1. How to Apply Principles of Universal Design in Teaching: Online and in the Classroom
Stephanie Gernert Assistive Technology Coordinator, ODSS Estela Landeros Director of Office of Disability Support Services

2. Overview for Today’s Presentation
Principles of Universal Design (UD), Universal Design for Learning (UDL) and Universal Instructional Design (UID)
Seven Principles of UID (University of Guelp, CA)
Technology and Hidden Disabilities
Evaluation

3. UD, UDL and UID Principles
UID in Higher Education

4. Universal Design Solutions
Intentional approach to design
Anticipates a variety of needs
Broadens usability to public
More economical
Respects human diversity
What kind of Universal Design solutions are present on your campus or facility?

5. Provide Multiple Means of Representation
Provide Multiple Means of Action and expression
Provide Multiple Means of Engagement
Perception
Physical action
Recruiting interest
Language, expressions, and symbols
Expression and communication
Sustaining effort and persistence
Comprehension
Executive function
Self-regulation
Rose, D ( 2011) CAST,  Universal Design for Learning Guidelines version 2.0. Wakefield, MA

6. ADA UDL UID ADA UDL and UID
Assures accommodations for students with disabilities one at the time
Barrier-free
Fewer individual accommodations needed

7. Seven Principles of Universal Instructional Design
Accessible & Fair
Consistent
Explicit
Flexible
Supportive
Accommodating
Minimize Effort

8. Principle 1 Be Accessible and Fair
Will the students have difficulty accessing course materials or participating in any essential activities related to class?
Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

9. Principle 2 Be Straightforward and Consistent
Are there any areas of confusion regarding course objectives, how the course materials are presented and/or goals evaluated?
Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

10. Activity 1 Evaluating a Syllabus Read an element (row) of the rubric
Analyze sample syllabus for that element
Give yourself a rating and list any comments- Listen to your gut
After ~5 minutes, have each person say one surprising thing to the group

11. Principle 3 Provide Flexibility in Use, Participation, Presentation, and Evaluation
Does the course offer a reasonable number of choices in the presentation of materials, opportunities for participation, and methods of evaluation to address all students’ needs and abilities?
Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

12. Principle 4 Instructional Materials should be explicitly presented and readily perceived
Are there barriers to students receiving or understanding the information and resources needed to succeed in this course? Are instructions clearly written?
Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

13. Evaluate the Use of a Graphic
What is the purpose of using the graphic?
What does the graphic convey?
Is the graphic necessary or is it used more as a decoration?
How can the information be conveyed?
Is the information provided somewhere else?

14. Anxiety Chronic Stress Hidden Disabilities Hyperactivity Inattention
ADHD/ADD
Learning Disabilities
Developmental Reading Disorders
Developmental Delays
Color Blindness
Dyslexia
Autism Spectrum Disorders
Traumatic Brain Injury/Closed Head Injury
Medical Concerns
Psychological or Psychiatric Disorders
Distractedness
Inattention
Disorganization
Forgetfulness
Anxiety
Abnormal behavior
Chronic Stress

15. Source: WebAIM Dyslexia Simulation
Activity 2
Read the following paragraphs & be prepared to answer a few questions.
Source: WebAIM Dyslexia Simulation

16. Answer these Questions…
Why are images good for web accessibility?
Who would be negatively impacted by a text-only site?
Source: WebAIM Dyslexia Simulation

17. The Unmodified Paragraph
Source: WebAIM Dyslexia Simulation

18. Principle 5 Provide a Supportive Learning Environment
Do students feel respected as individuals, welcome to express their thoughts, and able to explore new ideas? Do you make yourself available to answer questions & discuss issues?
Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

19. Principle 6 Minimize Unnecessary Physical Efforts or Requirements
Are there any physical challenges in this course that can be removed? Are field trips, viewing films or creating recordings required? Are they accessible or are other options available?
Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

20. Things You Can Do Immediately
Design – Include a variety of activities that align with the outcomes and goals for the instruction.
Delivery – Provide a variety of delivery methods to include lecture, projects, case studies, discussions, hands-on activities, etc.
Materials – Arrange for accessible materials that include alt- text, captioning, transcripts, visual cues and can be accessed using screen and text reading programs.
Environment – Be responsible for a welcoming and accessible environment that removes all physical roadblocks and provides opportunities to for students to express themselves and demonstrate knowledge.
Source:

21. Principle 7 Ensure a Learning Space that Accommodates Both Students and Instructional Methods
Are the materials, activities and evaluation tools used appropriate and suitable for successful instruction and the use of all the students?
Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada:

22. Activity 3 & Evaluation
Reflecting on the article you will read about Universal Instructional Design
What have you learned today? Any new insights?
How will you use this information in your (online) classroom?
Work in groups using posters around the room- remind them to be creative, not just a list!!!

23. References & Resources
Rose, D. & Meyer, A. (2002) Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD
Meyer, A., Rose, D., Gordon, D. (2014) Universal Design for learning, Theory and Practice. CAST
Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada: implementation%20guide.pdf
UID Quick Start Check List :
Preliminary Assessment of Faculty Implementation of UDL En ACT: Ensuring Access through Collaboration and Technology: Implementation-of-UDL.pdf
Archives/2012/02/Accessibility-Through-Design

24. References & Resources, cont’d
Related to tactile materials:
Tactile Ready made graphics:
American printing House for the Blind:
National Braille Press:
Diagram Center
Talking Graphics:
Talking tactile tablet:
Guidelines for making tactile graphics:
Bana Tactile Graphics Guidelines:
Tactile Graphics website: