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Volume 7, Issue 9 | April 23, 2007 | E-News Archives

An Introduction to Universal Design
by Don Finn, Ph.D.

Today, college campuses are becoming diverse centers of learning. For example, the notion of a "traditional" college aged student is becoming vague, particularly with growing numbers of adults enrolling in courses and programs of study. Increasing numbers of students from racial and ethnic minority groups and international students add to the diverse makeup of American campuses. Students with disabilities are another group that is on the rise: data from the National Center for Education Statistics (2006) suggest that, approximately 11% of students entering colleges and universities have documented physical, medical, or learning disabilities. The number of students with undiagnosed or unreported disabilities enrolled in college remains uncertain.

The challenges of working with a diverse student population often causes faculty members to reevaluate their instructional approaches to ensure that student comprehension is fostered and course goals are met. One approach for effectively reaching diverse students is integrating universal design (UD) principles into the instructional setting. UD applications in education have their roots in the field of architecture where methods were developed to reduce or remove barriers to access for people with disabilities. Features such as elevators, escalators, automatic doorways, and curb cuts have become standards that not only benefit people with disabilities, but are also appreciated by those without physical limitations. The concepts of accessibility and adaptability guide the application of UD in instructional settings.

In the 1980s, educators began exploring ways to adapt and apply universal design ideas to help make instruction and assessment approaches more accessible and meaningful. One of the most common UD approaches involves the integration of computer technologies for designing and delivering instruction. BlackBoard is a staple at Regent that offers many options for faculty to post electronic documents, use discussion boards to clarify concepts, and provide links to web-based resources. These features are beneficial because they provide alternatives for making meaning of course-related content and offer options for students to use assistive technologies. For students with blindness, low vision, dyslexia, or ADHD, barriers to understanding text-based content is often reduced through using a screen reading program. Screen readers highlight words or sentences on a computer screen and "read" them aloud through speakers or headphones. These programs provide a means to use other senses for experiencing, processing, and understanding course material. Additionally, international students or limited English speakers may find screen readers useful for boosting comprehension and competence in the language, both written and spoken.

Another method to better reach diverse students is using supplemental materials that present concepts graphically such as charts, diagrams, or outlines. These visual elements present concepts in an alternate format that may increase understanding and recall of concepts as shown below.

To view this image of the Stages of Tumor Progression in detail click here.



Providing links to Web-based multimedia resources that include films, audio files, and presentations will also provide students with alternatives that aid in understanding and solidifying course concepts.

Designing courses that integrate multiple instructional methods, materials, and digital formats may lessen the need to individualize and retrofit courses for students with disabilities or special learning needs. It is important to note that this does not relinquish instructors from providing specific accommodations for students with documented disabilities; however, the need to individualize may be greatly reduced. It is also important to note that applying UD principles does not mean that instructors are compromising academic rigor; on the contrary, providing alternate formats will lead to greater student accountability and a lessening of the frequent "I don't get it" messages from students.

Universal design concepts help to focus attention to detail and careful planning of instruction and materials in ways that help to address the diverse learning needs of all students such as international students, those who learn best in a style different than the preferred teaching style of the instructor, students with known and unknown disabilities, and older students. If you are interested in exploring ideas to integrate UD concepts into your class, the list below offers 10 tips for making your class more UD-friendly:

TEN PRACTICAL UNIVERSAL DESIGN TIPS
These suggestions will help to eliminate unnecessary barriers to teaching and learning while maintaining academic rigor.

1. Fluctuate instructional methods by providing illustrations, multiple examples, graphs, and handouts.
2. Give shorter tests and exams more frequently.
3. Post course content online, such as syllabi, notes, study guides, and PowerPoint presentations.
4. Enhance lectures through using small group discussions, and cooperative learning strategies.
5. Develop guided notes that can be posted online to keep students (and instructors) on task and aware of key concepts.
6. Permit alternative assignments for students to demonstrate subject knowledge.
7. Develop a comprehensive syllabus with clearly defined course policies and requirements, assignment due dates, and a clear accommodation statement.
8. Offer alternative and relevant reading assignments in electronic format.
9. Link course concepts by relating new information to previous concepts or real-life examples.
10. Establish and keep face-to-face and email office hours.

Donald Finn, Ph.D. is an Assistant Professor in the School of Education, specializing in Adult Education and Professional Development. His research and writing interests include the effective design and delivery of instruction for adults, people with disabilities, and other diverse learners. Dr. Finn is also interested in methods for effectively integrating electronic technologies into instruction.

If you are interested in submitting to eNews, send your submission to enews@regent.edu. eNews is published twice a month.