Universal Design

Overview

On this page, you will learn more about that buzz word: Universal Design. But seriously, this is one of the most important topics of the training. Spend some time thinking about this topic. Look at the space you're in and think about if and how it's an example of Universal Design. Use UD in a sentence every day this week. Tattoo it on your inner wrist. Yes, UD... it's sort of a big deal...

You have a choice as to how to engage with the material in this lesson. Remember, the key concepts are always addressed in the text. If you need more info or learn by watching, the videos and resources are great supplements.

Read: What are UD & UDL?

Universal Design

Universal Design originally came from architecture. The idea was to design a building that could be used to the greatest extent possible by anyone, regardless of age, ability, etc. 

Common examples of Universal Design include the curb cut (allowing wheelchair users to navigate a side walk (but also benefiting bicyclists, people pushing strollers), elevator (useful for people unable to use stairs, or folks carrying heavy loads), larger / family restrooms (for parents with small children, people that may need assistance, or people who may not identify as male or female), automatic doors and ramps.

Many safety or transportation signs can also be used as examples of universal design.  Not only do they often have text commands/warnings, but the use of color, size, shape, and pictures help convey the message.  

photo of a stop sign with stop written in Arabic

When developing content or materials, it's good to keep Universal Design in mind. Applying Universal Design usually involves including alternative/supplemental formats (like how a stop sign not only uses text but also color) and offering your audience flexibility in choice. Let's break this down into a few examples:

Presentations

For presentations, people often use PowerPoints or visuals. These are great tools for someone that can see them. When giving a presentation using slides, you don't silently flip through the slides, you read them aloud and elaborate on the slide points - this is a great example of using multiple means of representation to get information across to your audience.

If your PowerPoint presentation includes images, you should also verbally describe those graphics when presenting - thus making sure anyone that can't see the graphics can receive the same info (this not only benefits someone with no or low vision but also the people in the back of your audience or people that just don't understand the purpose of significance of the image). 

Contact Info

Most of us have a preferred method of communication and might ask that people contact us via that channel. However, if your preferred method is the phone and you only provide your phone number, that might not be the best method for someone with impaired speech, hearing loss, or someone in a noisy environment. Allowing folks a few different ways to communicate with you/your office is a great way to support Universal Design and accessibility.  

Emails

Everyone loves an email with a cat picture or some snazzy background. However, if you're using an image to send out a virtual poster of sorts, you may not be supporting people using mobile devices or assistive technology. Try to ensure any text that is captured/embedded within an image is also presented outside of the image as text - again, providing multiple means in which the recipient can access the information. 

Live Captions

Even as a person with excellent hearing, live captions have proved invaluable a number of times. When audio has stopped working or people around me are talking loudly during a webinar, I've been able to use the live captions to follow along without issue. When someone comes to my cube during a webinar and I get distracted, I can scroll back through the captions and get caught up. When someone refers to something (usually an acronym) that I'm not familiar with, I can use the live captions to write down the acronym correctly so that I can research it later. 

Universal Design for Learning

Universal Design for Learning (UDL) is taking the same principles of Universal Design (in architecture) and applying it to... you guessed it: Learning! 

UDL has three primary components:

  1. Multiple means of representation
  2. Multiple means of engagement
  3. Multiple means of action and expression

Continue reading to explore what this means when it comes to designing/teaching a course. 

Multiple Means of Representation

Find different ways to explain the material/lessons. Chances are you already do this to an extent: students read the textbook, you explain it verbally, you stress and explain key terms, you draw diagrams on the board or show images as examples. Boom! You've used multiple approaches to explain a concept (text, audio/discussion, example, diagrams/graphics).

How this addresses accessibility

For a student that's dyslexic and struggles to read: your verbal description may help. For the student that is blind, the textual and verbal lessons will work for them. For a student that prefers visual cues or has a traumatic brain injury, the images and diagrams help them understand the lessons.

How to embrace this approach in your course

Using my example from above - if possible, don't have students wait until class for them to see a diagram or have the content explained in a different way - make sure they have the background knowledge to proceed. Identify the key objectives. If you have alternative resources or videos that supplement the text, provide them from the start. (Look at how each lesson is presented in this training.)

Multiple Means of Engagement

This element of UDL stresses motivation. Find ways to link material to students' lives and experiences by giving them choices. Allow them to find ways to self-assess and reflect on how the content impacts their interests and their lives. Highlight areas where they get to exercise choice.

And lastly, ask students to contribute to the course content and resources - you'll be surprised at the great resources they find and are eager to share.

How to embrace this approach in your course

Maximize motivation by making lessons relevant to students' lives. Explain the importance and relevance of your objectives, allowing them to be flexible enough for students to find ways to connect the learning objectives to their lives. 

A college teacher example - by Jess Thompson

"One quarter I had a student with Asperger's in my SOC 101 course. In this course, we covered a variety of topics - research, culture, social class, race, deviance, politics, etc. Each week, students were given an essay prompt to apply a concept from that week to a topic of their choice (they had to submit three essays over the term, so they got to pick which weeks/topics to write essays). This particular student was interested in Greek mythology, so every paper she wrote for the class had to do with Greek mythology but related to a different topic. She was able to connect the material to her passion and demonstrate an understanding of the concepts in a way that was relevant and meaningful for her. (And boy did it offer a new perspective/topic to read about from my end. Frankly, I couldn't have been more grateful.)"

Multiple Means of Action & Expression

This aspect of UDL stresses allowing students to demonstrate their learning in different ways. When it comes time for our students to demonstrate their understanding, certain approaches will benefit some and not others. Allowing a variety of assessment strategies can help in allowing students different ways to demonstrate their understanding. 

How this addresses accessibility

Completing certain types of activities will be easier or more challenging depending on the student. If a course was discussion based with a large class cap, this may be difficult or cumbersome for a blind student trying to navigate a lengthy discussion with a screenreader. If a course was multiple choice test based, it may disadvantage a student with a learning disorder. Allowing different ways to assess student learning is the best way to ensure students will have the opportunity to use their unique set of skills to show the skills they've gained.

Another teacher's example - By Jess Thompson

"For me, teaching two sections of SOC 101 most terms meant 80 students submitting the exact same assignment at the same time (AKA My. Grading. Nightmare.). I hit a point where I was tired of grading the same paper over and over and over, and students complained about writing papers. So, I told them not to write a paper, but I didn't tell them what to do instead (well... I begged for interpretive dances). I gave them a list of objectives - skills I needed to be able to witness - and then told them to pick their own format. Yes, I was nervous this would blow up in my face. And yes, I was blown away. Students submitted stop action animation films, music videos, websites, interactive paintings, and yes, !#$% papers. I was amazed at the things my students submitted, and I was energized by the level of their engagement, motivation, and pride in their work. It was the best decision I ever made as a teacher."

Watch: Video Introductions to UD & UDL

Meet the Normals - Adventures in Universal Design (6:42) 

This is a great video that identifies different factors that influence universal design.

Best Practices Through Universal Design for Learning (13:07)

This video does a nice job of showing how you can apply UDL principles to your course. Features faculty and students at Colorado State University describing the benefits of UDL.

TEDTalk: When we design for disability, we all benefit | Elise Roy (13:17)

This is a great video about a disability rights lawyer and design thinker, Elise Roy, and how designing for disability has come to benefit all of us.

Explore: UDL Websites & Resources