Introduction

Physical Accessibility

Assistive Technology

Universal Design

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Universal design is a concept that originally came from architectural studies. With universal design, we take into account considerations of physical access (for example, being able to get into buildings), which in turn lead to the incorporation of adaptations that people need. Curb cuts, automatic doors, and ramps are examples of such adaptations. When using universal design principles, accommodations are originally built into a design, as opposed to being added later. Universal design principles have extended beyond architecture and are now being applied to learning environments, such as your own classes!

In terms of learning, universal design refers to designing instructional materials and activities in such a way that the learning goals can be achieved by students with varying differences in ability. Universal design for learning offers a flexible curriculum that provides alternatives for students with disabilities. As in architecture, alternatives are directly built into the instructional design instead of being added on later.

Universal design is important because simply providing physical access to general education does not guarantee that the student is benefiting academically, and cognitively. More is needed to ensure full academic inclusion. There are certain prerequisites to learning that should be built into the curriculum. These prerequisites include information that is accessible, available support for the development of skills, and the student perceiving the learning as important.

Universal design builds these prerequisites into the curriculum by:

1. Providing multiple representations of the information that is presented. For example, let students learn through books, on the computer, or by an audio tape - depending on which variation produces the best results.

2. Providing alternative means of expression. Students should be given more than one way to express what they have learned, such as a standard pencil and paper method, and oral discussion of what they know, a computer game that assesses the student’s knowledge, etc.

3. Providing multiple means of motivating and engaging students. Not all students will be motivated by the same things. Earning free time may work for some students, but not others. Visual displays may engage certain students but may be a problem for other students. Remember, variety is the spice of life!

Below are some aspects of universal design:

A. Inclusiveness: It is crucial to create a learning environment that values and respects diversity. Teachers should encourage students to meet with them to discuss disability related issues and special learning needs. Teachers should always respect the privacy of their students.

B. Physical Access: All learning environments (classrooms, labs, etc.) should be accessible to students with a wide range of physical abilities and disabilities. Equipment and activities should minimize prolonged physical effort, and provide different options for operation. Accommodations should be made for both right and left handed students, as well as students with physical disabilities, or limited physical abilities.

C. Delivery Methods: Alternative methods of delivering information should be provided including lectures, discussion, hands-on activities, fieldwork, and Internet based activities. It is helpful to provide printed materials that summarize the information that was delivered in class orally.

D. Access to Information: Videotapes should be captioned. Printed materials should also be available in electronic format. Provide students with printed materials prior to a lecture or discussion so they may prepare before the topic is presented.

E. Interaction: Encourage different ways for students to interact with one another and the teacher. Examples are in-class questions, discussion, and group work.

F. Feedback: Effectively prompt students during an activity, and provide adequate feedback after the activity is completed.

G. Demonstration of Knowledge: Multiple ways for students to demonstrate knowledge should be provided. This means finding other ways to assess knowledge than just the traditional tests. Examples are essays, group work, demonstrations, presentations and portfolios.

By employing the universal design approach to learning, inclusive environments are designed so that they are accessible to everyone, which minimizes the need for individual accommodations. For students with severe disabilities, universal design can be the difference between participation and exclusion. For students with mild disabilities, or varied learning styles, universal design can enhance their performance and allow them to participate equally with their peers. By making educational opportunities accessible to students with disabilities, we can reach the ultimate goal of creating a level playing field for everyone. When you think about it, universal design truly benefits all students, including yourself!

References:

Universal design in the classroom and computer lab. Retrieved from: http://staff.washington.edu/sherylb/univ_pacer.html

Ensuring access to the general education curriculum (Fall, 1999). Retrieved from:

Once you have completed the above activity, you are ready to proceed to the quiz on this unit! Let your teacher know that you are ready!