4.6 Universal design for access and equity  (Page 5/11)

Universal design

One of the promising practices in higher education is the use of the Universal Design Framework in planning and delivery of instruction. The report, Transforming American Education: Learning Powered by Technology (U.S. Department of Education, 2010) recommends that educators use design principles and technology tools that reflect research in neuroscience, cognitive science, education and social science regarding types of learning - factual and procedural knowledge and motivation and engagement. This framework for instructional design considers the environment and the learner including ALL students regardless of challenges due to disability, ethnicity, culture, age, class, gender or other life circumstances. The concept of universal design is rooted in the field of architecture as products and environments intended to be usable by all people, to the greatest extent possible, and without adaptation or specialized design (Center on Universal Design, 1997; Universal Design Alliance, 2010). The principles of universal design for the built environment laid the foundation for universal design approaches in education. Researchers developed universal design models focusing on instructional practices for learners. There are actually two lines of research that focus on either learning or instruction. The Center for Applied Special Technology (CAST) extended this concept to the learning environment in K-12 education and promoted it as Universal Design for Learning (UDL) (Rose and Meyer, 2002) , while McGuire, Scott and Shaw (2004) developed Universal Design for Instruction (UDI) for postsecondary education. The UDL principles in K-12 education focus on the design of instructional materials and methods that offer flexibility to meet individual needs of a wide range of learners. UDI expands upon the architectural principles and offers applications in higher education related to design of the learning environment. Both concepts will be discussed and applications for online courses described.

Universal design for instruction (udi)

Universal design provides faculty with methods and strategies for planning and delivering instruction that addresses the needs of increasingly diverse learners. While some students with disabilities might require accommodations to make instruction more accessible the universal design principles are “built-in” thus reducing the need for adapting instruction or retro-fitting the learning environment. Given the nature and range diverse learning needs of students with disabilities we can never totally eliminate the need for accommodations; however, application of universal design principles can reduce the number of accommodations provided. Using these methods and strategies to create inclusive learning environments, access for other diverse learners is enhanced.

Universal design principles, based upon the architectural and built environment model are expanded in UDI approach with the addition of two principles, specific to the learning environment in higher education. Universal design for instruction principles include a) equitable use, b) flexibility, c) simple&intuitive, d) perceptible information, d) tolerance for error, e) low physical effort, and f) size and space for approach. Researchers expanded these principles to include, g) community of learners, and h) instructional climate (McGuire, Scott,&Shaw, 2004; Palmer, 2003). Scott, McGuire and Foley (2003) further described the principles of universal design for instruction and delineated specific strategies which are presented in the next section.