The following is an outline of UDL guidelines and some steps to applying UDL in your classroom.
For more information: UDL Guidelines
Equitable Use
Information and materials can be used seamlessly by a larger more diverse group of students. This means identical materials “whenever possible, equivalent when not.” For example, digital text is saved in a format that is accessible to a variety of text to speech software and links to background information is accessible to all students in course.
Flexibility in Use
Choice is key here. If a student needs to hear the materials provided they can, with the same materials, be able to print out and use for physical manipulation or materials should be able to be visually adjusted for font size and contrast for the visually impaired student. Instructors should provide different methods of instructional delivery, so that instructional methods and approaches are varied allowing students to experience the same material in a variety of ways.
Simple and Intuitive
The content is the focus of learning – not how to work one’s way through the material. The use of a grading rubric is a must for this principle.
Perceptible Information
Information is presented to students in an accessible manner (for example, when referring to a graphic, it is described or alt tags are used for students with visual impairments; captioning provided for students with hearing impairments; and all reading materials are provided in an accessible digital format).
Tolerance for Error
Professors need to understand that students come with different levels of experience and resources, resulting in variation of proficiency. Instructors should provide the opportunity for students to turn in components of a larger project for feedback and improvement.
Low Physical Effort
When physical effort is not a central part of the course, a low amount of physical effort should be required in order to “maximize attention to learning” thus cutting down on transitions which can interfere in learning for some students.
Size and Space for Approach and Use
Consider the needs of the students within the space allotted. Also, accounting for variation in student’s body size, posture, mobility, and communication needs.
A Community of Learners
Create an environment (both physical and online) that feels safe and encourages interactions between students, as well as between the students and instructor.
Instructional Climate
An environment is engineered to be welcoming, inclusive of all learners and communicating high expectations of performance for all students. Instructors can start this process both in the syllabus with the statement of expectations of respect for differences and diversity as well as statement encouraging students to self-disclose documented or suspected learning difficulties.
Related Texts
Scott, S., Shaw, S., & McGuire, J. (in press). Universal Design for Instruction: A new paradigm for adult instruction in postsecondary education. Remedial and Special Education.
Shaw, S., Scott, S., & McGuire, J. (2001). Teaching college students with learning disabilities. ERIC Digest. Arlington , VA : Council for Exceptional Children .
- Consider how you will measure the students’ skills and knowledge from the test or assignment
- Consider how students can best demonstrate those skills and knowledge
- Determine the skills students need to respond to assessments. Is spelling and grammar as important as the students’ ability to synthesize information? If so, allow students with learning disabilities to use a computer with grammar and spell-checking software. If not, do not penalize students for language errors.
- Be explicit about which skills you will be evaluating. If spelling and grammar is important, you should inform students about this decision.
- Design a scoring guide or rubric with these decisions in mind so that students understand what you are trying to measure.
The course syllabus allows the instructor to set the tone and class climate for the semester.
Following UDL guilde lines, it is important to provide multiple means of engagement on the syllabus. Instructors should clearly outline the learning goals and objectives, communicate regular routines to establish expectations, outline the timing and format of assessments, and offer resources for the management of information. The instructor should be explicit about the ways in which students can access content (books, articles, PowerPoint slides, course website, etc.) and explain where to find background information and multiple examples.
Make sure to include a disability or accessibility statement along with any other information about your approach to disability and accommodations in the classroom.
Helpful Links
- Present information in multiple formats, including text, image, audio, and video.
- Support your lectures with handouts or a few PowerPoint slides.
- When using video clips, introduce and summarize the video and then debrief the main points with the class.
- Before group discussion, allow students time for individual reflection and writing. This will allow students to gather their thoughts.
- Create smaller groups or divide students into pairs for discussion. This will encourage more low-stakes participation.
- Offer students an online forum for discussion such as a class blog.
- Provide a clear lecture outline at the beginning of class and at the end of class, review major points covered and how they connect to course objectives.
- Provides students with a preview of the material to be covered in that day.
