Disability Services for Students
Universal Design for Instruction
FACT SHEET
What is Universal Design for Instruction?
Universal Design for Instruction (UDI) is an approach to
teaching that consists of the proactive design and use of inclusive instructional
strategies that benefit a broad range of learners including students
with disabilities. The nine Principles of UDI© provide a framework
for college faculty to use when designing or revising instruction to
be responsive to diverse student learners and to minimize the need for "special" accommodations
and retrofitted changes to the learning environment. UDI operates on
the premise that the planning and delivery of instruction as well as
the evaluation of learning can incorporate inclusive attributes that
embrace diversity in learners without compromising academic standards.
Where did the idea of Universal Design for Instruction
originate?
UDI is based on the concept of Universal Design (UD), an
idea that originated in the field of architecture to meet the needs of
an increasingly diverse public. When a UD approach is applied to the
creation of products and environments, consumer access is broadened because
inclusive features are incorporated into the design from the outset.
By anticipating a variety of needs, ages, abilities and disabilities,
planners embrace the notion of diversity as an essential element of their
work. Examples of universally designed environments and products are
increasingly present in our daily lives: curb cuts on sidewalks, closed
caption text on television screens, electronic doors for entryways to
buildings. One of the important aspects of UD is that its inclusive elements
benefit all users, not just those with disabilities.
Today’s college student population is increasingly
diverse in educational background, age, gender, culture, ability, disability,
and primary language. Faculty who are designing instructional experiences
and supportive learning environments have an opportunity to enhance instructional
accessibility. Universal Design for Instruction integrates the “usability” features
of Universal Design with research on effective instructional practices.
An important feature of Universal Design for Instruction is that its
inclusive instructional design elements benefit a broad range of learners.
Why should faculty implement Universal Design for Instruction?
Traditional means of meeting the learning needs of students
with disabilities have significant limitations. Classroom accommodations,
such as extra time on tests or the provision of a notetaker, are typically
changes that are retrofitted to a course in order to minimize the impact
of the disability. While nondiscriminatory in intent, accommodations
are rarely based on pedagogical decisions by faculty concerning the best
way to promote student learning. UDI offers a proactive alternative for
ensuring access to higher education for college students with disabilities.
By providing faculty with a framework and tools for designing inclusive
college instruction, the dialogue surrounding college students with disabilities
changes from a focus on compliance, accommodations, and nondiscrimination
to an emphasis on teaching and learning. Learning environments can never
be entirely accessible to all students' needs since some students will
continue to need individualized accommodations. But all learning environments
can be made more accessible and inclusive.
How do instructors apply Universal Design for Instruction
in their classrooms?
The nine Principles of UDI© (available at www.facultyware.uconn.edu)
are based on the literature and research on UD and effective instruction.
They provide a framework for faculty reflection that can be used in a
number of ways. Depending on faculty needs, the Principles can be applied
to the design of a new course or used to reflect upon practices in an
existing class. They can inform a variety of teaching issues and approaches
ranging from assessing student learning, to broadening learning experiences,
to considering how an inclusive classroom climate can be established.
All nine principles will not apply to all aspects of instruction.
However, when viewing a classroom as a whole, each of the
principles will come into play. Although the Principles of UDI© can serve
as a useful reference point for experienced faculty from diverse academic
disciplines, they have particular relevance for junior faculty and graduate
teaching assistants seeking support and direction as emerging teachers.
Does Universal Design for Instruction mean that there is
only one “universal” way to design a learning experience?
No, UDI is not a synonym for "one-size-fits-all" instruction.
The Principles of UDI© are designed to support faculty in creating
courses that accommodate a wide spectrum of student needs. College classrooms
of today are enriched by the presence of students with differing abilities,
goals, experiences, and backgrounds. Higher education itself is characterized
by diversity. College instruction varies with respect to the format,
style, pace, and expectations for learning. Faculty benefit from support
for responding to student diversity while maintaining their academic
standards and autonomy as the designers of their courses. The word “universal” refers
to a flexible design that is specifically created to be used in diverse
ways.
Is Universal Design for Instruction another term for using
technology in instruction?
Technology can be a critical tool for creating inclusive
classrooms. Certainly, digital media provide for great flexibility in
instructional format and expand access to resources that benefit many
learners. However, UDI focuses on many elements of pedagogy and encourages
examination of teaching including the daily tasks of planning and delivering
instruction as well as assessing student learning.
How is the construct of Universal Design for Instruction
being developed?
As part of a three-year federal grant from the U.S. Department
of Education, Office of Postsecondary Education, the University of Connecticut’s
Center on Postsecondary Education and Disability began development of
the construct of UDI through an extensive review of the literature and
research in the areas of effective teaching, universal design, and diversity
in higher education. As a result, nine Principles of UDI© have
been proposed for informing college instruction. The Principles are undergoing
rigorous construct validation through a series of procedures involving
students with disabilities, college faculty recognized as outstanding teachers,
and college administrators. Through critical practice, dialogue, and
student and faculty feedback, the Principles continue to be refined and
validated.
In addition, instructional products and methods are being
submitted by faculty from many disciplines across the country for possible
publication on the Center’s UDI web site located at www.facultyware.uconn.edu.
Exemplary instructional products are accepted for publication based upon
a two-tiered juried review process. Two distinct Review Boards, one consisting
of experts in UDI and one comprised of faculty and administrators from
colleges across the country, provide ratings and feedback on each instructional
product. Visitors to the Facultyware web site can use these products
as examples of how the Principles of Universal Design for Instruction© can
be applied to the task of designing inclusive learning environments and
experiences for today’s diverse college classrooms.
How can I find out more about UDI?
More information about UDI and the UDI Project at the University
of Connecticut’s Center on Postsecondary Education and Disability
is available at: www.facultyware.uconn.edu.
Copyright © 2002
Center on Postsecondary Education and Disability
University of Connecticut
362 Fairfield Road, Unit 2064
Storrs, CT 06269-2064
www.cped.uconn.edu
Scott, S., McGuire, J.M., & Embry, P. (2002). Universal
design for instruction fact sheet. Storrs: University of Connecticut,
Center on Postsecondary Education and Disability.
Questions? Contact Tim Dailey at tdailey@socc.edu
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