PRINCIPLES OF UNIVERSAL DESIGN: Usable learning environments for all students

Principle 1: Equitable use  The design is useful and marketable to people with diverse abilities.  Guidelines:  Provide the same means of use for all users: identical whenever possible; equivalent when not.  Avoid segregating or stigmatizing any users.  Provisions for privacy, security, and safety should be equally available to all users.  Make the design appealing to all users.

Equitable use in practice:  Questions to ask when evaluating a tool or course: How are the features supposed to be used? Do the design elements separate users of varying abilities from the other users? Does the language used to instruct users on the use of the tool or component segregate users?  Example: “Module at a glance” introductory page to a new unit that lists all readings, activities, discussions and assignments for that particular unit to serve as the student’s “home base” for that unit.

Principle 2: Flexibility in Use  The design accommodates a wide range of individual preferences and abilities.  Guidelines:  Provide choice in methods of use.  Accommodate right- or left-handed access and use.  Facilitate the user's accuracy and precision.  Provide adaptability to the user's pace.

Flexibility in use in practice:  Questions to ask when evaluating a tool or course:  What options does the tool/course component give the user?  Is it obvious that there are multiple ways to access the material?  Can the user repeat a task or activity? Is it possible to advance ahead?  Example:  Voicethread – offers multiple ways for the user to post a comment, either using audio, video, or text

Principle 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  Guidelines:  Eliminate unnecessary complexity.  Be consistent with user expectations and intuition.  Accommodate a wide range of literacy and language skills.  Arrange information consistent with its importance.  Provide effective prompting and feedback during and after task completion.

Simple & intuitive use in practice:  Questions to ask when evaluating a tool or course:  How much text is there on the page?  Are key pieces of information buried or well distinguished?  Does the user receive feedback when making a selection or advancing to a new component?  What type of language is used in the directions/commentary? Is it consistent with other parts of the course/tool?  Example:  Symbols and icons used – such as the “envelope” for mail.

Principle 4: Perceptible Information  The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.  Guidelines:  Use different modes for redundant presentation of essential information.  Provide adequate contrast between essential information and its surroundings.  Maximize "legibility" of essential information.  Differentiate elements in ways that can be described  Provide compatibility with a variety of techniques or devices used by people with sensory limitations.

Perceptible information in practice:  Questions to ask when evaluating a tool or course:  What audio/visual media are used? Is the information presented in more than one type of media?  What color is the text? The background? Is there contrast between the two?  Have alt tags and other descriptions been provided where appropriate?  Example:  On MSNBC.com, videos are embedded within an article about the same topic so users can choose which to access

Principle 5: Tolerance for Error  The design minimizes hazards and the adverse consequences of accidental or unintended actions.  Guidelines:  Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded.  Provide warnings of hazards and errors.  Provide fail safe features.  Discourage unconscious action in tasks that require vigilance.

Tolerance for error in practice  Questions to ask when evaluating a tool or course:  Does the user receive a prompt or some other type of feedback when a choice has been made?  Are there means provided to “undo” and action? Are warnings provided if an action cannot be undone?  How is the interface arranged? Is there enough differentiation between the buttons/prompts to reduce error in choice?  Example:  Moodle discussion forums – a post will not appear for 5 minutes and the user has 30 minutes to go back and edit the post.

Principle 6: Low Physical Effort  The design can be used efficiently and comfortably and with a minimum of fatigue  Guidelines:  Allow user to maintain a neutral body position.  Use reasonable operating forces.  Minimize repetitive actions.  Minimize sustained physical effort.

Low physical effort in practice:  Questions to ask when evaluating a tool or course:  How many clicks does it take to get to where the user needs to go?  Is the interface cluttered? Are there decorations and design elements that take up more room and make the user scroll through more “stuff” to get to the desired information?  Has the interface been designed to be easy to read?  Examples:  Word prediction or auto-correct – available on most smart phones, allows the user to reduce effort needed to communicate that point

Principle 7: Size & Space for Approach & Use  Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility  Guidelines:  Provide a clear line of sight to important elements for any seated or standing user.  Make reach to all components comfortable for any seated or standing user.  Accommodate variations in hand and grip size.  Provide adequate space for the use of assistive devices or personal assistance

Size and space (etc) in practice:  Questions to ask when evaluating a tool or course:  How clustered together are the icons/buttons?  Where is the text positioned on the page? Can the user see a good portion of the text without having to scroll?  Can the size of the display be modified?  Example:  Left hand navigation on a page – allows the text to rise up to the top of the page rather than being buried under a top navigation bar

“So, it’s a delicate line around accessibility to eliminate the barrier while maintaining the challenge.” – Skip Stahl Final note…

Kelly Hermann, Director Office of Collegewide Disability Services SUNY Empire State College (518) Contact information