Universal design for learning: theory and practice

• Gordon, D., Meyer, A., & Rose, D. (2010). Universal design for learning: theory and practice. Retrieved from https://ebookcentral.proquest.com

IN DEPTH: UNIVERSAL DESIGN FOR LEARNING

At the core of teaching is the effective and accurate transfer of appropriate knowledge to all students. Teaching is complex particularly since the process typically requires that one person teach many and those many students are diverse in so many different ways. Teachers must adapt instruction so that every student in the classroom has an equal opportunity to learn.  One approach to achieving this is Universal Design. Adapted from outside of education, this approach offers a way to think about how we can best ensure effective, quality access to education for all learners. Awareness of universal design principles and how they apply to education can be indispensable in the creation of effective and meaningful lesson plans that address the needs of all learners.

What is Universal Design?

Universal Design (UD) has its roots in architectural design. The original intent of UD was to remove physical barriers so people with disabilities would have the same ease of access to physical spaces that others take for granted. UD when first envisioned addressed access to buildings. For example, UD suggested that buildings have no steps or alternatives to them; restrooms have wider doors, larger rooms, and more supportive fixtures; and streets have curb cutouts. When this same concept of eliminating the barriers that made life easier or more fulfilling for those with disabilities was applied to other products and environments, innovations in meeting the needs of disabled citizens were launched. UD was soon applied to the design of products and information technology.  For example, products were developed that were easier to use because of the addition of larger controls and easier to read markings. Kitchen cabinets were made with slide out shelves. Packages became easier to grip or open. Even the “undo” command on your PC had its origins in Universal Design as do features like screen magnification and screen readers.

There are seven basic principles of Universal Design as defined by the Center for Universal Design at North Carolina State University (1997). Each of these principles requires that the designer of a space, product, or environment take each into consideration to maximize access for all users, regardless of their abilities. The seven principles as stated by the Center include:

• Equitable use - The design is useful and marketable to people with diverse abilities
• Flexibility in use - The design accommodates a wide range of individual preferences and abilities.
• Simple and intuitive - Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.
• Perceptible information - The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.
• Tolerance for error - The design minimizes hazards and the adverse consequences of accidental or unintended actions.
• Low physical effort - The design can be used efficiently and comfortably and with a minimum of fatigue.
• Size and space for approach and use - Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.

Even though these principles originally applied to making barrier-free spaces, it was quickly recognized that they are broad enough to be applied to areas beyond their original focus. Improving access should be a goal for every area of human endeavor so that resources and experiences are available to the widest possible range of people.  Applying these principles to circumstances beyond physical spaces and products improved access. Nowhere is this truer than in the field of education.

Universal Design in Education

Universal Design in Education, UDE, began to be applied approximately two decades ago. An outgrowth of the work of the Center for Universal Design at North Carolina State University, the UD principles were applied to ensure that schools too would use practices, materials, equipment and physical environments that would support the widest spectrum of students. The intent was to ensure that all students have the opportunity for learning in a manner that supports their abilities and learning styles. The UDE concept suggests that all aspects of education should accommodate all student’s needs, as well as their potentials.

Technology is a key component of UDE to help students with disabilities get the same depth and breadth of learning experiences as do non-disabled students. Guidelines help computer makers and software companies create products that are usable by the widest audience address so that all students, regardless of their abilities, have equal access to technologies. Technology accessibility typically focused on output and display technologies, input and control devices, manipulations, documentation, and safety. As with the broader Universal Design principles, technology accessibility have informed the development of effective products and environments that have the capacity to serve a wide audience with diverse needs. But like all implementation of technology in education, the critical component is not the technology itself, regardless of how accessible it is or how much more accessible it makes instruction. Equally important are teachers and their ability to plan meaningful learning experiences for all learners. Well planned instruction that is mindful of the needs and abilities of all learners remains at the heart of universal design for education. The application of this approach to UDE has led to the development of the universal design for learning.

The Universal Design for Learning

           The Center for Applied Special Technology (CAST) has created a universal design framework to use when considering the teaching and learning process.   Universal Design for Learning (UDL) addresses curriculum and instructional strategies so that they are focused on supporting all learners. UDL suggests that instruction be offered in multiple formats and that it should address the three primary systems that comprise learning: “(a) recognition systems that identify patterns and objects, (b) strategic systems that tell us how to do things, and (c) effective systems that determine what is important and provide the motivation for learning” (Meyer & Rose, 2000). According to UDL, instruction should include a variety of multimedia experiences, tools, and strategies that are designed to target these systems.  As noted by CAST on its UDL website.

“Universal Design for Learning calls for ...

• Multiple means of representation, to give learners various ways of acquiring information and knowledge,
• Multiple means of action and expression, to provide learners alternatives for demonstrating what they know,
• Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.”

For educators dedicated to addressing the needs of diverse learners, UDL offers clear guidelines for the design of instruction so that all learners can experience success. These guidelines help teachers to avoid the one-size-fits-all approach to instruction. Instead, UDL emphasizes a broad-spectrum approach that includes diverse opportunities aimed at a diverse audience in every classroom. In today’s schools as in today’s society diversity is the norm, not the exception. Instruction must address this reality. UDL principles help teachers to stay mindful of diversity and adjust their instructional efforts to truly serve every student.

- Lever-Duffy, J., & McDonald, J. B. (2017). Teaching and Learning with Technology. (6th ed.). Boston, MA: Pearson.