ERIC Number: ED468709
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Universal Design of Instruction.
This brief discusses how faculty can use principles of universal design to maximize the learning of all college students, including students with disabilities. Principles of universal design are first explained, including: equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use. The brief then lists examples of instructional methods that employ principles of universal design and make course content and activities accessible to people with a wide range of abilities: (1) inclusiveness, which creates a classroom environment that respects and values diversity; (2) physical access, which assures that classrooms, labs, and field work are accessible to individuals with a wide range of physical abilities and disabilities; (3) delivery methods and alternate delivery methods, which includes lecture, discussion, hands-on activities, Internet-based interaction, and field work; (4) information access, which uses captioned videotapes; (5) interaction, which encourages different ways for students to interact with each other and faculty; (6) feedback, which provides effective prompting during an activity and feedback after the assignment is complete; and (7) demonstration of knowledge, which provides multiple ways for students to demonstrate knowledge. A list of 17 resources on universal design is provided. (CR)
Descriptors: Access to Education, Accessibility (for Disabled), College Students, Curriculum Design, Design Requirements, Disabilities, Educational Facilities Design, Educational Principles, Faculty, Higher Education, Inclusive Schools, Teacher Student Relationship, Teaching Methods
DO-IT, University of Washington, Box 355670, Seattle, WA 98195-5670. Tel: 888-972-3648 (Toll Free); Fax: 206-221-4171; e-mail: firstname.lastname@example.org; Web site: http://www.washington.edu/doit/.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.; Office of Postsecondary Education (ED), Washington, DC.
Authoring Institution: Washington Univ., Seattle.