Universal Design

Overview
Universal design asks us to consider the different learning styles, cultures, and abilities of learners during the design of our instruction, to maximize learning by removing barriers and enabling students to access materials and show knowledge in the ways that are most comfortable to them (Bergstahler, 2019; National Disability Authority, 2020a). Watch the video below for an introduction to UDL:

Examples 
There are many resources for helping you consider UDL when designing a course or adding it to a completed course. Review the tabs below for some specific recommendations and resources:
  • Learner Considerations
  • Learning Material Access
  • Learning Material Design
  • Classroom Setup
<
>
Adult learners have a variety of experiences, cultures, abilities, and preferences that can affect learning. Universal design principles can maximize learning opportunities for every learner. Here are some recommendations for ensuring that learners from all contexts have the best chance at learning (Bergstahler, 2019; Wlodkowski, 2017):
​
  • Provide options for accessing course materials outside of class
  • Provide options for students to contribute to class
  • Use a variety of presentation and activity formats to cater to different learning styles
  • Give students choices where possible, to ensure assignments are relevant to their context
In light of the recent COVID-19 pandemic, most universities have transitioned to online classes. Instructors who have designed their materials for digital access are likely to find this transition easier. In addition, it's good a universal design practice. Here are some recommendations for making learning materials accessible to everyone (Bergstahler, 2019; Wlodkowski, 2017):
​
  • If possible, make learning materials (slides, handouts) available prior to class. 
  • Record lectures and make them available to students outside of class. This allows for self-paced learning, and enables absent learners to have a chance to catch up.
  • Ensure that digital copies are legible and can be converted to audible text, if needed.
  • If possible, ensure that digital materials can be accessed on all platforms - mobile, browsers, etc
​
​Here are some additional resources from Colorado State University to ensure that your materials are accessible:
​Reading materials, whether for entertainment or education, are easier to comprehend if they follow some simple design rules (National Disability Authority, 2020b). Here are some questions to ask when you're designing and gathering materials for your learners:

  • Is the information presented in a way that is easy to read?
  • Is the information presented in a way that is easy to understand?
  • Do the instructional materials look professional?
  • Is the visual display attractive?
  • Does the visual display help the learner comprehend the instructional content?
​
Click on the buttons below to explore some specific design tips and examples:
If you are teaching in a physical classroom, here are some helpful considerations (Bergstahler, 2019):
​
  • Seating arrangement - Can everyone see what they need to pay attention to? Is access to seating adequate for learners with wheelchairs, crutches, etc? Make sure there is plenty of room around doors to allow for easy egress. Some learners may need to leave the classroom (for a variety of reasons), and providing an easy exit path can minimize distractions and embarrassment.​

  • Lighting - In general, it is best to keep lights on to maintain attention. If you need to turn the lights down, give some warning and allow learners to leave the class if they feel uncomfortable.
​
  • Sound - Can everyone hear you when needed? If possible, test how you sound in the room with a colleague or friend.
​
  • Breaks / Physical Activity - if you're teaching a lengthy class, give plenty of breaks! It is recommended to give a 10-minute break for every 50 minutes of learning. If possible, include some activities that allow learners to be physical. It can be difficult to pay attention when sitting in a chair for several hours.

Other Considerations
  • UDL is not just designing for visible disabilities - it encourages facilitators to design courses to maximize participation and learning from all students. 

References
  • Ahead (Producer). (2017). What is universal design for learning (UDL)? [Online video]. Available from https://www.youtube.com/watch?v=AGQ_7K35ysA
  • Bergstahler, S. (2019). Universal Design in Education: Principles and Applications. Retrieved from https://www.washington.edu/doit/universal-design-education-principles-and-applications
  • Chawla, A. (2019, June 30). Importance of whitespace in good design. Retrieved from https://blog.prototypr.io/importance-of-whitespace-in-good-design-cf4be9f8825a
  • Colorado State University. (2020a). Accessibility Checkers. Retrieved from https://accessibility.colostate.edu/accessibility-checkers/
  • Colorado State University. (2020b). PDF, Inclusively Designed. Retrieved from https://accessibility.colostate.edu/ud-pdf/
  • Colorado State University. (2020c). Word, Inclusively Designed. Retrieved from https://accessibility.colostate.edu/ud-word-docs/
  • National Disability Authority. (2020a). Document Design. Retrieved from http://universaldesign.ie/Products-Services/Customer-Communications-Toolkit-for-the-Public-Service-A-Universal-Design-Approach/Written-Communication/Document-Design/
  • National Disability Authority. (2020b). The 7 Principles. Retrieved from http://universaldesign.ie/What-is-Universal-Design/The-7-Principles/
  • Wlodkowski, R. and Ginsberg, M. (2017). Enhancing Adult Motivation to Learn. ​San Francisco, CA: Jossey-Bass.