LPrinciples of Universal Design and Universal Design for Learning

An Informational GuideKelly Van Singel EDIS 6400 602W 3.23.2014

DU LHISTORYUniversal Design and the Principles for Universal Design are a thought

outgrowth of a center at North Carolina State University. Originally opening in

1989, the center officially became known as The Center for Universal Design in

1996. Federal grant funding from the National Institute on Disability and

Rehabilitation Research or NIDRR helped in the formation of an advocating

committee composed of Bettye Rose Connell, Mike Jones, Ron Mace, Jim

Mueller, Abir Mullick, Elaine Ostroff, Jon Sanford, Ed Steinfeld, Molly Story, and

Gregg Vanderheiden who developed an important document known as The

Principles of Universal Design. The next slide contains the seven major principles

contained therein.

DU L

“The Principles of Universal Design were conceived and developed by The Center for Universal Design at North Carolina State University. Use or application of the Principles in any form by an

individual or organization is separate and distinct from the Principles and does not constitute or imply acceptance or endorsement by The Center for Universal Design of the use or application.”

1

2

3

4

5

6

7

PRINCIPLE ONE: Equitable Use

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

PRINCIPLE TWO: Flexibility in UseThe design accommodates a wide range of individual preferences and abilities

PRINCIPLE THREE: Simple and Intuitive UseUse of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.

PRINCIPLE FOUR: Perceptible InformationThe design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.

PRINCIPLE FIVE: Tolerance for ErrorThe design minimizes hazards and the adverse consequences of accidental or unintended actions.

PRINCIPLE SIX: Low Physical EffortThe design can be used efficiently and comfortably and with a minimum of fatigue.

PRINCIPLE SEVEN: Size and Space for Approach and UseAppropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.

http://www.ncsu.edu/ncsu/design/cud/pubs_p/docs/poster.pdf

DU LIMPACT and EXTENSIONThe concepts of the Universal Design architectural movement and its seven

principles extend into the accessible educational thought process called University

Design for Learning or UDL.

“Universal Design for Learning extends universal design in two key ways. First, it

applies the idea of built-in flexibility to the educational curriculum. Second, it pushes

universal design one step further by supporting not only improved access to

information within classrooms, but also improved access to learning.”

http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_2.cfm

DU LCONNECTION of UD, UDL and Early ATIn 1984 a group educational advocates and researchers founded CAST, the

Center for Applied Special Technology. By 1995, the concept of Universal Design

for Learning was now being featured and explained in CAST presentations.

After the introduction of UDL principles to the Council of Exception Children via

the topical brief entitled Design Principles for Student Access, several accessibility

software technologies such as Bobby, Thinking Reader, and CAST eREADER 3.0

emerged. CAST also continually strived to monitor the overall accessibility and

application of UDL principals on their website. The National UDL Support Center

was then founded in 2009 as an outgrowth program of CAST.

http://www.cast.org/about/timeline/index.html

http://www.udlcenter.org/aboutudlcenter

DU L

http://www.udlcenter.org/aboutudl/whatisudl

UDLis necessary

“Individuals bring a

huge variety of skills,

needs, and interests to

learning. Neuroscience

reveals that these

differences are as

varied and unique as

our DNA or

fingerprints. Three

primary brain

networks come into

play:”

DU LPrinciple I: Provide Multiple Means of Representation

the WHAT of learning

Principle II: Provide Multiple Means of Action and Expression

the HOW of learning

Principle III: Provide Multiple Means of Engagement

the WHY of learning

I

II

III

WHAT

HOW

WHY

http://www.udlcenter.org/aboutudl/whatisudl/3principles

UDL Three PrinciplesThree principles extend from the foundational concepts of UDL:

DU LPrinciple I: Provide Multiple Means of REPRESENTATION

IWHAT

http://www.udlcenter.org/aboutudl/udlguidelines/principle1#principle1_g1

Guideline 1: Provide options for perception

Guideline 2: Provide options for language,

expressions, and symbols

Guideline 3: Provide options for comprehension

It is important that ideas are presented in multiple

modes of representations that allow learners to use a

multisensory and experiential process.

DU LPrinciple II: Provide Multiple Means of ACTIONS and EXPRESSION

IIHOW

Guideline 4: Provide options for physical action

Guideline 5: Provide options for expression and

communication

Guideline 6: Provide options for executive functions

It is important that learners are provided various

opportunities for the expressive output of ideas in

multiple modalities.

http://www.udlcenter.org/aboutudl/udlguidelines/principle2#principle2_g4

DU LIIIWHY

Principle III: Provide Multiple Means of ENGAGEMENT

http://www.udlcenter.org/aboutudl/udlguidelines/principle3#principle3_g7

Guideline 7: Provide options for recruiting interest

Guideline 8: Provide options for sustaining effort and

persistence

Guideline 9: Provide options for self-regulation

It is important to go after the learner’s interests and

provide appropriate methods for successful sensory

modulation to help sustain the learning

process.

DU LAPPLY UDL PRINCIPLES TO DEVELOP EXPERT LEARNERS who are

“The goal of UDL is to create environments in which everyone will

have the opportunity to become expert learners and the means to

get there, be it tech or non-tech, should be flexible.”

http://www.udlcenter.org/aboutudl/expertlearners

http://www.udlcenter.org/aboutudl/udltechnology

“By definition, UDL is

concentrated on proactively

overcoming barriers that

inhibit students from being

successful and maintaining

high levels of achievement”

(Basham, Israel, Graden,

Poth & Winston, 2010).

DU LCONNECTION of UDL to ASSISTIVE TECHNOLOGY

“In short, technology is

not synonymous with

UDL, but it does play a

valuable role in its

implementation and

conceptualization.”http://www.udlcenter.org/aboutudl/udltechnology

http://community.udlcenter.org/

Assistive Technology is not automatically UDL. Assistive Technology can help

create opportunities for students to perform at their best while it implements

principles of UDL to improve the overall learning process. “The use of

technology provides clear advantages to those who wish to provide flexible,

supportive, and adjustable learning and productivity experiences to all learners”

(Hitchcock & Stahl, 2003).

DU L

APPLICATION of UDL

UDL can be applied in the development of curriculum materials in the

classroom. Materials that are accessible and flexible to meet the needs of any

learner of any age, ability, gender, linguistic or cultural background.

Curriculum materials created with UDL principles should help instructors

differentiate instruction and modify curriculum for any learner.

DU LAPPLICATION STRATEGIES of UDL

• Use multiple strategies to present content

• Offer a choice of learning

• Use a variety of materials

• Provide cognitive supports

• Teach to a variety of learning styles

• Provide flexible opportunities for assessment

(Rose & Meyer, 2002)

https://teal.ed.gov/tealGuide/udl

DU LRESOURCES ON UDL IN CURRICULUM

http://mits.cenmi.org/Resources/UDLCriticalElements.aspx

http://www.ocali.org/center/udl

http://e3t.org/

http://udlexchange.cast.org/home

REFERENCES

Basham, J., Israel, M., Graden, J., Poth, R., and Winston, M. (2010) A comprehensive approach to rti: embedding universal design for learning and

technology. Learning Disability Quarterly , 33(4), 243-255. http://0-www.jstor.org.maurice.bgsu.edu/stable/23053228

Cortiella, C. (2008). A Parent’s Guide to Universal Design for Learning (UDL).

http://www.ncld.org/images/stories/Publications/AdvocacyBriefs/ParentGuide-UDL/ParentsGuidetoUDL.pdf

Hitchcock, C., & Stahl, S. (2003). Assistive technology, universal design, universal design for learning: improved learning

opportunities. Journal Of Special Education Technology, 18(4), 45-52.

http://0-search.ebscohost.com.maurice.bgsu.edu/login.aspx?direct=true&db=eft&AN=507858001&site=ehost-live&scope=site

Rose, D.H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for

Supervision and Curriculum Development.