Universal Design for Universal Design for Learning Learning ……in a Nutshellin a Nutshell

Rechelle Mojica

Universal design is 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.

–Ron Mace.

What is Universal What is Universal Design?Design?

Universal Design for Universal Design for Learning (UDL) applies the Learning (UDL) applies the concept used in the concept used in the architectural field to the architectural field to the area of learning—creating area of learning—creating curriculum that meets the curriculum that meets the learning needs of a wide learning needs of a wide range of students.range of students.

Universal Design vs. Universal Design vs. Universal Design for LearningUniversal Design for Learning

Is our physical environment Is our physical environment welcoming to ALL welcoming to ALL

students?students?

Design with All Users in MindDesign with All Users in Mind

Nine Principles of Universal Nine Principles of Universal Design for InstructionDesign for Instruction

(McGuire, Scott, Shaw, 2003)(McGuire, Scott, Shaw, 2003)

1.1.Equitable UseEquitable Use2.2.Flexibility in UseFlexibility in Use3.3.Simple and Intuitive UseSimple and Intuitive Use4.4.Perceptible InformationPerceptible Information5.5.Tolerance for ErrorTolerance for Error6.6.Low Physical EffortLow Physical Effort7.7.Size and ShapeSize and Shape8.8.Community of LearnersCommunity of Learners9.9.Instructional EnvironmentInstructional Environment

Universal Design Universal Design that Benefits All that Benefits All

UsersUsers

The design should be The design should be appealing, and should appealing, and should allow for the same allow for the same means of use for all means of use for all users whenever users whenever possible.possible.

Principle One – Equitable UsePrinciple One – Equitable Use

Principle Two – Flexibility in UsePrinciple Two – Flexibility in Use

The design should provide choice in The design should provide choice in method of use. Consider the method of use. Consider the distribution of lecture notes or distribution of lecture notes or handouts to students through handouts to students through Blackboard.Blackboard.

Principle Three – Simple and Principle Three – Simple and Intuitive UseIntuitive Use

Curriculum design is straightforward and predictable. Eliminate unnecessary complexity.

Category Outstanding4 pts.

Average3 pts.

Below Avg.2 pts.

Poor1pt.

Well-prepared & organized

delivered in logical, interesting sequence-easy to follow presentation

delivered in logical sequence-

easy to follow presentation

presenters jumped around-

difficult to follow presentation

no sequence of information-

cannot understand presentation

Curriculum design communicates Curriculum design communicates necessary information necessary information effectively to the effectively to the student regardless of student’s student regardless of student’s sensorysensory abilitiesabilities. Including captions for video Including captions for video presentations not only benefits students presentations not only benefits students who are Deaf or Hard of Hearing but so will who are Deaf or Hard of Hearing but so will those who are English as a second those who are English as a second language learners.language learners.

Principle Four – Perceptible Principle Four – Perceptible InformationInformation

PrinciplePrinciple Five: Tolerance for ErrorFive: Tolerance for Error

The design minimizes hazards and the The design minimizes hazards and the adverse consequences of accidental or adverse consequences of accidental or unintended actions. An example is unintended actions. An example is educational software that provides guidance educational software that provides guidance and background information when the and background information when the student makes an inappropriate selectionstudent makes an inappropriate selection.

Principle Six: Low Physical EffortPrinciple Six: Low Physical Effort

Curriculum design minimizes Curriculum design minimizes

nonessential nonessential physical effort in order to physical effort in order to

allow maximum allow maximum attention to learningattention to learning. .

Example: Doors to a lecture hall open Example: Doors to a lecture hall open

automatically for people with a wide automatically for people with a wide

variety of physical characteristics. variety of physical characteristics.

Principle Seven: Size & Space Principle Seven: Size & Space for Usefor Use

Curriculum design takes into consideration Curriculum design takes into consideration appropriate size and space for approach, appropriate size and space for approach, reachreach, manipulations, and , manipulations, and useuse regardless regardless of student’s body size, posture, mobility, and of student’s body size, posture, mobility, and communication needscommunication needs. Example: A flexible work Example: A flexible work area designed for use by students who are left area designed for use by students who are left or right handed and with diverse physical or right handed and with diverse physical characteristics and abilities.characteristics and abilities.

Principle Eight: A Community of Principle Eight: A Community of LearnersLearners

Curriculum design promotes Curriculum design promotes interactioninteraction & &

communicationcommunication among students and among students and

between students and faculty. between students and faculty.

Example: Include study groups and/or Example: Include study groups and/or

learning communitieslearning communities

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Principle Nine:Principle Nine:Instructional ClimateInstructional Climate

Curriculum design is welcoming and Curriculum design is welcoming and inclusiveinclusive. .

High expectations High expectations are espoused for all are espoused for all

students. Example: Include a statement in students. Example: Include a statement in

your syllabus that encourages students to your syllabus that encourages students to

respect diversity, and encouraging students respect diversity, and encouraging students

to discuss any special learning needs and to discuss any special learning needs and

information on the Disability Services office. information on the Disability Services office.

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Is our teaching environment Is our teaching environment welcoming to ALL students?welcoming to ALL students?

Just as physical Just as physical barriers exist in barriers exist in our physical our physical environment, environment, curricular curricular barriers exist in barriers exist in our instructional our instructional environment.environment.

Overview of Scholar Program Overview of Scholar Program

The overall goal of The overall goal of the Scholar the Scholar Program is to Program is to build capacity of build capacity of colleges and colleges and universities to universities to meet the diverse meet the diverse needs of students needs of students through the through the applications of applications of UDL principles.  UDL principles. 

The Scholars demonstrate curriculum design and instruction that makes learning

accessible for all students.

http://highered.sdsu.edu/

Does One Size Really Fit All?Does One Size Really Fit All?

The “universal” in universal The “universal” in universal design design does notdoes not imply that imply that one size fits all; instead, it one size fits all; instead, it

stresses the need for stresses the need for flexible, customizable flexible, customizable

content, assignments and content, assignments and activities.activities.

20CAST (Center for Applied Special Technology)

A Universal Model for A Universal Model for Success in Success in

Higher EducationHigher Education

San Diego State University - Interwork Institute

Funded in part by a grant from Dept. of Education – Office of Postsecondary Education,

Grant #P333A080039