Faculty / Staff Resources • Title III • Universal Design
Title III Universal Design
What is Universal Design?
We explore the application of universal design to the process of designing inclusive presentations that minimize the need for individual accommodations. 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. This inclusive approach has been adapted by Scott, McGuire and Shaw [1] as Universal Design for Instruction (UDI) and has direct relevance for individuals who are working to develop inclusive presentations. “UDI is an approach to teaching that consists of the proactive design and use of inclusive instructional strategies that benefit a broad range of learners, including students with disabilities.”
Principles of Universal Design for Instruction
Equitable Use: The design does not disadvantage or stigmatize any group of users.
Flexibility in Use: The design accommodates a wide range of individual preferences and abilities.
Simple, 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 & Use: Appropriate size and space is provided for approach, reach, manipulation, and use, regardless of the user's body size, posture, or mobility.
A Community of Learners: The instructional environment promotes interaction and communication among students and between students and faculty.
Instructional Climate: Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students.
How Can UDI Improve my Presentation?
In almost all venues, audiences today are made up of an increasingly diverse population. People from varying cultural backgrounds and communities with different learning styles, languages, and disabilities do not receive, process or remember information in the same way. As such, presenters are challenged to move beyond their traditional presentation styles and incorporate strategies that are more diverse, flexible, and accessible (more universal) in order to be effective.
Since a universal design approach never advocates compromising essential information, effective planning must begin with content.
- What are the essential components of my presentation?
- What do I want my audience to know?
- What do I want my audience be able to do?
- What lasting impact do I want to have?
Having a firm understanding of exactly what you intend to convey and how you hope it will affect your audience provides the necessary background to begin considering how best to achieve your goals. As you plan the technique you will use during your presentation, consider:
- How will I present this information without compromising the essential elements that I’ve identified?
- What challenges to inclusion might my presentation create?
- How can I plan my presentation to provide meaningful access to all members of my audience and minimize the need for individual accommodations?
- While no presentation style is entirely barrier free, effective speakers must consider the strengths and challenges of each format and implement strategies that maximize flexibility and alternatives while minimizing potential barriers.
Challenges |
Strategies |
|
Lecture |
Requires sustained concentration, retention of information, fluency in spoken language, and note-taking. |
Create and post detailed notes on an accessible Website, provide periodic breaks during long sessions, provide adequate space and lighting for interpreters/captioners; allow time for questioning and clarification throughout presentation. |
Group Work |
Often requires substantial, appropriate physical space, use of printed materials, sustained concentration and interpersonal, communication and writing skills; may spark anxiety issues. |
Design group roles to ensure that individual differences are naturally mediated through distribution of responsibilities; minimize the amount of printed materials and assure accessible formats when necessary; design physical space to minimize noise level and distraction. |
PowerPoint/ Overhead |
Requires use of visual information (clarity, color, size, and density of slides); lighting may be an issue. |
Create slides with a solid background (light text on dark background); use at least a 24- point font (Arial, Times New Roman); describe slides orally; limit the number of slides; allow adequate time for the audience to read each slide; use software to create accessible PowerPoint slides to post to an accessible Website. |
Videos/films |
Requires use of auditory and visual information; lighting may be an issue. |
Ensure videos are captioned; prepare a disk of descriptive narration or transcript for ready availability for alternative format if needed. |
Written Exercises |
Requires reading, writing, access to print formats and English language fluency. |
Present written exercises as group work OR allow for the use of assistive technology, reader, scribe, or a dictated response; use at least 18-point font on a solid background using simple, intuitive language. |
Activities |
Often requires substantial physical movement, use of auditory and visual information and English language fluency; may spark anxiety issues, compromise the effectiveness of accommodations (sign language interpreters/captioners), and prevent adequate control of physical environment (noise, space, lighting). |
Carefully plan and consider the value of the activity due to the wide range of issues and individual differences of participants; consider options to accomplish the same goals If you choose to use an activity, ensure that you plan necessary supports to allow for ease of movement and communication. Practice variations of the activity with user/experts to evaluate inclusiveness. Discussions |
Presentation |
Requires English language fluency, use of auditory information and adequate sound barriers; may require may require note- taking, sustained concentration, and use of visual information; may compromise effectiveness of accommodations (sign language interpreters / captioners) and spark anxiety issues.
|
Provide adequate space and lighting for sound barriers as well as alternative communication (interpreters/captioning); provide options for participation, such as note cards; summarize key points. |
Essential Elements and Strategies for Universally Designed
Presentations
- Consider including a variety of delivery methods that allow multi-modal learning.
- Ensure that the physical setup of the room allows for easy movement for wheelchair users and guide dogs, provides space for sign language interpreters or real-time captioners, and is adequately lighted for audience to take notes and for interpreters to be seen.
- Prior to your presentation, assure that your presentation plans are clearly outlined so that participants have time to request reasonable accommodations as needed.
- At the beginning of your presentation, briefly describe your agenda/plan to let the audience know what to expect and to provide a framework.
- Arrange content logically and in order of importance.
- Use plain language that is crisp and to the point; avoid jargon.
- Always ensure that amplification systems are provided and used.
- Ensure that all video material is captioned.
- Provide presentation notes (available in alternative formats on request) so that audience members can refer to it during the presentation and interpreters can use it to become familiar with the material.
- Prepare handouts using at least 18-point font and PowerPoint slides using at least 24-point font; select a simple font such as Arial or Times New Roman with a high contrast background.
- Accompany visual materials with verbal description; practice the art of describing images succinctly.
- Allow adequate time for processing slides and visual images.
- Post handouts and summary notes on an accessible Website following the presentation.
Where do I go for support?
The Association on Higher Education and Disability (AHEAD) is an international, multicultural organization of professionals committed to full participation in higher education for persons with disabilities. In recognition of the potential impact of a universal design paradigm on higher education, members of the Association are actively involved in universal design research and promotion. Please contact AHEAD at www.ahead.org for more information.
PowerPoint Accessibility Techniques:
http://www.webaim.org/techniques/powerpoint/
The Center for Universal Design
http://www.design.ncsu.edu/cud/
Adaptive Environments
Universal Design Education Online
DO-IT (Universal Design of Instruction)
http://www.washington.edu/doit/Brochures/Academics/instruction.html
The Center for Applied Special Technology
WebAIM
Listserv: UID-Forum
www.ascd.org to register Association for Supervision and Curriculum Development.
FacultyWare
http://www.facultyware.uconn.edu/home.htm
Books
Bowe, F. (2000). Universal Design in Education: Teaching Nontraditional Students. Westport, CN, Bergin & Garvey.
Rose, David H. & Meyer, Anne (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Virginia, Association for Supervision and Curriculum Development
[1] McGuire, J.M., Scott, S.S. & Shaw, S.F. Universal design for instruction: the paradigm, its principles, and products for enhancing instructional access. Journal of Postsecondary Education and Disability, 17 (1), 10-20.
