Frequently Asked Questions
What is Universal Design?
Universal design was defined by Ron Mac as, “...the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” Universal design in meant to create an accessible learning environment by providing options. Universal design is not a "one size fits all" model and it does not lower the standards of the classroom. Universal design is also known as: universal instructional design, universal design for learning, and universal design for instruction.
Who benefits from universal design?
Universal design benefits all students, including students with disabilities that are identified or unidentified, students with differently learning styles, culturally diverse students, linguistically diverse students, and other nontraditional students.
Does universal design eliminate the need for accommodation?
The need for accommodation is NOT eliminated through the use of universal design, but because universal design reduces barriers some students will not need any additional accommodations.
What is the difference between universal design and assistive technology?
The Disability Training Network (2013) summarizes this difference through the following statement, "Both universal design and assistive technology increase accessibility for students who have disabilities. However, universal design differs from assistive technology in several ways. Universal design alters the environment and information, while assistive technology lets the individual adjust to an unaltered environment or information source. With universal design, the burden of changing things rests with the designers. With assistive technology, the burden of changing things rests with the users. Universal design serves many people at once, and assistive technology is individualized. Lastly, assistive technology is usually more costly than using universal design. However, keep in mind that universal design will not entirely eliminate the need for assistive technology."
Are there some examples of how instructors have used universal design in their courses?
Yes. Many instructors utilize universal design in their curriculum. The following are some examples from the Ivy Access Initiative:
Resources:
Disability Training Network, http://dtn.tamu.edu/UDFLC.html, March 14, 2013.
The Ivy Access Initiative, http://www.brown.edu/Administration/Sheridan_Center/docs/uid.pdf, March 14, 2013.
Universal design was defined by Ron Mac as, “...the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” Universal design in meant to create an accessible learning environment by providing options. Universal design is not a "one size fits all" model and it does not lower the standards of the classroom. Universal design is also known as: universal instructional design, universal design for learning, and universal design for instruction.
Who benefits from universal design?
Universal design benefits all students, including students with disabilities that are identified or unidentified, students with differently learning styles, culturally diverse students, linguistically diverse students, and other nontraditional students.
Does universal design eliminate the need for accommodation?
The need for accommodation is NOT eliminated through the use of universal design, but because universal design reduces barriers some students will not need any additional accommodations.
What is the difference between universal design and assistive technology?
The Disability Training Network (2013) summarizes this difference through the following statement, "Both universal design and assistive technology increase accessibility for students who have disabilities. However, universal design differs from assistive technology in several ways. Universal design alters the environment and information, while assistive technology lets the individual adjust to an unaltered environment or information source. With universal design, the burden of changing things rests with the designers. With assistive technology, the burden of changing things rests with the users. Universal design serves many people at once, and assistive technology is individualized. Lastly, assistive technology is usually more costly than using universal design. However, keep in mind that universal design will not entirely eliminate the need for assistive technology."
Are there some examples of how instructors have used universal design in their courses?
Yes. Many instructors utilize universal design in their curriculum. The following are some examples from the Ivy Access Initiative:
- A math/statistics faculty member began providing handouts of overheads to the entire class so that students could use them for reference and review. He also began to deliver his lectures more carefully, by replacing general terms like "this" or "that" with more specific descriptions, by pausing where appropriate, and by making eye contact with his students.
- A composition faculty member began audio taping his class so students could review class discussion and the professor's instructions about completing assignments.
- A sociology professor revised her syllabus to specify the objectives more clearly, and added a research project in addition to the midterm and final exam in order to diversify the types of work that affected the final grade in the course.
- A computer science professor started to begin each class with a forecast of the key concepts to be discussed that day and why they are important in the course material.
- An introductory physics course administers the midterm exams in the evening, allowing all students up to 2 ½ hours for a one-hour exam.
Resources:
Disability Training Network, http://dtn.tamu.edu/UDFLC.html, March 14, 2013.
The Ivy Access Initiative, http://www.brown.edu/Administration/Sheridan_Center/docs/uid.pdf, March 14, 2013.