Universal Design is an approach that removes barriers to access and participation, and provides flexibility to accommodate for diversity. Providing flexibility and taking diversity into account at the design stages is often more successful and less time-consuming than providing retrospective adjustments.
The concept of universal design was first discussed in the field of architecture. Spaces that are created with universal design principles in mind are those that can be accessed by as many people as possible. To be accessible, a space must be useful, safe (meaning that hazards are minimised or eliminated), comfortably accessible for all users (regardless of their size, posture or mode of mobility) and important information in the space must be easy to understand (regardless of language background, skill, or prior knowledge). For example, exit and hazard signs use universally accessible icons and consistent colours to ensure important safety messages can be understood.
Applying universal design principles in education makes learning more accessible for more students
The concept of universal design has also been applied in education. One approach is known as Universal Design for Learning (or UDL) and another approach is differentiation. Educators can use UDL and/or differentiation as frameworks to guide lesson planning, to improve teaching impact, and to design fair assessments of student learning.
Universal Design for Learning (UDL)
UDL is a combination of best practice approaches that guides the design of resources, leaning outcomes, and assessments. UDL has three core principles that support greater flexibility in designing learning experiences, resources and assessments:
- Multiple means of student engagement
- Multiple means of representation
- Multiple means of action and expression.
UDL is strengths-based approach that facilitates genuine learning opportunities to all students while supporting high expectations.
Differentiated Instruction
Differentiated instruction means that educators observe and recognise the differences and similarities among students and use this information to plan instruction. Differentiation requires regular, thoughtful assessment and monitoring to determine students’ prior knowledge and skills, and ongoing development over time.
Despite differences between UDL and differentiate instruction they are complimentary approaches that can be applied together.
If used proactively at the planning stage to maximise access, adopting universal design principles can help to reduce the need for teachers to make retrospective adjustments. This leaves teachers with more time to engage in consultation and collaboration, benefiting both students and teachers.
In the area of assessment, for example, ensuring that assessment tasks, instructions and marking criteria are described using age-appropriate vocabulary and short, simple sentences in a clear, logical sequence reduces confusion and requests for clarification. This blog describes 21 design elements that will improve the accessibility of any assessment task sheet.
References
CAST (2021) About Universal Design for Leaning. https://www.cast.org/impact/universal-design-for-learning-udl
Cologon, K. & Lassig, C. (2020) Universal Approaches to Curriculum, Pedagogy and Assessment. In Inclusive Education for the 21st Century (L. Graham, Ed.). Allen & Unwin.
Graham, L. J., Tancredi, H., Willis, J., & McGraw, K. (2018). Designing out barriers to student access and participation in secondary school assessment. The Australian Educational Researcher, 45(1), 103-124.