Universal Design Strategies

Overview

The origins of Universal Design (UD) evolved from the disciplines of engineering, urban planning, and construction. It involved consideration of factors associated with aesthetics, engineering options, environmental issues, safety concerns, and cost. According to the North Carolina State University Center for Universal Design, UD principles are characterized by 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. The example of this is a ramp into a building. This provides access to a full range of individuals (e.g., person pushing a stroller, using crutches, carrying a heavy load, or using a wheelchair). Principles of UD that are being incorporated within the continuum of education are referred to as Universal Design of Learning (UDL), Universal Design of Instruction (UDI), and Universal Course Design (UCD). Characteristics of UDL, UDI, and UDC are similar. UDL characteristics provide strategies for the student (or learner) and UDI is an approach to college instruction that anticipates diversity of learners and provides a framework for college faculty to incorporate inclusive strategies in their teaching. UCD provides specific guidance on syllabus design and other aspects of college course structure.

Planning Instruction

Planning for Instruction using Universal Design Principles

Universal Design (UD) principles provide a framework to encourage faculty members to actively utilize and embed inclusive instructional practices into their course(s).  These inclusive teaching methods reach a broader range of learners.  Research has shown that students feel most successful in courses where clear, consistent expectations are set from the beginning, learning is treated as a process, and a variety of instructional strategies are employed by the professor (Madaus, Scott, & McGuire, 2003). There is an underlying connection between UD and disability accommodations; both encourage accessibility to more diverse groups of people.  While UD is not as specific as accommodations, it is likely that if the UD principles are incorporated, the need for accommodations may decrease (Ketterlin-Geller & Johnstone, 2008). In other words, by embedding UD principles within course frameworks, there may be a decrease of specific accommodation requests from students with disabilities.  When inclusive learning environments are created, there is less need for students to request or instructors to provide individualized accommodations.  However, thoughtful prior planning is critical for both the professor and student to fully benefit from utilizing UD instructional practice. This preparatory step has the ability to maximize quality instructional opportunities that support the learning objectives for all students.

Three main areas related to planning for instruction:

• Syllabus Development
• Online Considerations (i.e., Blackboard)
• Course Material Considerations

Syllabus Development

An explicit and accessible syllabus serves as a central document and record of a course.  Students rely on the syllabus as a guide throughout the course and a type of contractual agreement established from the beginning of the term. The following are questions that can assist in the development of a syllabus reflective of UD principles as well as a sample syllabus statement.
In what ways does a well-crafted syllabus contribute to my teaching portfolio?

• It demonstrates how you conceive your subject matter as a body of information on its own and how it fits into the larger work of your field
• It provides evidence of your ability to define the essential elements and focus of the course
• It explains the methods, procedures and processes used by scholars in your field
• It describes the organization of your presentation of your subject
• It defines learner outcomes in objective terms
• It explains  assessment procedures in terms of contribution to learning  

How does a syllabus promote my teaching goals? A learner-centered syllabus will help students meet your goals when it:

• Organizes the structure and content of the course
• Establishes a framework for thinking about the subject from your point of view
• Clearly explains the goals of the course in terms of information and learning processes
• Establishes clear rules and boundaries for performance
• Suggests resources to promote successful learning experiences

Design your syllabus: Both organization of information and formatting are important. The information should be designed so that each section is easily observed and understood. The information provided, additional information, and UD-based syllabus examples can be found at the Emory University websitehttp://www.portals.emory.edu/sylideas.html

Guiding language to include in your syllabus: “The University of Oregon is working to create inclusive learning environments.  Please notify me if aspects of the instruction or course design result in disability related barriers to your participation. You are also encouraged to contact the Accessible Education Center in 164 Oregon Hall at 541-346-1155.

Online Considerations

Blackboard and Universal Design
Blackboard can be used as an important course-planning tool. An important aspect to consider when using Blackboard is that it provides the “manager” many features to customize the design, which can improve accessibility and contribute to a positive course experience for all students.  When designing course material for Blackboard, the following should be considered to maximize access for all students.

Consider font size and color choices	Place new items at the top of the page
Organize logically with well labeled folders	Use section headings as well as bold face and color to denote sections
Remove unused buttons	Avoid narrative form in lists – use bullets
Hyperlink to sites that support content	Provide documents in open formats (e.g., PDF, JPG)
Describe visual images with text	Consider “printable” format for long documents
Embed video and audio to support content

 

Course Material Considerations

Preparing Course Material

The core concept of UD is that by anticipating and planning for the diverse needs of the potential users, the resulting product will better suit the needs of all users.  When applying the concept of Universal Design to instruction, the desired benefits are the same.  Anticipating and planning for the diverse needs of all students, including students with disabilities, results in a better learning experience for all students. Utilizing Universal Design principles can save time for instructors, reduce possible stigma associated with asking for special accommodations, and provide a greater sense of equity and fairness for all students.  Below is a framework to assist in creating a course design that is aligned with these principles:

• Identify the learning objectives for the course and the contribution it makes to the broader curriculum.
• Be explicit about the generic skills your course will foster (e.g., research skills, written and oral communication, leadership skills, computational skills, etc.).
• Be clear about the intended depth of each learning objective (i.e., is the objective to be introduced, reinforced, or mastered?)
• Create a guiding framework or conceptual model (i.e., concept map, graphic syllabus) that visually links all of the major learning objectives of the course.
• Use a guiding framework for planning the sequencing and integration of course components and for explaining the intent of the course (and each section) to students. Refer back to this framework throughout the course.
• Ensure congruence among learning objectives, learning activities, and methods of assessment
• Develop learning and assessment activities that 1) require students to acquire essential building blocks or core concepts and then focus on their application and extension and/or 2) expose students to broad concepts and then require them to explore the various sub-components of the concept.
• When selecting specific course materials be aware of the publisher’s ability to provide an accessible digital format, or those materials that are readily available in more than one format (digital, online, print). If videos will be shown determine if they are captioned.
• Structure the course so that there are weekly activities (e.g., readings, quizzes, postings, etc) to help students keep pace with the material.
• Consider how instructors of pre- or post-requisite courses organize and present their course material (e.g., websites, manuals, course outlines) so that presentation is reasonably consistent from one course to the next.
• Talk to a colleague and ask for feedback on the clarity of your framework, learning objectives, activities, and assessments.

Madaus, J.W., Scott, S. & McGuire, J. (2003). Barriers and bridges to learning as perceived by postsecondary students with learning disabilities (Universal Design for Instruction Project Technical Report No. 01). Retrieved from University of Connecticut, Center on Postsecondary Education and Disability website: http://www.facultyware.uconn.edu/TechnicalReports.cfm

Ketterlin-Geller, L. & Johnstone, C. (2008). Accommodations and universal design: Supporting access to assessments in higher education. Journal of Postsecondary Education and Disability, 19(2), 163-171.

Delivering Instruction

Universal Design and Delivery of Instruction
  
College faculty members face new challenges in meeting the instructional needs of an increasingly diverse student population. Orr and Hammig (2009), as well as  researchers at University of Washington, identified distinct themes that characterize strategies for assisting faculty in planning and delivering inclusive teaching practices:
Strategy                                                                                  Example

Provide flexibility in the way information is presented.	Consider presenting course materials in multiple formats (e.g., lecture, text, graphics, audio, provide large visual and or tactile visual aids, use video, and provide hands-on-activities). Repeat questions asked during class before providing answers.
Provide flexibility in ways students respond or demonstrate knowledge and skills.	Consider using interactive technology to facilitate class communication and participation (e.g., a discussion board). Consider providing opportunities for oral responses in addition to written responses.
Provide flexibility in ways students are engaged.	Consider using a variety of instructional formats to engage students in learning (e.g., small groups, peer learning, and project-based activities). Use technology to increase a variety of course material formats (e.g., podcasts of lectures, post electronic versions of course handouts on Blackboard).
Minimize potential barriers to instruction. This can address physical, perceptual, and cognitive barriers that can interfere with learning.	Begin each class session with an outline/agenda of topics that will be covered. Summarize key points periodically throughout the lecture (e.g., once every 10 minutes). Connect key points with larger course objectives. When possible, use materials that include reference material to assist with developing background knowledge. Try to select or create materials that are universally designed (e.g., printed material that is also available in a digital or audio format). Make content relevant to a range of perspectives.
Provide appropriate accommodations, supports, and challenges to benefit all students.	Allow students to digitally record class sessions. Allow students flexibility in submitting assignments electronically. Videos shown in class should be captioned. Provide cognitive supports such as using instructional scaffolding tools (e.g., outlines, study guides, etc.). Provide the same means of participation to all students – identical when possible, equivalent when not.
Maintain high achievement expectations for all students	Providing clear feedback at marked intervals throughout the quarter. Encourage high expectations and performance by providing models of skilled performance (e.g., term paper rubrics).

 

These websites provide additional guidance pertaining to inclusive learning and delivery of instruction, examples of resources related to instructional implementation, and a list of research evidence associated with instructional implementation of Universal Design principles.
Inclusive Learning: http://www.udlcenter.org/aboutudl/udlguidelines.
Instructional Resources: http://www.udlcenter.org/implementation/examples
UD Instructional Research: http://www.udlcenter.org/research/researchevidence
References:
http://www.washington.edu/doit/Brochures/Academics/equal_access_udi.html

Orr, A.C., & Hammig, S (2009).  Inclusive postsecondary strategies for
teaching students with learning disabilities:  A review of the literature.
Learning Disability Quarterly, 32(3), 181-196).

Evaluating Instruction

Evaluating Instruction and Universal Design

Designing assessments is never easy, and design challenges are increased when learning needs of the student population are diverse.  Assessment results can be used for making a variety of decisions, including determining whether or not students are learning material or to determine if students have acquired content knowledge in a particular area of study. Since assessment results can have far reaching consequences for students that range from recommending that a student get additional tutoring to denying matriculation or graduation, it is important to develop high quality assessments that are appropriate for all students.  The purpose of inclusive assessment is to utilize flexible assessment methods that address barriers to expression of knowledge.  An over reliance on a single mode of assessment may not account for differences in students’ physical, cognitive, emotional, or sensory differences.  The first step in developing an inclusive assessment is to think carefully about the skills and content knowledge that you are attempting to evaluate.  Many skills such as reading speed may be unintentionally evaluated.  These skills are often referred to as access skills because they are needed to access the intended construct.  Access skills are especially prevalent in performance assessments that require students to integrate many supplemental skills when demonstrating their knowledge.

            For students with diverse characteristics, including students with disabilities and students whose first language is other than English, access skills often limit their ability to demonstrate their content knowledge.  The adoption of universal design principles for assessment is one proactive strategy that can be used by instructors to help ensure accurate evaluation of student knowledge.

UD Assessment Approaches

Clearly articulate the decisions you want to make about students’ skills and knowledge from the test assignment.	Are you looking for background knowledge or just relevant course content? Are you expecting writing skills? What level of expertise are you expecting?
Think about how students can best demonstrate their skills and knowledge in a way that will help you make decisions.	Demonstration of knowledge may include written tests, papers, presentations, demonstrations, etc.
Identify the access skills needed to successfully interpret and respond to assessment items.	Identify the skills needed to complete the assessment that are not related to the course content (e.g., spelling skills). Identify the skills you believe reflect the construct being evaluated.
Design a task that will allow you to make the decisions you want to make.	Explicitly state the expectations for students and which skills will and will not be evaluated.
Design the scoring guide or rubric with decisions in mind.  Tell students what you are trying to measure.	A rubric should align with the construct being measured.  Multiple constructs being evaluated beyond course content should be clearly outlined.

 

 

 

 

 

 

 

 

 

Elements of an Assessment with UD Principles

Because of the potential complexities associated with designing an assessment tool aligned with UD principles, the following seven elements should be considered:

• All student populations are considered when developing an assessment tool.
• Constructs are precisely defined (i.e., intended material or skills to be tested are transparent).
• Test items should be accessible and non-biased (e.g., test items should not be biased against a particular student population).
• Assessment should be amendable to accommodations (e.g., test design should allow for the use of accommodations).
• Instructions should be simple, clear, and intuitive.
• Assessment language should be comprehensible based upon course content, academic level, and student population.
• Organization and formatting (both print and graphics) should not be a barrier to comprehension.

Assessment Design Considerations

To minimize the effects of deficits in access skills and to provide instructors with a more accurate understanding of student knowledge of material, instructors can evaluate their course assessments by using the following questions:

• Are the instructions on the assessment easy for students to understand?
• Is the layout of the assessment easy to navigate?
• Are items formatted consistently throughout the assessment?
• Is the language used in the assessment appropriate for the students enrolled in the class? 
• Is the nonessential vocabulary (unrelated to course content) understandable?
• Is the print large and legible enough for all students to read?  Are diagrams clear and consistent with the text?
• Can the assessment be taken in a variety of formats? (e.g., paper, computer-based)?
• Can a potential allowable accommodation for a student be used on this assessment without changing the underlying construct(s) that is being assessed?