Universal Design

Universal Design for Learning

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A Key for Successful Curriculum Access
by Penny Reed

The information in this brief overview of universal design is based on the work of Orkwis and McLane (1998). The concept of universal design originated in the field of architecture. We are all familiar with automatic doors, wider doors, curb cuts, accessible sinks and water fountains, and other features that have become common practice. An essential component of universal design is that the access features are built in, not added as an afterthought.

Universal Design for Learning
In terms of learning, universal design means the design of instructional materials and activities that allow the learning goals to be achievable by children with broad differences in their abilities to see, hear, speak, move, read, write, understand English, attend to information, organize, engage, and remember. Universal design for learning is achieved by means of flexible curricular materials and activities that provide access and alternative ways to participate for students with differences in abilities and backgrounds. These alternatives are built into the design of the materials, equipment, instruction, and activities-not added afterwards.

As with architectural design, utilizing universal design for learning is more efficient and economical than making adaptations later. For example, if a publisher produces a textbook that accommodates a broadrange of cognitive and sensory abilities, that publisher can serve a wider market with a single product. Byusing universally designed materials, both print and electronic, teachers only need to teach one flexiblecurriculum and become familiar with its variations in order to reach all students in the class.

What Universal Design is Not
It is important to remember that curriculum has to present challenges in order for students to be motivated and to progress educationally, regardless of their level of ability. The need to offer challenges in the curriculum is one of the significant ways that universal design for learning differs from universal design for other purposes. For example, a universally designed keyboard needs to be as easy to use as possible, whereas a universally designed curriculum must appropriately challenge all students, even those at low ability levels.

Universal design does not mean that the instructional materials and accitivities accommodate students by lowering the standards. Universal design is not "dumbing down" the curriculum. It does not mean that the range of curriculum activity must be narrowed or that teachers find "the least common denominator" that appeals to the broadest number of students. In fact universal design in learning means more flexibility and a wider range of activities rather than uniformity of any kind.

Three Essential Qualities of Universal Design for Learning
CAST, the Center for Applied Special Technology explains that there are three essential components to universal design when it applies to learning. It must provide:

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

Multiple means of representation means that there is both print and digital format and that information can be obtained from the materials in a variety of ways. For example the print could be easily enlarged or the background color changed, or the text could be spoken by a computer. The effect of these alternative modes of presentation is to reduce the perceptual/learning barriers and to adjust to the diverse ways in which students are able to recognize and understand information.

Multiple means of expression means that the students can respond with their preferred means of output. For example, one student could write an answer while another speaks an answer or designs a graphic to answer a question or utilizes minimal motor abilities to make a multiple choice response. The materials should be able to accommodate different styles, preference, strategic approaches and motor abilities of students.

Multiple means of engagement means that the students' interests in learning are matched with the mode of presentation and response so that students are more motivated. For example a student might be able to go to a picture or graphic at any time in the middle of a reading passage or get longer words quickly defined, whatever it is that might help keep the student engaged. Universally designed learning materials will have the ability to learn and remember the individual student's patterns and preferences, track their progress, and identify areas of difficulty or weakness.

Universal design for learning is now possible because of the computer technology that is available in schools. It is the direction we need to go in order to take advantage of the capabilities of this technology

For more information on Universal Design for Learning, read the complete text by Orkwis and McLane (1998) at the ERIC/OSEP Special Project, Council for Exceptional Children located at: http://www.cec.sped.org/. This site includes an appendix of salient principles of universal design in a practical context which will help you consider how the tools employed in the classroom can realistically provide broader accesss to the curriculum for all students.

Additional information is also available at the Center for Applied Special Technology (CAST) homepage at: http://www.cast.org; or the National Center to Improve the Tools of Educators (NCITE) homepage at the University of Oregon at: http://idea.uoregon.edu/~ncite/.