Universal Design for Instruction

Theresa Tsai (click here for Tsai’s Lindback Lecture on Universal Design)

Joan Monroe

As we modify our environment to create access using universal design features like the curb-cut on our sidewalks and the un-do option on our computers, so can we modify our classroom instruction to create access for our students using universal instructional design principles in our syllabi, textbook selection, materials, and assessment.

The underlying premise of Universal Design for Instruction (UDI) is that it anticipates student diversity in prerequisite skills, learning styles or disabilities. This diversity often requires faculty to rethink or adjust their instruction for each situation that arises, for each semester. UDI offers strategies for instructors to anticipate student diversity, enhance student participation and performance without compromising academic standards.

The underlying guidelines in universal instructional design start with the essential and core learning objectives, where upon multiple modes of representation, multiple methods of engagement, and multiple measures of achievement lead to a flexible design that accommodates a wide spectrum of student needs.

The nine principles in brief are: 1) Equitable Use 2) Flexibility in Use 3) Simple and Intuitive 4) Perceptible Information 5) Tolerance for Error 6) Low Physical Effort 7) Size and Space 8) Community of Learners 9) Instructional Climate. For further information about UDI, refer to the following website: http://www.facultyware.uconn.edu/udi_information.cfm

One example of UDI includes providing materials such as syllabi and handouts in digital format as well as hard copy. Other examples include delivering lectures orally as well as using group collaboration or on-line discussion boards and providing additional support through websites or skill-building through scaffolding and practice exercises. A final example is providing alternate exam formats, such as essays and papers that allow for drafts, and projects which employ various media formats.

Universal Design for Instruction is also exemplified by our own instructors here at Community College of Philadelphia. Betsy Shiland (Health Information Technology) authored a textbook titled, “Mastering Healthcare Terminology.” The textbook uses a format that takes into account various users’ experiences, is well-organized in content, uses separate concept boxes to build and elucidate, and promotes an instructional climate through multi-media, and is thus compatible with UDI.

Similarly Jalyn Warren (Mathematics) utilizes the concept of multiple representation when she teaches mathematical operations. Her example of a particular math concept presented in a variety of ways demonstrates an allowance for choice in mastery of the materials. She also designs her tests so the workspace for problems can be manipulated to allow for variances in visual perception.

Ann Marie Keenan (English) demonstrated how use of a rubric to aid students in the development of their writing addresses several principles of UDI such as flexibility in use. This rubric can be used in at least three ways and is simple and intuitive in its design. Outlining clear course expectation and allowing students to correct at their own pace with multiple drafts, allows for tolerance of error while the use of a word processor reduces physical effort in re-writing.

Margaret Stephens (Social Science) demonstrated multiple methods of engagement in her use of MYCCP to provide virtual field trips for students who can not physically attend, in her use of websites with audio and visual components and in use of writing journals. She clearly demonstrated flexibility in assessment through her grading system which allows for variations in completion times on tests and tolerance for error in her use of a point system that provides for “redemption” points and “good deed” points.

Finally, Leslye Friedberg (English) demonstrated an implementation of community of learners with her writing and editing teams of students as each year they create a literary magazine of very high standards. The interaction and writing responses of students to peer writing also demonstrates multiple methods of engagement, as well as the creation of an instructional climate which promotes student development of writing skills.

Confirmation of the outcomes of using these methods which reflect universal design in instruction was expressed by Henri Colin, a student who started as a writer in Leslye Friedberg’s class and in the following fall will be a senior editor of the College Achievement Partnership Literary Magazine.

As educators we believe that courses which are designed and taught to be more accessible and more effective for all students epitomize the values of inclusiveness and equity. A classroom environment which respects and values diversity promotes a genuine sense of community. Creating a welcome sign for all students regardless of possible disability, learning style preference, or personal background will lead to improved student retention, achievement, and motivation.

[top of page]