2
so that it is accessible to everyone, including
students who are blind and using text-to-
speech software.
2. Flexibility in use. The design accommodates
a wide range of individual preferences and
abilities. Example: A museum, visited as a eld
trip for a course, allows each student to choose
to read or listen to a description of the contents
of display cases.
3. Simple and intuitive use. Use of the design is
easy to understand, regardless of the user’s
experience, knowledge, language skills, or
current concentration level. Example: Control
buttons on science equipment are labeled with
text and symbols that are simple and intuitive
to understand.
4. Perceptible information. The design
communicates necessary information
effectively to the user, regardless of ambient
conditions or the user’s sensory abilities.
Example: A video presentation projected in a
course includes captions.
5. Tolerance for error. The design minimizes
hazards and the adverse consequences of
accidental or unintended actions. Example:
Educational software provides guidance and
background information when the student
makes an inappropriate response.
6. Low physical effort. The design can be used
efciently, comfortably, and with a minimum
of fatigue. Example: Doors to a lecture hall
open automatically for people with a wide
variety of physical characteristics.
7. Size and space for approach and use. Appropriate
size and space is provided for approach, reach,
manipulation, and use regardless of the user’s
body size, posture, or mobility. Example: A
exible science lab work area has adequate
workspace for students who are left- or right-
handed and for those who need to work from
a standing or seated position.
UDI Denition, Guidelines and Examples
Universal design principles can be applied to
many products and environments. Using the
CUD format, UDI can be dened as the design of
instruction of products and environments to be us-
able by all students, to the greatest extent possible,
without the need for adaptation or specialized
design.
Universal design principles can be applied to the
overall design of instruction as well as to specic
instructional materials, facilities, and strategies
(such as lectures, classroom discussions, group
work, web-based instruction, labs, eld work, and
demonstrations). Universally designed curriculum
provides students with a wide range of abilities,
disabilities, ethnic backgrounds, language
skills, and learning styles multiple means of
representation, action and expression, and
engagement (called Universal Design for Learning
by the Center for Applied Special Technology
(CAST), www.cast.org/). Listed below are examples
of instruction that employ principles of UD. They
are organized under eight performance indicator
categories, with a general guideline for each
(Burgstahler, 2007).
1. Class climate. Adopt practices that reect
high values with respect to both diversity
and inclusiveness. Example: Put a statement
on your syllabus inviting students to meet
with you to discuss disability-related
accommodations and other special learning
needs.
2. Interaction. Encourage regular and effective
interactions between students and the
instructor and ensure that communication
methods are accessible to all participants.
Example: Assign group work for which
learners must support each other and that
places a high value on different skills and
roles.
3. Physical environments and products. Ensure
that facilities, activities, materials, and
equipment are physically accessible to and
usable by all students, and that all potential
student characteristics are addressed in safety
considerations. Example: Develop safety
procedures for all students, including those
who are blind, deaf, or wheelchair users.
4. Delivery methods. Use multiple, accessible
instructional methods that are accessible to
all learners. Example: Use multiple modes to
deliver content; when possible allow students
to choose from multiple options for learning;
and motivate and engage students—consider
lectures, collaborative learning options, hands-