Universal Design for Instruction

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Universal Design for Instruction

• A Paradigm for Teaching and Learning

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Can we anticipate the diversity of students in
the classroom and build approaches to learning
and assessment that are more inclusive of a
broader range of learning needs? Scott,
McGuire Foley, 2003
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What is Universal Design for Instruction (UDI)?

• It is the proactive design and use of inclusive
  instructional strategies, materials, and content
  that support a broad range of diverse learners
  with different learning styles.

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Goals of Universal Design for Learning

• Curriculum accessibility
• Provide multiple means of expression and
  engagement

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The Challenge for Educators

• To build an educational curriculum and classroom
  experience that is supportive to meeting
  students diverse needs.
• To engage in instructional practices that provide
  students not only access to information, but also
  access to learning.

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Areas for Application

• Universal Design principles can be applied to
• Overall design of instruction
• Specific instructional materials
• Classroom facilities
• Lectures
• Classroom discussions
• Group work
• Web-based instruction
• Labs
• Field work
• Demonstrations
• Burgstahler, S., Universal Design of Instruction
  Definition, Principles, and Examples, 2005

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Principles of UDI

• Equitable Use
• Flexibility in Use
• Simple and Intuitive
• Perceptible Information
• Tolerance for Error
• Low Physical Effort
• Size and Space Approach
• A Community of Learners
• Instructional Climate
• (c) Scott, McGuire, Shaw, 2001

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Principle One Equitable Use

• Instruction is designed to be useful to and
  accessible by people with diverse abilities.
• Example Provide access to course materials
  online.
• Adapted from Center on Postsecondary Education
  and Disability, University of Connecticut, UDI
  project

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Principle Two Flexibility in Use

• Instruction is designed to accommodate a wide
  range of individual abilities.
• Example Use of multi-modal teaching methods
  (visual, auditory, kinesthetic). Lecture notes
  presented both in slides and handouts. Hands-on
  activities.
• Adapted from Center on Postsecondary Education
  and Disability, University of Connecticut, UDI
  project

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Principle Three Simple and Intuitive

• Instruction is designed in a straightforward and
  predictable manner, regardless of the students
  experience, knowledge, language, or current level
  of concentration.
• Example Provide an outline, concept map, or
  diagram of a complex topic.
• Adapted from Center on Postsecondary Education
  and Disability, University of Connecticut, UDI
  project

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Principle Four Perceptible Information

• Instruction is designed so that necessary
  information is communicated effectively to the
  student, regardless of ambient conditions or the
  students sensory abilities.
• Example Students having access to material in
  traditional text and on-line. Use of tape
  recorder, video, DVD, CD.
• Adapted from Center on Postsecondary Education
  and Disability, University of Connecticut, UDI
  project

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Principle Five Tolerance for Error

• Error is seen as a window for promoting
  individual learning.
• Example Breaking bigger assignments into smaller
  units to allow for instructor feedback (detailed
  prompt) and support.
• Adapted from Center on Postsecondary Education
  and Disability, University of Connecticut, UDI
  project

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Principle Six Low Physical Effort

• Instruction is designed to minimize nonessential
  physical effort in order to allow maximum
  attention to learning.
• Example Allow student to use a word processor
  for writing essay exams.
• Adapted from Center on Postsecondary Education
  and Disability, University of Connecticut, UDI
  project

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Principle Seven Size and Space for Approach and
Use

• Instruction is designed with consideration for
  approach, reach, manipulation, and use regardless
  of students body size, posture, mobility, and
  communication needs.
• Example Wheelchair accessible lab station
• Adapted from Center on Postsecondary Education
  and Disability, University of Connecticut, UDI
  project

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Principle Eight A Community of Learners

• The instructional environment promotes
  interaction and communication among students and
  between students and faculty.
• Example study groups, discussion groups, group
  projects, chat rooms, e-mail lists.
• Adapted from Center on Postsecondary Education
  and Disability, University of Connecticut, UDI
  project

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Principle Nine Instructional Climate

• Instruction is designed to be welcoming and
  inclusive. High expectations are espoused for
  all students.
• Example Statement of high expectations in
  syllabus. Supportive conversations between
  instructor and student.
• Adapted from Center on Postsecondary Education
  and Disability, University of Connecticut, UDI
  project

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in classes with great diversitythere must be
great diversity of instruction.

• (Upcraft, 1996 in Scott, McGuire Foley, 2003)

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A Resource for Prep-Math Faculty and Math Lab
Staff

• Creation of Web-page
• Tool Kit of Inclusive Teaching Practices
• Prep-Math topics with links to specific
  activities
• Support Materials
• Strategy integration activities
• Articles and current research
• Links to helpful web-sites
• Prep-Math Message Board
• Online Faculty Learning Community