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Unit 3. Universal Design for Instruction
Unit 3
Center on Postsecondary Education and Disability,
University of Connecticut, UDI Project
1
Our Process for Developing
the UDI Construct
• Extensive review of the literature
-effective teaching in K-12, learning disabilities
-effective teaching in postsecondary education
-Universal Design
• Articulating the UDI principles
• On-going validation
Scott, McGuire, & Foley, 2003
Unit 3
Center on Postsecondary Education and Disability,
University of Connecticut, UDI Project
2
The physical and instructional
environments are alike…and
different.
• The seven Principles of UD provide guidance on
inclusive design of physical and instructional
environments.
• Two additional Principles of UDI emerged that
describe qualities unique to the instructional
environment.
• There are nine Principles of UDI.
Unit 3
Center on Postsecondary Education and Disability,
University of Connecticut, UDI Project
3
Principles of UDI©
•
Equitable Use
•
Flexibility in Use
•
Simple and Intuitive
•
Perceptible Information
•
Tolerance for Error
•
Low Physical Effort
•
Size and Space for Approach and Use
•
A Community of Learners
•
Instructional Climate
© Scott, McGuire, & Shaw, 2001
Unit 3
Center on Postsecondary Education and Disability,
University of Connecticut, UDI Project
4
Principle One: Equitable Use
Definition:
Instruction is designed to be useful
to and accessible by people with
diverse abilities. Provide the same
means of use for all users.
Unit 3
Center on Postsecondary Education and Disability,
University of Connecticut, UDI Project
Example:
course
materials
accessible
online
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Principle Two: Flexibility in Use
Definition:
Instruction is designed to accommodate
a wide range of individual abilities.
Provide choice in methods of use.
Example: lecture
notes presented in
both slides and
handouts
Unit 3
Center on Postsecondary Education and Disability,
University of Connecticut, UDI Project
6
Principle Three: Simple and Intuitive
Definition:
Instruction is designed in a
Example:
concept map of
a complex topic
straightforward and predictable
manner, regardless of the student’s
experience, knowledge, language, or
current concentration level.
Unit 3
Center on Postsecondary Education and Disability,
University of Connecticut, UDI Project
7
Principle Four: Perceptible Information
Definition:
Instruction is designed so that
necessary information is
communicated effectively to the
student, regardless of ambient
conditions or the student’s sensory
Example:
student
using tape
recorder
abilities.
Unit 3
Center on Postsecondary Education and Disability,
University of Connecticut, UDI Project
8
Definition:
Principle Five: Tolerance for Error
Example: computer
file showing multiple
drafts of a student’s
written work.
Instruction anticipates variation in individual
student learning pace and prerequisite skills.
Error is seen as a window for promoting
individual learning.
Unit 3
Center on Postsecondary Education and Disability,
University of Connecticut, UDI Project
9
Principle Six: Low Physical
Effort
Example:
student takes
class notes on
laptop
computer.
Definition:
Instruction is designed to minimize
nonessential physical effort in order
to allow maximum attention to
learning.
(This principle does not apply when physical effort is
integral to essential requirements of a course.)
Unit 3
Center on Postsecondary Education and Disability,
University of Connecticut, UDI Project
10
Principle Seven: Size
and Space for
Approach and Use
Definition:
Example: wheelchairaccessible chemistry
lab station
Instruction is designed with consideration for
appropriate size and space for approach, reach,
manipulation, and use regardless student’s body
size, posture, mobility, and communication needs.
Unit 3
Center on Postsecondary Education and Disability,
University of Connecticut, UDI Project
11
Principle Eight: A Community of Learners
Definition:
Example: students
working in collaborative
group.
The instructional environment promotes
interaction and communication between
students and among students and faculty.
Unit 3
Center on Postsecondary Education and Disability,
University of Connecticut, UDI Project
12
Principle Nine: Instructional Climate
Definition:
Instruction is designed to be
Example: student
and instructor
discussing a
project.
welcoming and inclusive.
High expectations are espoused
for all students.
Unit 3
Center on Postsecondary Education and Disability,
University of Connecticut, UDI Project
13
Looking ahead to Unit 4
• How do the Principles of UD and UDI
compare?
Unit 3
Center on Postsecondary Education and Disability,
University of Connecticut, UDI Project
14
References
Scott, S.S., McGuire, J.M., & Foley, T.E. (2003). Universal Design
for Instruction: A framework for anticipating and responding to
disability and other diverse learning needs in the college
classroom. Equity and Excellence in Education, 36, 40-49.
Scott, S.S., McGuire, J.M., & Shaw, S.F. (2001). Principles of
Universal Design for Instruction. Storrs: University of
Connecticut, Center on Postsecondary Education and Disability.
Note
• The Principles of Universal Design for Instruction© were
compiled by Scott, McGuire, and Shaw and are undergoing
continuing construct validation. See references above for more
details.
Unit 3
Center on Postsecondary Education and Disability,
University of Connecticut, UDI Project
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