Universal Design of Instruction*

What is Universal Design of Instruction?

Universal Design of Instruction (UDI) can provide a starting point for proactively developing an inclusive model for instruction. This body of knowledge can be applied to create courses where lectures, discussion, visual aids, videotapes, printed materials, labs, and fieldwork are accessible to all students.

Universal Design reframes the concept of accessibility from "special features for a few" to good design throughout the lifespan. UDI gives each student meaningful access to the curriculum by assuring access to the environment as well as multiple means of representation, expression, and engagement. It makes course content and activities accessible to people with a wide range of abilities, disabilities, ethnic backgrounds, language skills, and learning styles.

Principles of Universal Design for Instruction

Equitable Use

• The design doesn't disadvantage or stigmatize any group of users.

• Guidelines: Provide the same means of use for and appeal to all users; avoid segregating; provide for the privacy, security and safety for all.

Flexibility in Use

• The design accommodates a wide range of individual preferences and abilities.

• Guidelines: Provide choice in methods of use and facilitate the user's accuracy and precision; assure compatibility with accommodations and adaptability to the user's pace.

Simple, Intuitive Use

• Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.

• Guidelines: Eliminate unnecessary complexity, be consistent with user expectations and intuition, and accommodate a wide range of language skills; arrange information in order of importance; incorporate prompts and feedback.

Perceptible Information

• The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.

• Guidelines: Incorporate a variety of modes for redundant presentation of essential information; provide contrast between essential information and its surroundings; assure compatibility with techniques and devices used by people with sensory limitations.

Tolerance for Error

• The design minimizes hazards and the adverse consequences of accidental or unintended actions.

• Guidelines: Minimize errors through the arrangement of elements by placing the most used elements in the most accessible location and eliminating or shielding hazardous elements; include warnings and fail-safe features; discourage unconscious actions in tasks that require vigilance.

Low Physical Effort

• The design can be used efficiently and comfortably, and with a minimum of fatigue.

• Guidelines: Allow users to maintain a neutral body position; use reasonable operating force; minimize repetitive actions and sustained physical effort.

Size and Space for Approach & Use

• Appropriate size and space is provided for approach, reach, manipulation, and use, regardless of the user's body size, posture, or mobility.

• Guidelines: Provide a clear line of sight to important elements and assure comfortable reach for any seated or standing user; accommodate variations in hand and grip size; provide adequate space for assistive devices and personal assistance.

A Community of Learners

• The instructional environment promotes interaction and communication among students and between students and faculty.

Instructional Climate

• Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students.

*The information above is from the University of Washington DO-IT program. The guidelines are from The Center for Universal Design at North Carolina University.