Universal Instructional Design
Last Updated: August 2011
Table of Contents
Related LTO pages:
Disability Awareness
Diversity and Inclusive Teaching
Introduction
The Universal design of instruction can be defined as the design of instruction to be usable by all students, without the need for adaptation or specialized design (Burghstaler, 2005).*
As noted in Burghstahler's work, Universal design principles can be applied to the "overall design of instruction as well as to specific instructional materials, facilities, and strategies such as curricula, lectures, classroom discussions, group work, handouts, Web-based instruction, labs, field work, and demonstrations. Universally designed curriculum provides students with a wide range of abilities, disabilities, ethnic backgrounds, language skills, and learning styles multiple means of representation, expression, and engagement." (See also: http://www.cast.org/). The following are Burghstahler's examples of instruction that employ principles of universal design.
- Inclusiveness. Create a classroom environment that respects and values diversity. Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs. Avoid segregating or stigmatizing any student. Respect the privacy of all students.
- Physical Access. Assure that classrooms, labs, and field work are accessible to individuals with a wide range of physical abilities and disabilities. Make sure equipment and activities minimize sustained physical effort, provide options for operation, and accommodate right- and left-handed students as well as those with limited physical abilities. Assure the safety of all students.
- Delivery Methods. Use multiple modes to deliver content including lecture, discussion, hands-on activities, Internet-based interaction, and field work; make sure each is accessible to students with a wide range of abilities, disabilities, interests, and previous experiences. Face the class and speak clearly in an environment that is comfortable and free from distractions. Provide printed materials that summarize content that is delivered orally.
- Information Access. Use captioned videos. Make the content of printed materials available in electronic format. Provide text descriptions of graphics presented on Web pages. Provide printed materials early to allow students to prepare for the topic to be presented. Create printed and Web-based materials in simple, intuitive, and consistent formats. Arrange content in order of importance.
- Interaction. Encourage different ways for students to interact with each other and with you. These methods may include in-class questions and discussion, group work, and Internet-based communications. Make interactions accessible to everyone, without accommodation.
- Feedback. Provide effective prompting during an activity and feedback after the assignment is complete.
- Demonstration of Knowledge. Provide multiple ways for students to demonstrate knowledge. For example, besides traditional tests and papers, consider group work, demonstrations, portfolios, and presentations as options for demonstrating knowledge.
* Burgstahler, S, Ph.D . (2005). Universal Design of Instruction - DO-IT Web Site.
Principles and Guidelines for Faculty
- Seven Principles of Universal Instructional Design
Access Centre. Ryerson University.
Compiled from North Carolina State University's Principles of Universal Design and Chickering and Gamson's Seven Principles for Good Practice in Undergraduate Education.
- Determine the essential components of the course
Identify the knowledge and skills students must attain to successfully complete the course.
- Provide clear expectations and feedback
Be sure your expectations and feedback convey the essential components of the course.
- Explore ways to incorporate natural supports for learning
Some disability-related accommodations benefit all students; explore ways to infuse these natural supports in your courses.
- Provide multimodal instructional methods
Students learn in a variety of ways; seek opportunities to use all seven of James' and Galbraith's learning styles.
- Provide a variety of ways for demonstrating knowledge
Create alternative ways for students to demonstrate knowledge and skills (e.g. option of writing a research paper or completing a presentation).
- Use technology to enhance learning opportunities
Put materials on-line, arrange for course listservs, select software that is compatible with screen readers.
- Encourage faculty-student contact
Invite students to use e-mail and your available office hours to ask questions and solicit feedback.
- Disabilities, Opportunities, Internetworking, and Technology : DO-IT Project
University of Washington.
This Universal Design project aim to "increase the participation of individuals with disabilities in challenging academic programs and careers. It promotes the use of computer and networking technologies to increase independence, productivity, and participation in education and employment." Their page on Universal Design includes several helpful resources:
- Universal Instructional Design at the University of Guelph
Teaching Support Services. University of Guelph.
Includes an implementation guide [pdf] for faculty, a quick-start checklist, tip sheets, posters, other resources for higher education.
- Center for Applied Special Technology (CAST)
"CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning."
- Universal Instructional Design in Postsecondary Settings: An Implementation Guide
By Jim Bryson. Georgian College.
- Incorporating Universal Instructional Design into Your Course Syllabus [pdf]
Developed by Jaellayna Palmer. University Instructional Design. University of Guelph. 2002.
- Universal Design for Learning (UDL) [video]
MERLOT ELIXR: Sharing Faculty Stories About Exemplary Teaching
"Eight case stories highlight how faculty are reaching more students through diversity in teaching approaches."
- Incorporating Universal Instructional Design Principles into your Course Design [mp3]
Presented by Dr. Donald Leslie and Mr. Anthony Gomez. University of Windsor. 2006.
- Universal Design for Instruction Fact Sheet [pdf]
By S. Scott, J.M. McGuire, and P. Embry. Center on Postsecondary Education and Disabilities. University of Connecticut. 2002.
Answers to frequently asked questions about the history and goals of UID.
- University Design for Learning: Elements of Good Teaching - Fast Facts for Faculty [pdf]
The Ohio State University Partnership Grant, Improving the Quality of Education for Students with Disabilities. Ohio State University.
- Universal Design: 17 Ways of Thinking and Teaching. Edited by Jon Christophersen. [Oslo]: Husbanken. 2002.
(Available at Ryerson Library, Call No.: NA2545.A1 U548 2002)
- The Universally Designed Classroom: Accessible Curriculum and Digital Technologies. Edited by Davi. Cambridge, Mass.: Harvard Education Press. 2005.
(Available at Ryerson Library, Call No.: LC1201 .U55 2005)
Universal Instructional Design for People with Disabilities
For more information on making classroom technology accessible, see the Information Technology section of the LTO's page on Disability Awareness.
Teaching to Variation in Learning
For information on Learning Styles and Domains, see the LTO page on Course Design.
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