Universal Design Approaches (UDA)
Originally attributed to architecture, universal design (UD) is a process for creating education that is accessible to everyone. Universal design theory uses research from cognitive science, instructional design and other disciplines to create lesson plans that are applicable to a large range of learning styles and disabilities. Brain research indicates that there is no clear dichotomy between ‘normal’ learning and ‘disabled’ learning, but rather a continuum of learning differences (Rose & Meyer, 2002). By following principles of Universal Design lessons become more accessible and more understandable to a large range of students and learning styles. Applying UD to the design of your lessons can be as simple as being aware of potential access problems and having alternative information and activities prepared. One can also take advantage of new multimedia and assistive technologies that have the capabilities to create adaptive instruction true to the principles of UD. The idea is to provide:
Working Group on Universal Design Approaches:
During the 2006-2007 academic year, a diverse group of staff and faculty at Salem State began meeting to talk about the application of UD approaches in higher education. The objective of our informal working group is to promote and support the adoption of UD approaches by Salem State College faculty across undergraduate and graduate curricula.
Current Participants:
Elspeth Slayter, School of Social Work (Coordinator, x7005 or eslayter@salemstate.edu)
Gail Rankin, Information Technology
Johannah Morgen, Continuing Education
Thomas Hallahan, Theatre and Speech Communication
Marc Boots-Ebenfield, Center for Teaching Innovation
Lisa Bibeau, Office for Students with Disabilities
Drop in to one of our informal meetings:
We meet monthly in the Central Campus Café. Our informal meetings are a time for brainstorming, sharing ideas and learning about UD approaches in an interdisciplinary setting. Our meetings during the Fall semester of 2007 are listed below, please contact Elspeth Slayter (x7005) for more information:
- Tuesday, October 16th, 3-4 p.m. Central Campus Cafeteria
- Friday, November 16th, 12:30-1:30 p.m. Central Campus Cafeteria
- Tuesday, December 11th, 3-4 p.m. Central Campus Cafeteria
(Or join us for a more hands-on workshop on Monday, October 29th 2007 from 11a.m.-12p.m. in Library room 312).
Application of Universal Design Approaches in Teaching and Learning: UD is applied to the teaching and learning process under a number of different monikers. For example, proponents of UD for learning (UDL) suggest that the idea is to provide:
- Multiple means of representation to give learners various ways of acquiring information and knowledge
- Multiple means of expression to provide learners alternatives for demonstrating what they know, and
- Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn"
(from CAST: http://www.cast.org/research/udl/)
Similarly, proponents of Universal Design in Instruction (UDI) developed a theoretical framework and/or checklist for using UD principles in the teaching and learning process:
Principle 1 : Equitable use: Instruction is designed to be useful to and accessible by people with diverse abilities. Provide the same means of use for all students; identical whenever possible, equivalent when not.
Principle 2 : Flexibility in use: Instruction is designed to accommodate a wide range of individual abilities. Provide choice in methods of use.
Principle 3 : Simple and intuitive: Instruction is designed in a straightforward and predictable manner, regardless of the student's experience, knowledge, language skills, or current concentration level. Eliminate unnecessary complexity.
Principle 4 : Perceptible information: Instruction is designed so that necessary information is communicated effectively to the student, regardless of ambient conditions or the student's sensory abilities.
Principle 5 : Tolerance for error: Instruction anticipates variation in individual student learning pace and prerequisite skills.
Principle 6 : Low physical effort: Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning.
Note: This principle does not apply when physical effort is integral to essential requirements of a course.
Principle 7 : Size and space for approach and use: Instruction is designed with consideration for appropriate size and space for approach, reach, manipulations, and use regardless of a student's body size, posture, mobility, and communication needs.
Principle 8 : A community of learners: The instructional environment promotes interaction and communication among students and between students and faculty.
Resources:
Examples of UD in Education:
Stories from the Classroom (CAST)
Strangman, N., Hall, T., & A. Meyer (2003). Graphic Organizers and Implications for Universal Design for Learning: Curriculum Enhancement Report. Retrieved August 2007 from http://www.k8accesscenter.org/training_resources/udl/GraphicOrganizersHTML.asp
Organizations:
Center for Applied Special Technology (CAST)
Association on Higher Education and Disability (AHEAD)
Books:
Bowe, F. (2000). Universal Design in Education. Greenwood Press.
Rose, D. & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Washington, ASCD. Retrieved November 12, from http://www.cast.org/teachingeverystudent/ideas/tes/index.cfm
Online Articles:
Bremer, C. D., Clapper, A.T. & Hitchcock, C. et al. (2001). Universal Design: A Strategy to Support Students' Access to the General Education Curriculum. National Center on Secondary Education and Transition. Retrieved December 2006 from http://www.ncset.org/publications/viewdesc.asp?id=707
Burks, M. (2000). Raising Awareness of the Economic Advantages of Universal Design. Keynote Speech, CUU 2000 ACM Conference on Universal Usability. Arlington, VA: ACM Conference on Universal Usability. Retrieved November 2006 from http://www.icdri.org/BurksMISC/raising_awareness_of_the_economi.htm
Center for Universal Design (1997). Universal Design Principles. Retrieved December 2006 from http://www.design.ncsu.edu/cud/about_ud/udprinciples.htm
Higbee, J.L. (ed.) (2003). Curriculum transformation and disability: Implementing universal design in higher education. Retrieved August 5, 2007, from http://www.gen.umn.edu/research/crdeul/books.htm
Hitchcock, C. G., (2001). Balanced instructional support and challenge in universally designed learning environments. Journal of Special Education Technology, 16(4), 23-30. Retrieved December, 2006 from http://jset.unlv.edu/16.4/hitchcock/first.html
Horwitz, P. & Tinker, R. (2005). Universal Design with Technology. Spring 2005 Newsletter. Concord, MA: Concord Consortium. Retrieved Nov, 2006 from http://www.concord.org/publications/newsletter/2005-spring/universal.html
Ketterlin-Geller, L. (2005). Knowing What all Students Know: Procedures for developing universal design for assessment. Journal of Technology, Learning and Assessment. 4 (2). Retrieved October 30, 2006 from http://www.jtla.org.
Munro, M. & McMullin, B. (2005). Conflict of interests? Can tensions between accessibility, interactivity and multimedia in e-learning be overcome? Dun Laoghaire, Ireland: Presentation EdTech 2005. Retrieved November 2006 from http://eaccess.rince.ie/white-papers/2005/edtech-2005/
NEA Higher Education Advocate Issue on Reaching All Students
Rose, D. & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Washington, ASCD. Retrieved November 12, from http://www.cast.org/teachingeverystudent/ideas/tes/index.cfm