Epiphany Some Background on Universal Design

Epiphany Some Background on Universal Design

The concept of universal design originated in architectural studies, where considerations of physical access for individuals with sensorimotor disabilities led to designs that incorporated assistive technologies and adaptations (curb cuts and automatic doors are two common examples of such architectural adaptations). One essential quality of universal design of physical space is that the accommodations are built in rather than added as an afterthought--picture the difference between a building in which the wheelchair ramp is designed as an essential part of the entrance and a building in which an added access ramp has to snake awkwardly around the steps. What makes the design "universal" is that the adaptations are not only allow access to those who have disabilities but they make it easier for everyone to use the space--the ramp allows people to easily enter the building when using a wheelchair or when pushing a cart or a stroller, and anyone leaving a supermarket with a lot of groceries can appreciate the automatic doors.

Researchers in education have expanded the considerations of built-in adaptations and inclusive accommodations from architectural space to the educational experience, first in terms of designing physical and sensory means of access to the curriculum for children with disabilities (for instance, screen readers and preprogrammed "hot" or "sticky" keys); more recently this research has moved into considering cognitive disabilities and curriculum design. As mentioned above, two groups that have been instrumental in applying the concept of universal design to cognitive issues are CAST, the Center for Applied Special Technology, and the National Center to Improve the Tools of Educators (NCITE) at the University of Oregon.

A Definition of Universal Design for Learning

In terms of learning, universal design means the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember. Universal design for learning is achieved by means of flexible curricular materials and activities that provide alternatives for students with disparities in abilities and backgrounds. These alternatives should be built into the instructional design and operating systems of educational materials--they should not have to be added on later. As with architectural adaptations that are designed into a structure, universal design for learning is more efficient and economical--for instance, if a publisher produces a textbook that accommodates a broad range of cognitive and sensory abilities, that publisher can reach a wider market with a single product. Teachers can use the text without having to plan to adapt it for the special needs of their students. Using universally designed materials, both print and electronic, teachers only need to teach one flexible curriculum and become familiar with its variations in order to reach all their students.

What Universal Design is Not

It is important to reiterate that a curriculum has to present challenges in order for students to be motivated and progress educationally, regardless of the level of their abilities. The need to offer challenges in the curriculum is one the major ways that universal design for learning differs from universal design for other purposes (see Figure 1). For example, a universally designed keyboard needs to be as easy to use as possible, whereas a universally designed curriculum must challenge all students, even those at low ability levels.

Universal design does not mean that the instructional materials and activities accommodate students by lowering the standards. Universal design is