DO-IT - Education

How do I include information about universal design in curriculum related to informal STEM learning?

swb3 — Sun, 07 Aug 2022 18:26:35 +0000

DO-IT’s Access to Informal STEM Learning (AccessISL) project has developed resources to help educators include information about universal design in curriculum related to informal STEM Learning. The document Pedagogical and Content Design Practices that Support Accessibility and Inclusion in Museology Courses shares information about the following:

A framework for thinking about universal design of instruction
Steps to incorporate universal design of instruction in courses or classes
Tips for museology and other informal STEM learning training programs
Accessible technology and how students use it
The creation of accessible documents
Communication tips for interacting with individuals with disabilities

Other useful resources related to accessible informal STEM learning include these resources:

Individuals interested in this topic are encouraged to join the online AccessISL Community of Practice, where key stakeholder groups help make informal STEM learning environments accessible and usable by everyone (e.g., faculty, students, disability service units, informal science learning programs, teaching and learning centers, diversity programs, and professional organizations). This program allows anyone to share ideas and assist in the creation and dissemination of resources, which will encourage others to help a broader range of students and patrons learn about universal design and accessibility in informal science settings.

For more information, visit the AccessISL resources page.

Universal Design in Higher Education: Promising Practices

eol — Tue, 06 Nov 2018 22:05:30 +0000

Edited by Sheryl E. Burgstahler

Universal Design in Higher Education: Promising Practices is an online book that continues to grow as further contributions are made. Practitioners and researchers who have applied UD in postsecondary settings are invited to submit articles presenting evidence of their successes.

Article submissions are peer-reviewed by members of the Universal Design in Higher Education Community of Practice, which is managed by the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center founded and directed by Sheryl Burgstahler at the ��ԭ�� in Seattle. Accepted articles have been reviewed and edited.

Universal Design in Higher Education: Promising Practices is available in HTML and PDF versions. For the HTML version, follow the Universal Design in Higher Education: Promising Practices book website. For the PDF version, go to Universal Design in Higher Education: Promising Practices - PDFs.

Implementing universal design: Collaborations across campus

eol — Thu, 02 Mar 2017 19:03:38 +0000

By:

Finn, D. E., Getzel, E. E., Asselin, S. B., & Reilly, V.

UD Citation:

Article or Chapter

Universal design in higher education: From principles to practice

kayladb — Thu, 03 Sep 2015 21:47:56 +0000

By:

Burgstahler, S.

UD Citation:

Book

Captions: Improving Access to Postsecondary Education

Terrill — Mon, 29 Dec 2014 23:51:51 +0000

Professors, students, and IT administrators share the benefits of using captions on videos in postsecondary courses.

Project:

AccessComputing

AccessCyberlearning

AccessERC

Year:

2014

Captions: Improving Access to Postsecondary Education

Featured:

off

UD Topic:

Technology-Environement

Video and Multimedia

Universal Design in Higher Education: From Principles to Practice, 2nd Edition

kcl — Thu, 17 Jul 2014 23:24:46 +0000

Universal Design in Higher Education: From Principles to Practice, 2nd edition was published by Harvard Education Press and developed as part of the AccessCollege project, which was funded by the U.S. Department of Education Office of Postsecondary Education (grant #P333A050064).

This book showcases the perspectives and expertise of forty-one students with disabilities, practitioners, and researchers that represent twenty-six postsecondary institutions and other organizations. They illustrate how the application of universal design can create inclusive instruction, student services, physical spaces, and information technology. The broad scope of experience shared by the authors makes this book appropriate as a guide to campus leaders and as a textbook for college and university courses that explore current disability, diversity, design, special education, and related topics.

In the Foreword, Michael K. Young, President of the ��ԭ��, notes, “This book makes a compelling case for adopting universal design in all postsecondary offerings in order to support a diverse educational community and an inclusive approach to academic excellence. There is something here for everyone.” Explore a review of the book written by Professor Alan Hurst.

Copies of this book can be purchased through the following outlets:

2015

Universal Design in Postsecondary Education: Process, Principles, and Applications

teasler3 — Tue, 08 Apr 2014 21:42:07 +0000

Universal-Design-Postsecondary-Education-Process-Principles-Applications.pdf

By:

Sheryl Burgstahler, Ph.D

Goal, process, principles, and examples for applying UD to instruction, services, physical spaces, and technology

Designing any product or environment involves the consideration of many factors, including aesthetics, engineering options, environmental issues, safety concerns, industry standards, and cost. Typically, designers focus their attention on the average user. In contrast, universal design (UD), according to The Center for Universal Design, "is 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" (Source).

When UD principles are applied in a postsecondary institution, educational products and environments meet the needs of potential students with a wide variety of characteristics. Disability is just one of many characteristics that a student might possess. For example, one student could be Hispanic, six feet tall, male, thirty years old, an excellent reader, primarily a visual learner, and deaf. UD requires consideration of all characteristics of potential users, including abilities and disabilities, when developing a course or service.

UD can be applied to any product or environment. For example, a typical service counter in a career services office is not accessible to everyone, including students who are short in stature, use wheelchairs, and cannot stand for extended periods of time. Applying UD principles might result in the design of a counter that has multiple heights-the standard height designed for individuals within the typical range of height and who use the counter while standing up and a shorter height for those who are shorter than average, use a wheelchair for mobility, or prefer to interact with service staff from a seated position.

Making a product or an environment accessible to people with disabilities often benefits others. For example, automatic door openers benefit students, faculty, and staff using walkers and wheelchairs, but also benefit people carrying books and holding babies, as well as elderly citizens. Sidewalk curb cuts, designed to make sidewalks and streets accessible to those using wheelchairs, are often used by students on skateboards, parents with baby strollers, and delivery staff with carts. When television displays in restaurants, museums, and other public areas are captioned, programming is accessible not only to people who are deaf but also to others who cannot hear the audio in noisy areas.

UD is a goal that puts a high value on both diversity and inclusiveness. It is also a process. The following paragraphs summarize the process, principles, and applications of UD.

The Process of Universal Design

The process of UD requires a macro view of the application being considered as well as a micro view of subparts of the application. The following list suggests a process that can be used to apply UD in a postsecondary setting:

Identify the application. Specify the product or environment to which you wish to apply universal design.
Define the universe. Describe the overall population (e.g., users of service), and then describe the diverse characteristics of potential members of the population for which the application is designed (e.g., students, faculty, and staff with diverse characteristics with respect to gender; age; size; ethnicity and race; native language; learning style; and abilities to see, hear, manipulate objects, read, and communicate).
Involve consumers. Consider and involve people with diverse characteristics (as identified in Step 2) in all phases of the development, implementation, and evaluation of the application. Also gain perspectives through diversity programs, such as the campus disability services office.
Adopt guidelines or standards. Create or select existing universal design guidelines or standards. Integrate them with other best practices within the field of the specific application.
Apply guidelines or standards. Apply universal design in concert with best practices within the field (as identified in Step 4) to the overall design of the application, all subcomponents of the application, and all ongoing operations (e.g., procurement processes, staff training) to maximize the benefit of the application to individuals with the wide variety of characteristics identified in Step 2.
Plan for accommodations. Develop processes to address accommodation requests (e.g., purchase of assistive technology, arrangement for sign language interpreters) from individuals for whom the design of the application does not automatically provide access.
Train and support. Tailor and deliver ongoing training and support to stakeholders (e.g., instructors, computer support staff, procurement officers, volunteers). Share institutional goals with respect to diversity and inclusion and practices for ensuring welcoming, accessible, and inclusive experiences for everyone.
Evaluate. Include universal design measures in periodic evaluations of the application; evaluate the application with a diverse group of users, and make modifications based on feedback. Provide ways to collect input from users (e.g., through online and printed instruments and communications with staff).

Universal Design Principles

At The Center for Universal Design (CUD) at North Carolina State University, a group of architects, product designers, engineers, and environmental design researchers established seven principles of UD to provide guidance in the design of products and environments. Following are the CUD principles of UD, each are paired with an example of its application:

Equitable use. The design is useful and marketable to people with diverse abilities. For example, a website that is designed to be accessible to everyone, including people who are blind, employs this principle.
Flexibility in use. The design accommodates a wide range of individual preferences and abilities. An example is a museum that allows visitors to choose to read or listen to the description of the contents of a display case.
Simple and intuitive. Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. Science lab equipment with clear and intuitive control buttons is an example of an application of this principle.
Perceptible information. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. An example of this principle is captioned television programming projected in noisy restaurants.
Tolerance for error. The design minimizes hazards and the adverse consequences of accidental or unintended actions. An example of a product applying this principle is software applications that provide guidance when the user makes an inappropriate selection.
Low physical effort. The design can be used efficiently, comfortably, and with a minimum of fatigue. Doors that open automatically for people with a wide variety of physical characteristics demonstrate the application of this principle.
Size and space for approach and use. Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user's body size, posture, or mobility. A flexible work area designed for use by employees with a variety of physical characteristics and abilities is an example of applying this principle.

Applications of UD

Listed below are some of DO-IT's resources that you will find in The Center for Universal Design in Education, some with links to videos. Publications may be duplicated for presentations, mailings, and other noncommercial purposes.

Introduction

Instruction

Technology

Services

Physical Spaces

Projects, Conference Exhibits, Presentations, and Professional Organizations

Additional Resources

For more information about applications of universal design consult DO-IT Resources or The Center for Universal Design in Education.

The following books also provide information about applications of UD in higher education:

Burgstahler, S. (Ed.) (2015). Universal Design in Higher Education: From Principles to Practice, Harvard Educational Press.
Burgstahler, S. (2020), Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit.

Applications of Universal Design in Postsecondary Education

Instruction

Class climate
Interaction
Physical environments/ products
Delivery methods
Information resources/technology
Feedback
Assessment
Accommodation

Services

Planning, policies, and evaluation
Physical environments/products
Staff
Information resources/technology
Events

Information Technology

Procurement/development policies
Physical environments/ products
Information
Input/control
Output
Manipulations
Safety
Compatibility with assistive technology

Spaces

Planning, policies, and evaluation
Appearance
Entrances/routes of travel
Fixtures/furniture
Information resources/technology
Safety
Accommodation

Examples of Universal Design in Postsecondary Education

Universal design In Postsecondary education follows these guides:

puts high values on both diversity and inclusion.
rests on the definition and principles developed at The Center for Universal Design.
strives to make products and environments welcoming, accessible, and usable for everyone.
is a process as well as a set of guidelines and strategies for specific applications.
can be applied to instruction, services, information, technology, and physical spaces.
can be implemented in incremental steps.

In Instruction

A statement on a syllabus that invites students to meet with the instructor to discuss learning needs.
Multiple delivery methods that motivate and engage all learners.
Flexible curriculum that is accessible to all learners.
Examples that appeal to students with a variety of characteristics with respect to race, ethnicity, gender, age, and interest.
Regular, accessible, and effective interactions between students and the instructor.
Allowing students to turn in parts of a large project for feedback before the final project is due.
Class outlines and notes that are on an accessible website.
Assessing student learning using multiple methods.
Faculty awareness of processes and resources for disability-related accommodations.

In Services

Service counters that are at a height accessible from both a seated and standing position.
Staff that are aware of resources and procedures for providing disability-related accommodations.
Pictures in publications and on websites that include people with diverse characteristics with respect to race, age, gender, and disability.
A statement in publications about how to request special assistance, such as a disability-related accommodation.
A student service website that adheres to accessibility standards (see www.section508.gov/ for those of the federal government).
Printed materials that are easy to reach from a variety of heights and without furniture blocking access.
Printed publications that are available in alternate formats (e.g., electronic, large print, Braille).

In Information Technology

Captioned videos.
Alternative text for graphic images on web pages so that individuals who are blind and using text-to-speech technology can access the content.
Procurement policies and procedures that promote the purchase of accessible products.
Adherence to standards for the accessible and usable design of websites.
Comfortable access to computers for both left-and right-handed students.
Software that is compatible with assistive technology.
Computers that are on adjustable-height tables.

In Physical Spaces

Clear directional signs that have large, high-contrast print.
Restrooms, classrooms, and other facilities that are physically accessible to individuals who use wheelchairs or walkers.
Furniture and fixtures in classrooms that are adjustable in height and allow arrangements for different learning activities and student groupings.
Emergency instructions that are clear and visible and address the needs of individuals with sensory and mobility impairments.
Non-slip walking surfaces.

��ԭ�� DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of ��ԭ��, and the U.S. Department of Education. DO-IT is a collaboration of UW Information Technology and the Colleges of Engineering and Education at the ��ԭ��.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by sending a check to DO-IT, Box 354842, ��ԭ��, Seattle, WA 98195-4842.

Your gift is tax deductible as specified in IRS regulations. Pursuant to RCW 19.09, the ��ԭ�� is registered as a charitable organization with the Secretary of State, state of ��ԭ��. For more information call the Office of the Secretary of State, 1-800-322-4483.

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
��ԭ��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (toll free voice/TTY)
509-328-9331 (voice/TTY) Spokane
206-221-4171 (fax)

Founder and Director: Sheryl Burgstahler, Ph.D.

DO-IT Funding and Partners

Acknowledgment

This publication is based upon work supported by the National Science Foundation and the U.S. Department of Education. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the federal government.

Universal Design in Education: Principles and Applications

kcordy — Tue, 08 Apr 2014 21:29:49 +0000

UDE-Principles-and-Applications.pdf

By:

Sheryl Burgstahler, Ph.D.

An approach to ensure that educational programs serve all students

While physical spaces, courses, technology, and student services are often designed for the average student, the practice of universal design in education (UDE) considers people diverse characteristics in the design of all formal and informal educational products and environments. UDE goes beyond accessible design for people with disabilities to make all aspects of the educational experience more inclusive for students, staff, instructors, administrators, and visitors with a great variety of characteristics, including those related to gender, race and ethnicity, age, stature, disability, and learning preference.

Though universal design has its roots in the design field of architecture and commercial products and information technology (IT) , UDE applications are relatively new. UDE provides a philosophical framework for the design of all products and environments at all educational levels. These include

computers, educational software, and websites;
computer and science labs;
curriculum and instruction;
libraries; and
counseling and other student services.

Definition of UD

The term universal design (UD) was coined by the architect Ronald Mace, who challenged the conventional approach of designing for the average user and provided a design foundation for more accessible and usable products and environments. Mace and other visionaries developed the definition of UD used by the Center for Universal Design (CUD) at North Carolina State University: “the design of products and environments to be usable to the greatest extent possible by people of all ages and abilities”. All universally designed products and environments are accessible, usable, and inclusive.

Principles and Guidelines for UDE

UD has been applied to many educational products (e.g., websites, textbooks, lab equipment) and environments (e.g., classrooms, libraries). Unlike an accommodation for a specific person with a disability, the practice of UDE is proactive and benefits all students, including those who are not receiving disability-related accommodations and other services from the school. The following sections present examples of UDE applications—physical spaces, IT, instruction, and student services. They are underpinned by three sets of principles for UDE: UD, WCAG and UDL.

UD Principles

Architects, product designers, engineers, and environmental design researchers at the CUD established seven principles for the universal design of any product or environment (The Center for Universal Design, 1997). These principles of UD are listed below, along with examples of application to physical spaces in formal and informal educational settings.

Equitable use. The design is useful and marketable to people with diverse abilities. Example: A makerspace that has equipment and furniture to make it usable by students with a wide range of characteristics, including disabilities.
Flexibility in use. The design accommodates a wide range of individual preferences and abilities. Example: A design that allows a museum visitor to choose to read or listen to the description of the contents of display cases.
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. Example: Choosing a 3-D printer that is easy to use and includes clear instructions.
Perceptible information. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities. Dormitory example: An emergency alarm system with visual, aural, and kinesthetic characteristics.
Tolerance for error. The design minimizes hazards and the adverse consequences of accidental or unintended actions. Example: Software controls that provide guidance when the student makes an inappropriate selection.
Low physical effort. The design can be used efficiently and comfortably and with a minimum of fatigue. Example: Doors with sensors that automatically open for everyone.
Size and space for approach and use. Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user’s body size, posture, or mobility. Example: work area in a science lab that is usable by students who are right- or left-handed and have a wide range of physical characteristics.

WCAG Principles

IT has the potential either to level the playing field or to widen the gaps in educational and career attainment between individuals who have disabilities—or are from other minority groups—and members of the majority. The World Wide Web Consortium (W3C), which develops and maintains protocols used on the web to ensure interoperability, is committed to UD. As expressed by its director, “The power of the web is in its universality. Access by everyone regardless of disability is an essential aspect” (Web Accessibility Initiative, n.d.). W3C’s Web Accessible Initiative (WAI) developed Web Content Accessibility Guidelines (WCAG) and checkpoints for the accessible design of websites and other IT; the Guidelines rest on four principles: that IT be

perceivable,
operable,
understandable, and
robust.

Applications of these principles to the procurement, development and use of all types of IT have demonstrated that it is possible to create products that are simultaneously accessible to people with a wide range of abilities, disabilities, and other characteristics. Many IT companies do not take the full spectrum of user diversity into account when they develop products, unintentionally erecting barriers for people with disabilities and others.

Nevertheless, during their procurement process, institutions can express the desire to purchase accessible IT and inquire about the accessibility features of specific products.

For examples of accessible IT, consult Accessible Technology.

UDL Principles

A Universally Designed for Learning (UDL) curriculum in formal and informal settings “reflects an awareness of the unique nature of each learner and the need to address differences” by offering

Multiple means of representation,
Multiple means of action and expression, and
Multiple means of action and engagement (The Center for Applied Special Technology).

CAST focuses its efforts on UDL, especially as it applies to technology-based curriculum. It defines UDL as “a research-based set of principles that together form a practical framework for using technology to maximize learning opportunities for every student.”

UDE Principles

UDE combines UD, UDL and WCAG principles and applies them to all education products and environments, including technology, teaching as learning, services, and physical spaces. UDE ensures access for all and minimizes the need for accommodations.

Unfortunately, IT developer instructors and service providers do not routinely apply comprehensive sets of UDE principles in their design. The following two sections of this document explain how UDE principles can be applied to instruction and services.

UD of Instruction (UDI)

UD, UDL, and WCAG principles form the foundation for universal design of instruction (UDI)—teaching techniques, curricula, assessment IT, and physical spaces. Following guidelines for UDI along with specific applications of UD, UDL and WCAG principles they apply,

Class climate. Adopt practices that reflect high values with respect to diversity, equity, and inclusion. Example: Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs. [UD 1, UDL 2]
Interaction. Encourage regular and effective interactions between students, employ multiple communication, and ensure that communication methods are accessible to all participants. Example: Assign group work for which learners must engage using a variety of skills and roles. [UD 1, 2, 4; UDL 3; WCAG]
Physical environments and products. For outside instruction, ensure that facilities, activities, materials, and equipment are physically accessible to and usable by all students and that diverse potential student characteristics are addressed in safety considerations. Example: Develop safety procedures for all students, including those who are blind, deaf, or wheelchair users. [UD 3, 4, 6, 7]
Delivery methods. Use multiple instructional methods that are accessible to all learners. Example: Use multiple modes to deliver content; when possible allow students to choose from multiple options for learning; and motivate and engage students—consider lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, field work, and so forth. [UD 2–4; UDL 1–3; WCAG]
Information resources and technology. Ensure that course materials, notes, and other information resources are engaging, flexible, and accessible for all students. Example: Choose printed materials and prepare a syllabus early to allow students the option of beginning to read materials and work on assignments before the course begins. Allow adequate time to arrange for alternate formats, such as books in audio format. [UDL 1; WCAG]
Feedback and assessment. Regularly assess students’ progress, provide specific feedback on a regular basis using multiple accessible methods and tools, and adjust instruction accordingly. Example: Allow students to turn in parts of large projects for feedback before the final project is due. [UD 5; UDL 2, 3]
Accommodations. Plan for accommodations for students whose needs are not fully met by the instructional content and practices. Example: Know campus protocols for getting materials in alternate formats, rescheduling classroom locations, and arranging for other accommodations for students with disabilities. [UD 1, 2, 4, 6]

For examples of UDI practices consult the video and publication Equal Access: Universal Design of Instruction.

UD of Student Services

UD can be applied to student services to make them accessible to, usable by, and inclusive of all students. These services include computer labs, libraries, admissions offices, registration, advising, career services, tutoring and learning centers, and student organizations. When UD is applied, everyone feels welcome, is able to get to the facility and maneuver within it, access materials and electronic resources, and participate in events and other activities. Efforts should be made to apply UD, UDL and WCAG principles in all of the following areas.

Planning, Policies, and Evaluation. Consider diversity issues as you plan and evaluate services.
Physical Environments and Products. Ensure physical access, comfort, and safety within an environment that is welcoming to visitors with a variety of abilities, racial and ethnic backgrounds, genders, and ages.
Staff. Make sure staff are prepared to work with all students.
Information Resources and Technology. Ensure that publications and websites welcome a diverse group and content is accessible to everyone.
Events. Ensure that everyone can participate in events sponsored by the organization.

For details about the UD of student services consult Equal Access: Universal Design of Student Services.

Further Information ��ԭ�� UDE

Burgstahler, S. (Ed.) (2020) Creating an Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Cambridge, MA: Harvard Education Press.

Resources

Adaptive Environments Center. (1995). ADA Checklist for Readily Achievable Barrier Removal. Boston: Author.

Equal access: Universal design of instruction. Seattle: ��ԭ��.

Equal access: Universal design of physical spaces. Seattle: ��ԭ��.

Equal access: Universal design of student services. Seattle: ��ԭ��.

Center for Applied Special Technology (CAST).

The Center for Universal Design (1997). North Carolina State University.

The Center for Universal Design in Education.

Web Accessibility Initiative (n.d.). Cambridge, MA: World Wide Web Consortium.

��ԭ�� DO‑IT

DO‑IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs and careers such as those in science, engineering, mathematics, and technology. Primary funding for DO‑IT is provided by the National Science Foundation, the State of ��ԭ��, and the U.S. Department of Education.

For further information, to be placed on the DO‑IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages, contact:

DO‑IT
��ԭ��, Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (toll free voice/TTY)
509-328-9331 (voice/TTY) Spokane
Founder and Director: Sheryl Burgstahler, Ph.D.

Acknowledgment

This publication was developed under a grant from the U.S. Department of Education, #P333A020044 and the National Science Foundation AccessCyberlearning 2.0: NSF #1824540. The contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.

DO-IT - Education

How do I include information about universal design in curriculum related to informal STEM learning?

Universal Design in Higher Education: Promising Practices

Implementing universal design: Collaborations across campus

Universal design in higher education: From principles to practice

Captions: Improving Access to Postsecondary Education

Universal Design in Higher Education: From Principles to Practice, 2nd Edition

Universal Design in Postsecondary Education: Process, Principles, and Applications

Goal, process, principles, and examples for applying UD to instruction, services, physical spaces, and technology

The Process of Universal Design

Universal Design Principles

Applications of UD

Introduction

Instruction

Technology

Services

Physical Spaces

Projects, Conference Exhibits, Presentations, and Professional Organizations

Additional Resources

Applications of Universal Design in Postsecondary Education

Instruction

Services

Information Technology

Spaces

Examples of Universal Design in Postsecondary Education

Universal design In Postsecondary education follows these guides:

In Instruction

In Services

In Information Technology

In Physical Spaces

����ԭ�� DO-IT

Acknowledgment

Universal Design in Education: Principles and Applications

Definition of UD

Principles and Guidelines for UDE

UD Principles

WCAG Principles

UDL Principles

UDE Principles

UD of Instruction (UDI)

UD of Student Services

Further Information ����ԭ�� UDE

Resources

����ԭ�� DO‑IT

Acknowledgment

��ԭ�� DO-IT

Further Information ��ԭ�� UDE

��ԭ�� DO‑IT