ERIC Number: ED473999
Record Type: Non-Journal
Publication Date: 2002-Dec
Reference Count: N/A
Universal Design: A Strategy To Support Students' Access to the General Education Curriculum. Information Brief.
Bremer, Christine D.; Clapper, Ann T.; Hitchcock, Chuck; Hall, Tracey; Kachgal, Mera
This information brief explains principles of universal design as an approach to providing access for students with disabilities to the general education curriculum. The premise of universal design is that environments and products should be designed for maximum usability including flexible curriculum and learning environments to allow students with widely varying abilities to achieve established academic content standards. A table offers classroom examples of seven universal design principles. These include: (1) equitable use; (2) flexibility in use; (3) simple and intuitive; (4) perceptible information; (5) tolerance for error; (6) low physical effort; and (7) size and space for approach and use. Three overlying principles for adapting instruction to individual student needs are: first, multiple means of presentation of information; second, multiple means of expression by students; and third, multiple means of engagement for students. (Contains 17 references.) (DB)
Descriptors: Academic Standards, Classroom Environment, Curriculum Design, Disabilities, Elementary Secondary Education, Grouping (Instructional Purposes), Instructional Design, Regular and Special Education Relationship
National Center on Secondary Education and Transition (NCSET), Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr., SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: email@example.com. For full text: http://www.ncset.org.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Secondary Education and Transition, Minneapolis, MN.