output clearly enough. • use the product without injury due
• not miss important information if they to unperceived hazards or the user’s
can’t see. lack of motor control. (Vanderheiden &
• understand the output (visual, auditory, Vanderheiden, 1992)
other).
• view the output display without triggering Applications of these guidelines to IT have dem-
a seizure. onstrated that it is possible to create products
2. Input and Controls. Includes keyboards and all that are simultaneously accessible to people with
other means of communicating to the device. a wide range of abilities, disabilities, and other
The design should maximize the number of characteristics.
people who can
• reach the controls. The World Wide Web Consortium (W3C), which
• find the individual controls or keys if they develops and maintains protocols used on the web
can’t see them. to ensure interoperability, is committed to uni-
• read the labels on the controls or keys. versal design. As expressed by its director, “The
• determine the status or setting of the con- power of the Web is in its universality. Access by
trols if they can’t see them. everyone regardless of disability is an essential as-
• physically operate controls and other input pect” (Web Accessibility Initiative, n.d.). The WAI
mechanisms. developed Web Content Accessibility Guidelines
• understand how to operate controls and and checkpoints for the accessible design of web-
other input mechanisms. sites; the Guidelines rest on four principles: see
• connect special alternative input devices. Cyberlearning white paper for these four. the U.S.
3. Manipulations. Includes all actions that must Access Board adopted much of the earlier work of
be directly performed by a person in concert the WAI when it developed minimum accessibility
with the product or for routine maintenance standards for IT designed, procured, and used by
(e.g., inserting disk, loading tape, changing ink federal agencies as mandated by the 1998 amend-
cartridge). The design should maximize the ments to Section 508 of the Rehabilitation Act of
number of people who can 1973. The latest version of the WCAG guidelines,
• physically insert and remove objects as level AA, is commonly used as a standard for web
required to operate a device. accessibility and guidance for the design of other
• physically handle and open the product. IT educational institutions.
• remove, replace, or reposition often-used
detachable parts. Many IT companies do not take the full spectrum
• understand how to carry out the manipu- of user diversity into account when they develop
lations necessary to use the product. products, unintentionally erecting barriers to
4. Documentation. Focuses on operating in- their use by people with disabilities and others.
structions. The design should maximize the Nevertheless, during their procurement process,
number of people who can institutions can express the desire to purchase
• access the documentation. accessible IT and inquire about the accessibility
• understand the documentation. features of specific products. Once purchased,

3
staff can place computers for students in acces- 4. Provide captions and educationally relevant
sible locations and provide some adjustable tables descriptions for video.
and commonly used assistive technology. 5. Provide cognitive supports for content and
activities:
UD of Instruction • Summarize big ideas.
The Center for Applied Special Technology • Provide scaffolding for learning and
(CAST) focuses its efforts on universal design generalization.
for learning (UDL), especially as it applies to • Build fluency through practice.
technology-based curriculum. It defines UDL as • Provide assessments for background
“a research-based set of principles that together knowledge.
form a practical framework for using technology • Include explicit strategies to make clear the
to maximize learning opportunities for every stu- goals and methods of instruction.
dent” (Rose & Meyer, 2002, Preface). When UDL (Orkwis & McLane, 1998, pp. 14-15)
is applied, curriculum designers create products
to meet the needs of students with a wide range These suggestions are consistent with UD and
of abilities, learning styles, and preferences. The UDL principles. Unfortunately, most instructional
UDL curriculum “reflects an awareness of the software available today does not apply these
unique nature of each learner and the need to ad- recommendations. Instead of including flexible
dress differences” by offering: features that provide access to students with dis-
abilities, they continue to unintentionally erect
• Multiple means of representation, to give learners barriers to the curriculum.
various ways of acquiring information and
knowledge; UD, UDL, and WCAG principles can be applied
• Multiple means of action and expression, to pro- to all aspects of instruction—teaching techniques,
vide learners alternatives for demonstrating curricula, assessment—as indicated in the follow-
what they know; and ing guidelines. (For details, see the publication
• Multiple means of action and engagement, to tap and video Equal Access: Universal Design of
into learners’ interests, offer appropriate chal- Instruction at uw.edu/doit/Video/ea_udi.html).
lenges, and increase motivation. (CAST)
• Class Climate. Adopt practices that reflect high
In 1997, a meeting of researchers and product values with respect to both diversity and
developers on universal design was convened by inclusiveness.
ERIC/OSEP Special Project funded by the U.S. • Interaction. Encourage regular and effective in-
Department of Education. Participants stated, teractions between students and the instructor
“Publishers should prepare and teachers should and ensure that communication methods are
select instructional materials that are supportive accessible to all participants.
and inclusive of students who have wide dispari- • Physical Environments and Products. Ensure that
ties in their abilities to see, hear, speak, read, etc.” facilities, activities, materials, and equipment
(Orkwis & Mclane, 1998, p. 13). The group recom- are physically accessible to and usable by all
mended the following first steps for curriculum students and that all potential student charac-
developers and teachers: teristics are addressed in safety considerations.
• Delivery Methods. Use multiple, accessible
1. Provide all text in digital format. instructional methods that are accessible to all
2. Provide captions for all audio. learners.
3. Provide educationally relevant descriptions • Information Resources and Technology. Ensure
for images and graphical layouts. 4 that course materials, notes, and other infor-
 mation resources are engaging, flexible, and Further Information About UDE
accessible for all students. For more information about applications of
• Feedback. Provide specific feedback on a regu- universal design consult www.uw.edu/doit/
lar basis. Resources/udesign.html or The Center for Universal
• Assessment. Regularly assess student progress Design in Education at www.uw.edu/doit/CUDE/.
using multiple, accessible methods and tools The book Universal Design in Higher Education:
and adjust instruction accordingly. From Principles to Practice published by Harvard
• Accommodation. Plan for accommodations for Education Press shares perspectives of UD lead-
students whose needs are not met by the in- ers nationwide.`
structional design. (Burgstahler, 2017a)
Resources
UD of Student Services Adaptive Environments Center. (1995). ADA
UD can be applied to student services to make Checklist for Readily Achievable Barrier Removal.
them accessible to and usable by all students. Boston: Author. www.ada.gov/checkweb.htm
These services include computer labs, libraries,
Bar, L., & Galluzzo, J. (1999). The accessible school:
admissions, registration, financial aid, advising,
Universal design for educational settings. Berkeley,
career services, housing, tutoring and learning
CA: MIG Communications.
centers, and student organizations. When uni-
versal design is applied, everyone feels welcome, Burgstahler, S. (2017a). Equal access: Universal
is able to get to the facility and maneuver within design of instruction. Seattle: University of
it, access materials and electronic resources, Washington. www.uw.edu/doit/Brochures/Academics/
and participate in events and other activities. equal_access_udi.html
Efforts should be made in the following areas.
Burgstahler, S. (2017b). Equal access: Universal
(For details, see Equal Access: Universal Design of
design of physical spaces. Seattle: University of
Student Services at uw.edu/doit/Brochures/Academics/
Washington. www.uw.edu/doit/Brochures/Programs/
equal_access_ss.html.)
equal_access_spaces.html
• Planning, Policies, and Evaluation. Consider Burgstahler, S. (2018). Equal access: Universal
diversity issues as you plan and evaluate design of student services. Seattle: University of
services. Washington. www.uw.edu/doit/Brochures/Academics/
• Physical Environments and Products. Ensure equal_access_ss.html
physical access, comfort, and safety within an
Center for Applied Special Technology (CAST).
environment that is welcoming to visitors with
www.cast.org/udl/
a variety of abilities, racial and ethnic back-
grounds, genders, and ages. The Center for Universal Design in Education.
• Staff. Make sure staff are prepared to work www.uw.edu/doit/CUDE/
with all students.
The Center for Universal Design (1997). The prin-
• Information Resources and Technology. Ensure
ciples of universal design, Version 2.0. Raleigh: North
that publications and websites welcome a
Carolina State University.
diverse group and content is accessible to
everyone. Electronic and Information Technology
• Events. Ensure that everyone can participate Accessibility Standards (Section 508). www.access-
in events sponsored by the organization. board.gov/508.htm
(Burgstahler, 2018c)
Mace, R. L., Hardie, G. J., & Place, J. P. (1996).
5
 Accessible environments: Toward universal de- funding for DO‑IT is provided by the National
sign. Raleigh: North Carolina State University. Science Foundation, the State of Washington, and
www.ncsu.edu/ncsu/design/cud/pubs_p/docs/ACC the U.S. Department of Education.
Environments.pdf
For further information, to be placed on the DO‑IT
Orkwis, R., & McLane, K. (1998). A curriculum
mailing list, request materials in an alternate for-
every student can use: Design principles for
mat, or to make comments or suggestions about
student access. ERIC/OSEP Topical Brief. Reston,
DO-IT publications or web pages, contact:
VA: ERIC/OSEP Special Project on Interagency
Information Dissemination. (ERIC Document
DO‑IT
Reproduction Service No. ED423654). University of Washington, Box 354842
www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ Seattle, WA 98195-4842
ERICServlet?accno=ED423654 doit@uw.edu
www.uw.edu/doit/
Rose, D. H., & Meyer, A. (2002). Teaching every stu-
206-685-DOIT (3648) (voice/TTY)
dent in the digital age: Universal design for learning.
888-972-DOIT (3648) (toll free voice/TTY)
Alexandria, VA: Association for Supervision and 509-328-9331 (voice/TTY) Spokane
Curriculum Development. 206-221-4171 (fax)
Schwab, C. (2004). A stroll through the univer- Founder and Director: Sheryl Burgstahler, Ph.D.
sal-designed smart home for the 21st century. Acknowledgment
Exceptional Parent, 34(7), 24-29. This publication was developed under a
Story, M. F., Mueller, J. L., & Mace, R. L. (1998). grant from the U.S. Department of Education,
#P333A020044. However, the contents do not
The universal design file: Designing for people of all
necessarily represent the policy of the U.S.
ages and abilities. Raleigh, North Carolina State
Department of Education, and you should
University. www.ncsu.edu/ncsu/design/cud/pubs_p/ not assume their endorsement by the federal
pudfiletoc.htm government.
Vanderheiden, G. C., & Vanderheiden, K. R.
Copyright © 2019, 2012, 2011, 2009, 2007, 2006,
(1992). Guidelines for the design of consumer products
2005, University of Washington. Permission is
to increase their accessibility to people with disabilities
granted to copy these materials for educational,
or who are aging (Working Draft 1.7). University noncommercial purposes provided the source is
of Wisconsin–Madison, Trace Research and acknowledged.
Development Center. www.trace.wisc.edu/docs/con-
sumer_product_guidelines/toc.htm
Web Accessibility Initiative (n.d.). Cambridge,
MA: World Wide Web Consortium.
www.w3.org/WAI/

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