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Unit 3 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project
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Unit 3. Universal Design for Instruction
Unit 3 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project
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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
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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
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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 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
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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.Example: course materials accessible online
Unit 3 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project
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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
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Principle Three: Simple and Intuitive
Definition:
Instruction is designed in a straightforward and
predictable manner, regardless of the student’s
experience, knowledge, language, or current
concentration level.
Example: concept map of a complex topic
Unit 3 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project
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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 abilities.
Example: student using tape recorder
Unit 3 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project
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Principle Five: Tolerance for Error
Definition:
Instruction anticipates variation in individual student learning
pace and prerequisite skills.
Error is seen as a window for promoting individual learning.
Example: computer file showing multiple drafts of a student’s written work.
Unit 3 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project
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Principle Six: Low Physical Effort
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.)
Example: student takes class notes on laptop computer.
Unit 3 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project
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Principle Seven: Size and Space for Approach and Use
Definition:
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.
Example: wheelchair- accessible chemistry lab station
Unit 3 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project
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Principle Eight: A Community of Learners
Definition:
The instructional environment promotes interaction and
communication between
students and among students and faculty.
Example: students working in collaborative group.
Unit 3 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project
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Principle Nine: Instructional Climate
Definition:
Instruction is designed to be
welcoming and inclusive.
High expectations are espoused
for all students.
Example: student and instructor discussing a project.
Unit 3 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project
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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
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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.
