Accessibility in the Classroom: Universal Design

Overview

The appreciation of the principles of universal design results in products and environments that are usable by all people, to the greatest extent possible, without the need for adaptation. Universal design is a process of creating products and environments that are accessible to people with a wide range of abilities, disabilities, and other characteristics.

The application of the principles of universal design accommodates a wide range of individual preferences and abilities; communicates necessary information effectively (regardless of ambient conditions or the user's sensory abilities); and leads to the creation of products and environments that can be approached, reached, manipulated, and used regardless of the individual's body size, posture, or mobility.

Introduction

The notion of universal design is rooted in architecture, but it has expanded to transcend from physical space to educational experience. While the purpose of universal design is to remove barriers to physical access, universal design for learning (UDL) minimizes barriers to access to ensure that all students have an equal opportunity to succeed.

When applied in classrooms, the principles of universal design ensure that instructional practices, materials, and environments meet the needs of a diverse range of students. When applied, principles of universal design provide students with increased access to materials and practices that are better suited to accommodate individual learning styles.

Universally Designed Curriculum (Universal Design for Learning)

Instructional approaches that are developed within the framework of universal designs for learning address the fact that learning styles are not homogenous. UDL allows for an increase in choices and alternatives available to students in the materials, content, tools, contexts, and supports they use.

In general, issues of access are often addressed after a classroom activity is planned or a product purchased; at that point, options for increasing access are greatly limited. The need for some specific accommodations for students with diverse needs will most likely not be completely eliminated with the application of universal design principles in curriculum design and instruction. However, when principles of universal design are applied during the process of planning, fuller access to content will be achieved and the need for accommodations will be lessened. When such barriers are minimized or removed, students are more likely to be successful in their education.

A universally designed curriculum is intended to be inclusive of all students. A curriculum based upon universal design extends well beyond accommodating for physical, sensory, or cognitive differences; it also takes into account a range of abilities, diverse cultural and linguistic backgrounds, and learning styles.

The following are characteristics of a universally designed curriculum:

Inclusiveness. Inclusiveness creates an environment that fosters and values diversity. Students are not segregated or stigmatized for any special needs they may have. Student privacy is respected.
Physical access. Classrooms, labs, and field work are made accessible to students and faculty with a range of physical abilities and disabilities. Equipment and activities are designed to minimize sustained physical effort. Physical accessibility guarantees increased safety for all students.
Delivery methods. Multiple modes of presentation reduce learning barriers. Alternate delivery methods may include lecture, discussion, hands-on activities, and/or Internet-based interaction.
Web pages. Adhering to standards of accessibility, printed materials may be provided in electronic formats. Design should be simple, intuitive, and consistent. Content should be arranged in order of importance.
Interaction. Students are encouraged to interact with one another and the teacher. Such methods may include, but are not limited to, in-class discussions, group work, and Internet-based communication.
Feedback. During an activity, students need to be offered effective prompting. Following the completion of an activity, appropriate feedback is required.
Provide multiple ways for students to demonstrate knowledge. Instead of traditional tests and assignments, students may demonstrate knowledge through group work, presentations, and portfolios.

The Role of Accessible Information Technology

In conjunction with quality instructional practices, accessible IT can play an invaluable role in the education of students with diverse needs. Providing accessible facilities and universally designed IT requires that administrators, teachers, and procurement staff think beyond the needs of an individual child or beyond the needs of the students who are currently enrolled in the school; to the greatest extent possible, the diverse range of potential students needs to be taken into account to ensure that their needs can be met when/if they join the class and to provide accommodations where required.

Individuals with diverse needs are often confronted by the insurmountable barriers of inaccessible IT. When principles of universal design have been applied to IT, the need for assistive technology (AT) is minimized; purchasing universally designed products also ensures that, when AT is needed, it is more likely to be compatible.

The following examples demonstrate how accessible IT improves educational outcomes for students with diverse needs:

Accessible instructional software permits students with sensory and mobility impairments to participate in computer-based activities with non-disabled peers.
Students can access course content, share work with teachers, and participate in group projects through accessible Web pages.
Students with hearing impairments can access content through captioned or ASL-interpreted videotapes.
Students who cannot speak or hear can communicate with peers and teachers through computers that are compatible with assistive technology.

Seven Principles of Universal Design

In collaboration with a consortium of universal design researchers and practitioners from across the United States, the Center for Universal Design identified and developed the following seven principles of universal design.

Principle One: Equitable Use

The design is useful and marketable to people with diverse abilities.

Guidelines

Provide the same means of use for all users (identical whenever possible, equivalent when not).
Avoid segregating or stigmatizing any users.
Provisions for privacy, security, and safety should be equally available to all users.
Make the design appealing to all users.

Principle Two: Flexibility in Use

The design accommodates a wide range of individual preferences and abilities.

Guidelines

Provide choice in methods of use.
Accommodate right- or left-handed access and use.
Facilitate the user's accuracy and precision.
Provide adaptability to the user's pace.

Principle Three: Simple and Intuitive

Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.
Guidelines

Eliminate unnecessary complexity.
Be consistent with user expectations and intuition.
Accommodate a wide range of literacy and language skills.
Arrange information consistent with its importance.
Provide effective prompting and feedback during and after task completion.

Principle Four: Perceptible Information

The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.

Guidelines

Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information.
Provide adequate contrast between essential information and its surroundings.
Maximize “legibility” of essential information.
Differentiate elements in ways that can be described (i.e., make it easy to give directions or instructions).
Provide compatibility with a variety of techniques or devices used by people with sensory limitations.

Principle Five: Tolerance for Error

The design minimizes hazards and the adverse consequences of accidental or unintended actions.

Guidelines

Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded.
Provide warnings of hazards and errors.
Provide fail safe features.
Discourage unconscious action in tasks that require vigilance.

Principle Six: Low Physical Effort

The design can be used efficiently and comfortably and with a minimum of fatigue.
Guidelines

Allow user to maintain a neutral body position.
Use reasonable operating forces.
Minimize repetitive actions.
Minimize sustained physical effort.

Principle Seven: Size and Space for Approach and Use

Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.
Guidelines

Provide a clear line of sight to important elements for any seated or standing user.
Make reach to all components comfortable for any seated or standing user.
Accommodate variations in hand and grip size.
Provide adequate space for the use of assistive devices or personal assistance.

For Further Reading, Visit:

References

Burgstahler, S. (2003). Universal design in the classroom and computer lab. Seattle, WA: DO-IT, University of Washington. Retrieved January 29, 2004.
The Center for Universal Design (1997). The principles of universal design, version 2.0. Raleigh, NC: North Carolina State University.

NIDDR logo

This factsheet was produced by the Southwest Educational Development Laboratory (SEDL) through a subcontract with the Southwest ADA Center. The Southwest ADA Center is a program of ILRU at TIRR in Houston, Texas. DLRP is one of 10 Disability and Business Technical Assistance Centers (DBTACs) funded by grant # H133D60012 provided by the Department of Education's National Institute on Disability and Rehabilitation Research (NIDRR). Neither NIDRR nor DLRP are enforcement entities.

Available in alternate formats upon request.

contact us: Southwest ADA Center
800-949-4232 or 713-520-0232 v/tty