Universal Design in Educational Environments

Universal Design in Educational Environments

The term “Universal Design” was first used by Ron Mace, founder and program director of The Center for Universal Design. Mace, along with a team of architects, environmental researchers, engineers and product designers defined universal design as “the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design”. This same team of professionals developed a set of seven principles which guide designers in the development of products and environments to maximize usability and accessibility.

The Principles of Universal Design

  • Equitable Use – The design is useful and marketable to people with diverse abilities.
  • Flexibility in Use – The design accommodates a wide range of individual preferences and abilities.
  • 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.
  • Perceptible Information – The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.
  • Tolerance for Error – The design minimizes hazards and the adverse consequences of accidental or unintended actions.
  • Low Physical Effort – The design can be used efficiently and comfortably and with a minimum of fatigue.
  • Size and Space for Approach and Use– Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user’s body size, posture, or mobility.

Source: North Carolina State University, Center for Universal Design.

The crafters of these principles recognized the power that design has to include or exclude disabled people. They also promoted the idea that accessible design can be aesthetically pleasing. When access is considered during the planning phase of the design, inclusive design can, in fact, be beautiful. 

While the concept of universal design originated with the built environment, it is now applied in education and digital environments. Frank Bowe, in his book, Universal Design in Education took these principles and applied them to the educational environment. McGuire and Scott (2001) adapted and expanded them to nine principles.

Nine Principles of Universal Design of Instruction (UDI)

Scott, McGuire, and Shaw (2001) expanded upon these principles.

  1. Equitable use: Accessible and usable by everyone.
  2. Flexibility in use: Accommodated to individual needs with choices provided.
  3. Simple and intuitive: Clear and understood regardless of student’s experience, knowledge, language skills, or current concentration level.
  4. Perceptible information: Accessible regardless of students’ sensory abilities.
  5. Tolerance for error: Anticipates learning pace and prerequisite skills.
  6. Low physical effort: Minimizes nonessential physical effort (unless physical effort is integral to the essential requirements of a course [e/g/ lifting requirements in a physical therapy program]).
  7. Size and space for approach and use: Considers physical and sensory access to environment, equipment, tasks.
  8. A community of learners: Promotes interaction and communication among students and between students and faculty.
  9. Instructional climate: Welcoming and inclusive.

Scott, S., Shaw, S., & McGuire, J. (Nov. 2001). Teaching College Students with Learning Disabilities. ERIC Clearinghouse on Disabilities and Gifted Education, The Council for Exceptional Children, Eric Digest #E618.