Precollege and college students come from a variety of ethnic and racial backgrounds. For some, English is not their first language. Also represented in most classes are students with a diversity of ages and learning preferences, including visual and auditory. In addition, increasing numbers of students with disabilities are included in regular precollege and postsecondary courses. Their disabilities include those that are related to sight, hearing, mobility, learning, social interactions, and health. Students are in school to learn and instructors share this goal. How can educators design instruction to maximize the learning of all students? Universal design of instruction(UDI) can provide a framework for inclusive teaching and learning materials and pedagogy. You can apply this body of knowledge to create courses that ensure lectures, discussions, visual aids, videos, printed materials, labs, and fieldwork are accessible to, usable by, and inclusive of all students. Show
Universal DesignDesigning any product or environment involves the consideration of many factors, including aesthetics, engineering options, environmental issues, industry standards, safety concerns, and cost. Often, products and environments are designed for the average user. In contrast, UD is defined by Romane and Center for Universal Design (CUD) at North Carolina State University as “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”. When designers apply UD principles, their products and environments meet the needs of potential users with diverse characteristics that include disabilities. Making a product or environment accessible to people with disabilities often benefits others. For example, sidewalk curb cuts, designed to make sidewalks and streets accessible to those using wheelchairs, are today often used by kids on skateboards, parents with baby strollers, and delivery staff with rolling carts. When television displays in noisy areas of airports and restaurants are captioned, they are more accessible to people who are deaf and everyone else. UDI Definition, Principles and GuidelinesA definition that can be used for the applications to teaching and learning (i.e. UDI), modified from the basic definition 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. At 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 all products and environments. CUD’s principles of UD are listed below. They are followed by an example and application to instruction.
A related, but more specific application, Universal Design for Learning (UDL), provides specific guidance for designing curricula that enables 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 Center for Applied Special Techonology (CAST), promote the development of curriculum that includes:
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, resulting in IT that is
UDI embraces UD, UDL, WCAG principles and applies them to all aspects of instruction, including physical spaces, curriculum, pedagogy, and IT. UDI ensures that students have multiple ways to learn, engage and demonstrate what they have learned. UDI also ensures that each UDI practice is accessible, usable, and inclusive. UDI ExamplesTo 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.
guideline for each. Numbers in brackets at the end of each examples refer to UD, UDL, and WCAG principles most relevant to the example.
The last classification of UDI practices is important because employing UDI
principles does not eliminate the need for specific accommodations for students with disabilities. For example, you may need to provide a sign language interpreter for a student who is deaf. However, applying UDI concepts in course planning ensures full access to the content for most students and minimizes the need for special accommodations. For example, designing web resources in accessible formats as they are developed means that no
redevelopment is UDI benefits students with disabilities but also benefits others. For example, captioning course videos, which provides access to deaf or hard of hearing students, is also a benefit to students for whom English is a second language, to some students with learning disabilities, and to those watching the tape in a noisy environment. Delivering content in redundant ways can improve instruction for students with a variety of learning styles and cultural backgrounds. Letting all students have access to your class notes and assignments on a website benefits students with disabilities and everyone else. Planning ahead saves time in the long run. ResourcesConsult the following resources for further information on UDI.
About DO-ITDO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs and careers, 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. Department of Education. For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages, contact: DO-IT Founder and Director: Sheryl Burgstahler, Ph.D. DO-IT Funding and Partners AcknowledgmentThe Center for Universal Design in Education as well as this publication were developed under grants from the U.S. Department of Education, #P333A020042, #P333A020044, and #P333A050064. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government. Copyright © 2020, 2015, 2012, 2010, 2008, 2005, 2001, Sheryl Burgstahler. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged. What is UDL quizlet?Universal Design for Learning (UDL) Approach to learning that involves designing curricular materials and activities to allow for flexibility to accommodate for individual learning style so students can reach their goals.
Which of the following is a core component of universal design for learning quizlet?The four components of a universally designed curriculum are: Goals, materials and resources, methods and assessment.
Is universal design for learning effective?Universal design for learning is an effective way to improve equity and access for all students. Learn more about how you can further increase your influence within your classroom and beyond in our article, “Teacher leadership: Ways to make an impact in education.”
Which of the following are ways in which teachers differentiate instruction?According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.
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