| Principles
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| The following are the principles of universal design as they are applied in educational |
| settings, as well as examples of each principle. |
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| Principle 1: Equitable use |
| The instruction is useful and accessible to people with diverse abilities. |
 Provide the same means of use for all users: identical whenever possible; equivalent |
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| Avoid segregating or stigmatizing any users |
| Make provisions for privacy, security, and safety equally available to all users |
| Make the instruction appealing to all users |
| Examples: |
| A website that is accessible to everyone, including students who are blind |
| Web-based courseware products with links to online supports and resources so all |
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students can access materials as needed regardless of varying academic |
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preparation, need for review of content, distance from campus, etc. |
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| Principle 2: Flexibility in use |
| The instruction accommodates a wide range of individual preferences and abilities. |
| Provide choices in methods of use |
| Facilitate the user's accuracy and precision |
| Provide adaptability to the user's pace |
| Examples: |
| A website that allows users to choose graphic or text versions |
| Varied instructional methods (lecture with a visual outline, group activities, use of |
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stories, or web board based discussions) to provide different ways of learning and |
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| Principle 3: Simple and intuitive use |
| Instruction is easy to understand, regardless of the user's experience, knowledge, |
| language skills, or current concentration level. |
| Eliminate unnecessary complexity |
| Be consistent with student 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 |
| Examples: |
| Advance organizers for class lectures |
| Grading rubrics for papers or projects to clearly lay out expectations for performance |
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| Principle 4: Perceptible information |
| The instruction communicates necessary information effectively to the student, regardless |
| of ambient conditions or the student's sensory abilities. |
| Use different modes (pictorial, verbal, tactile) for redundant presentation of essential |
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| Maximize “legibility” of essential information |
| Provide compatibility with a variety of techniques or devices used by people with |
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| Examples: |
| A video shown during a course has captions |
| Text books, reading material, and other instructional supports in digital format or |
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online so students with diverse needs (e.g., vision, learning, attention, English |
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language learners) can access materials through traditional hard copy or with the use |
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of various technological supports (e.g., screen reader, text enlarger, online dictionary) |
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| Principle 5: Tolerance for error |
| The instruction minimizes student errors. |
| Provide warnings of common errors |
| Provide fail-safe features |
| Examples: |
| Software applications that provide guidance when the user makes an inappropriate |
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| Structuring a long-term course project so that students have the option of turning in |
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individual project components separately for constructive feedback and for integration |
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| Principle 6: Low physical effort |
| The instruction is delivered efficiently and minimizes student fatigue. |
| Minimize repetitive actions and sustained physical effort, unless it is an essential part |
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| Examples: |
| Word prediction software programs |
| Allow students to use a word processor for writing and editing papers or essay exams |
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| Principle 7: Size and space for approach and use |
| Appropriate size and space is provided for approach, reach, manipulation, and use, |
| regardless of student's body size, posture, or mobility. |
| Provide a clear line of sight to important elements |
| Provide adequate space for the use of assistive devices or personal assistance |
| Examples: |
| Instructor faces the class rather than the chalkboard while speaking |
| In small class settings, use of a circular seating arrangement to allow students to see |
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and face speakers during discussion |
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| Sources: |
| Bowe, F. (2000). Universal design in education: Teaching nontraditional students. Westport , CT : Bergin & Garvey. |
| Center for Universal Design |
| Shaw, S., Scott, S., & McGuire, J. (2001). (Teaching college students with learning disabilities. ERIC Digest #e618). Arlington , VA : Council for Exceptional Children. |
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