GUIDELINE UNIVERSAL DESIGN

From policy to practice

Support Centre InclusiveHigherEducation

COLOPHON

The guideline is a publication of the Support Centre Inclusive Higher Education (SIHO).

For further information, comments or a training about the guideline you can contact SIHO via info@siho.be. The digital version of the guideline and the accompanying records can be found on the SIHO website ( http://www.siho.be).

The following people worked on this guideline: Lisa Herman (SIHO, editor), Anke Schoonhoven (SIHO), Valérie Van Hees (SIHO), Maaike Callens (Arteveldehogeschool), Anneleen Cottyn (Howest), Elisa Vandenbussche (Arteveldehogeschool), Elke Van der Stappen (KU Leuven), Evelyn Cloosen (Hogeschool PXL), Griet Pennewaert (Arteveldehogeschool), Kyra Hidding (Erasmushogeschool Brussel/VUB), Leen Schelfhout (Artesis Plantijn Hogeschool Antwerpen), Mieke Demeyere (Howest), Olaf Spittaels (Arteveldehogeschool), Sigrid De Witte (Odisee), Sofie Leekens (Hogeschool PXL).

| 3Table of contents

Foreword 5

Universal design explained 7

1 | The origins and principles of universal design 8

2 | Universal design in the educational learning process 10

3 | Universal design and reasonable adjustments 15

Implementing Universal Design 19

1 | Implementing universal design: plan of approach 19

2 | Implementing universal design: experiences and advice from good practices

Getting started 27

Final consideration 31

References 35

Table of contents

Foreword | 5

Universal design sees diversity as a general basis and emphasizes the use of flexible goals, methods, materials and forms of evaluation to provide effective education for all students. Instead of approaching accessibility as a side issue or only on a case-by-case basis, universal design focuses on designing education, products, environments and services that meet the needs of different students from the outset so that all students can participate and receive learning opportunities.20 By proactively meeting thresholds on the one hand and building in the greatest possible diversity on the other hand, ad hoc adjustments are less needed. Win win!

The realization of universal design within higher education is a matter that concerns many actors, both at the micro, meso and macro level. Universal design must be embedded in day-to-day teaching and the provision of services. It should not just be regarded as the task of a single service.19 This guideline focuses on the micro level and zooms in on how higher education teachers and service employees can easily apply principles of universal design in shaping their education and services. The guideline provides tools to identify opportunities for improvement and to work on an action plan to realize a shared vision and approach concerning universal design. 19, 20

The first chapter of this guideline includes an introduction to the what, how and why of universal design. In addition to the origins and principles, the link with inclusive education and reasonable adjustments will be discussed. Chapter two describes a framework for implementing universal design in practice. Chapter three consists of a structuring “advanced organizer” and offers more information about the 21 fact sheets that offer specific tips and tricks on how to apply universal design.

Foreword

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Universal design explained | 7

Universal design explained

Before getting started with developing and applying universal and accessible education, it is important to have a good understanding of the what, the how and the why of universal design. Chapter 1 discusses universal design, its embedding within inclusive education, and the interaction of universal design with reasonable adjustments.

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Universal design originates in the architecture, and refers to the design of accessible buildings so that a group of people as diverse as possible can use them. A slope, for example, makes a building not only accessible for wheelchair users, but also for mothers with a pram.

A group of architects and researchers agreed on seven basic principles for the design of universal products and services in 1995:

usable for everyone; flexible to use; easy and intuitive to use; provides understandable information; offers a margin for error; requires limited effort and uses suitable dimensions and user spaces.2

A universal design can be used by everyone. A slope gives easy access to a building for both a wheelchair user and a mother with a pram. It is flexible to use, so that it is suitable for a wide variety of preferences and possibilities. For example, a lift can be operated manually and it can be operated via speech or a pair of scissors can be used by both right and left-handed people. A universal design is intuitive, easy to use and easy to understand. All users, for example, benefit from a logically arranged building. Universal design also implies that necessary information is understandable for everyone. Signage can be offered visually and tactile via colored lines and tiles with a ripple pattern. Because of a universal design, there is room for mistakes. It minimizes the possible consequences of an error. The presence of a handrail on an inclined surface reduces the risk of an accident. The use of a design is universal when it can be used efficiently and comfortably with minimal effort. A door handle is mounted vertically and at a reachable height so that both a

1The origins and principles of universal design

Universal design explained | 9

child and a wheelchair user can open and close it smoothly. Finally, universal design implies the use of appropriate sizes and spaces. For example, a spacious entrance shaft gives everyone the space to maneuver.2

The principles are a test instrument for the realization of a universal design. However, this does not mean that in all cases they automatically lead to a good and universal design.

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Universal design is a central concept within the International Convention on the Rights of Persons with Disabilities (CRPD). Article 24 of this treaty stipulates that the contracting parties, including Belgium, have a duty to implement an inclusive education system at all levels and facilities so that every student can fully participate in education. The Convention pushes universal design forward as a principle to develop an accessible education system. European directives also impose the duty on education systems to implement accessibility principles in the design of their products and services.

“Universal design within education means that everyone must be able to use the products, environments, programs and services offered, without the need for a special design.” 2

Researchers from the US translated the principles of universal design into the educational context in a framework of nine principles: “Universal Design Instructions” (Figure 1).3

Equitable Use

Perceptible Information

Size and Space for Approach and Use

Flexibility in Use

Tolerance for Error

Community of Learners

Simple and Intuitive

Low Physical Effort

Instructional Climate

Figure 1. Framework UDL (2017)

2Universal design in the educational learning process

Universal design explained | 11

Equitable Use refers to offering a variety of learning materials such as slides, documents, video clips, etc. The principle of Flexibility in Use emphasizes the need for variety in forms of education and evaluation. The principle Simple and Intuitive focuses on the need for transparency and ease of use with regard to the content of course units and assessment, so that students clearly know what is expected of them. It requires complexity to be avoided. The principle of Perceptible Information emphasizes, among other things, the necessity that all material is offered in an accessible (digital) format. Think of sufficiently large font sizes and clear, sans-serif fonts. The principle Tolerance for Error anticipates differences in skills and prior knowledge among students. It recognizes that additional instructions or training may be necessary. The principle of Low Physical Effort emphasizes the need to avoid unnecessary physical exertion so that all attention can go to the learning process (e.g. lesson recordings to avoid a heavy physical exertion for a sick student). Size and Space for Approach and Use responds to the effective and efficient use of the physical education space. An arrangement that facilitates activating work forms will stimulate learning more than traditional seating arrangements. A Community of Learners ensures a good relationship between students and between students and teaching staff. It offers opportunities for interaction and collaboration. Finally, the Instructional Climate emphasizes that every student must feel welcome and that an explicit confirmation of an inclusive approach towards the student by every employee is recommended.3

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Researchers at the Center for Applied Special Technology in the US (CAST) designed the theoretical framework “Universal Design for Learning” (UDL).4 This framework is based on three neurological networks that are active in the brain during the learning process. These networks determine why, what and how someone learns and form the three basic principles of the UDL framework. There are three specific guidelines for each of these principles (see Table 1).

Why? What? How?

Create various options for involvement and

engagement

Offer information in different ways

Provide various op-tions for action and

expression

Respond to the interests

Make information visible through different senses

Use the learning material in different

ways

Create perseverance Clarify and provide structure

Provide opportunities to show what has been

learned in different ways

Offer possibilities for self-regulation

Offer different options for understanding the subject matter

Provide support in setting goals and

prioritiesTable 1. Framework Universal Design for Learning (Cast, 2011) 4

Although this UDL framework provides a certain basis for implementing universal design in the educational learning process, there is insufficient scientific evidence for the effectiveness of this framework.5 Despite the fact that the framework fits in with a number of educational principles that prove to be effective in higher education (see Table 2), the neurological basis of the UDL framework in particular has been strongly criticized. Describing a learning process as an activity involving three brain networks is an oversimplification of the neurological complexity involved in a learning process.

Universal design explained | 13

What? Why?

Autonomous motivation of students

Autonomously motivated students learn because of their own interest and/or for pleasure. As a result, they achieve better study results, they learn to manage themselves, they show more perseverance and they experience high-er psychological well-being.6 Teachers who respond to the connectedness, autonomy and competences of the students contribute to this autonomous motivation.7

Offer varied information

By offering information in different ways, every student has the opportunity to process this information in his own way. There is evidence that students learn better from a combination of text and images, the so-called multimedia principle.8

Integrate activating methods

Activating teaching, in which students not only listen but actively work with the subject matter, influences the learning results positively. Integrating active teaching methods during lessons increases student engagement and motivation, and ensures that they remember more, are more attentive and process the material more thor-oughly.9

Feedback Feedback is a crucial factor in improving the learning out-comes of students10, 11, 12 and makes learning visible. 13

Good self-reg-ulation

Good self-regulation ensures more efficient learning, because the learner can structure the environment bet-ter and is more aware of the learning process. A positive relationship between good self-regulation skills and invol-vement, persistence, academic confidence and learning outcomes has been shown.14, 15

Table 2. Educational Principles from the UDL framework

The limited scientific evidence of the entire UDL framework implies that a strict implementation of this UDL framework with all its principles, guidelines and working points in higher education is not appropriate. When designing education, products and services, it is recommended that the UDL principles are taken as the starting point and a base, but that they are mainly used for

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generally applicable approaches that have positive effects for all students, such as differentiation, activation, flexibility, etc. Within various domains there are also specific accessibility guidelines that must be taken into account, for example the creation of an accessible website within the domain of ICT.

This guideline contains 21 thematic sheets with tips & tricks that allow employees to implement universal design immediately and in practice.

Universal design explained | 15

To achieve inclusive education, higher education institutions in Flanders use a dual track policy today. Through universal design they work on the development of an inclusive education system that meets the diversity of the student population, and by providing reasonable adjustments, thresholds for students with a disability or students from other disadvantaged groups are neutralized.

With the ratification of the International Convention on the Rights of Persons with Disabilities (CRPD) and the previous incentive fund regulation, higher education institutions have put a lot of effort into developing actions and support initiatives to neutralize thresholds of target groups (so-called target group policy). The policy on universal design is less developed, and both tracks are often still seen as opposite to each other (see Figure 2).1

INCLUSIVE HIGHER EDUCATION

DUAL TRACK POLICY UNIVERSAL

DESIGNREASONABLE

ADJUSTMENTS

BROAD BASIC CARE INCREASED CARE

Figure 2. Dual Track Policy Inclusive Higher Education

3Universal design and reasonable adjustments

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A growth opportunity for higher education institutions is to allow the categorical dual track policy to evolve into a care continuum, whereby the phase of universal design (or broad basic care analogous to the terminology in compulsory education) is further expanded, and the phase of increased care / reasonable adjustments (measures and coaching) will interact more with the broad basic care (see Figure 3).

Universal design

reasonable adjustments

measures and coaching

Broa

d ba

sic ca

re

Incr

ease

d ca

re

NEEDS ASSESSMENTS

Figure 3. Care Continuum Higher Education

Universal design explained | 17

By embedding a number of educational and exam measures in general basic care, for example: systematically delivering PowerPoint presentations before the start of the lesson, offering one third more time or always showing understanding for writing errors in non-linguistic (course) parts, the education and the service will become of better quality and more accessible for all students, also for students without a diagnosis. It also allows students with a disability to recognize themselves in their needs from the outset and experience less stigmatization. It also offers more breathing room to further optimize the increased care.

Pay attention! Offering “inclusive measures” does not mean that reasonable adjustments are no longer necessary. One approach is not automatically appropriate for all students. Reasonable adjustments continue to be necessary for certain students to remove certain barriers and to guarantee full participation. It remains the duty of higher education institutions to offer these adjustments when a student encounters specific barriers and has a legitimate need for support. For the transition to higher education, but also during the study trajectory, a needs assessment has to be carried out. The assessment consists of an action oriented analysis of an individual’s needs in a specific context, in order to identify adequate and essential educational and exam adjustments and support services. It is an interactive process where the focus does not only lie on the barriers but also on the students’ strengths and on the interaction between individual and environmental characteristics on the wide spectrum of life and learning. Internationally this analysis is referred to as “needs assessment” considering the focus on the support needs of the individual.

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The successful implementation of universal design within a higher education institution requires a structured approach, whereby different stakeholders, at different levels and within different domains, each know and assume their responsibilities. And this within an ever-recurring cycle of vision formation, transformation and evaluation. (see Figure 4).21

Implementing Universal Design | 19

Implementing Universal Design

1Implementing universal design: plan of approach

Formation of vision

and planning

Transformation

and application

Evaluation and

adjustment

Macro Level different actors

and domains

Micro Level different actors

and domains

Meso Level different

actors and domains

Figure 4. Structured implementation of universal design within the higher education institution

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A cycle of vision development, transformation and evaluation

Implementing universal design within a higher education institution is a challenge. Everything starts with a strong vision that provides a framework for the future. The goal is to create a strong and coherent vision that motivates and drives all involved. To achieve this, a clear, shared and supported vision is key. This vision becomes the anchor that can always be used for challenges or doubts, but also for success and progress.21

How this vision takes shape and what its effect is within education and the provision of services is not certain. Every institution has a unique individuality, so there is no universal solution that can be applied to every situation.21 This guideline offers a range of various options and applications for embedding universal design in education and the provision of services. How the information and tips & tricks from the guideline find their way into an institution depends on the context, the organization and goals that the higher education institution strives for. Based on a strong vision and self-evaluation, the transformation process can be started in a targeted and structured way. Among other things, the provision of information, motivation and professionalization of employees and teachers are of great importance. A transformation process only has a chance of success if everyone fulfills their own role and responsibility.

What is universal is that the transformation and implementation process of universal design is cyclical and in principle infinite. The vision of universal design and its application and implementation in practice require regular evaluations. The context, society, employees and students within the institution are constantly changing. It is therefore important to regularly consider this in order to continually adjust and optimize universal design in educational practice and service provision. It is recommended to install a system of evaluation and quality control.20, 21

Implementing Universal Design | 21

Coordination between different levels, actors and domains

Different actors within different domains at different levels play a role in the implementation of universal design in a higher education institution.18 Cooperation between these actors and coordination and sharing of expertise between all these actors from different domains and levels is the key here.20, 21 The universal design idea must be inherently part of the operation of the higher education institution, both top-down and bottom-up, both within and across the various levels, services and domains, so that sustainable strategies and strong relationships can arise on all levels.20

Macro Level At the macro level, expectations of society and overall planning are important themes. The management, the board, rectors and deans think about, among other things, vision development, value formation, ownership and a frame of reference. Key words here are: policy, vision, ethics, values and norms, action and regulations.18

Meso Level At the meso level, planning and implementation at the system level are emphasized. Coordinators and supervisors of various services work together to integrally integrate universal design into, among other things, curriculum design, courses, planning, services and systems, management, (staff) professionalization and evaluation. Key words are: action plans, regulations, technical and quality standards and subject-specific instructions.18

Micro Level The micro level places the individual in relation to the context. Teachers, staff and students work on universal design through (didactic) acting. This includes (individual) (educational) plans, learning objectives and activities, learning content, instructional strategies, technology use and media, universal lesson design, adaptations and testing. Keywords are: individual experiences, user experience, teaching and learning, the student and the (academic) staff.18

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(Self) reflection

It is also important that every employee has a good view of their own insights and beliefs. Acting within education and services is in fact related to personal beliefs,17 or as the following quote - applied as an illustration to teaching summarizes it:

‘Consciously we teach what we know, unconsciously we teach who we are.’- Don E. Hamachek

In order to realize tangible and supported changes, it is therefore important to systematically incorporate (self) reflection with regard to one’s own beliefs and actions in relation to the student population into daily activities, both individually and within a team. This stimulates conscious action and offers insight into the strengths and weaknesses of your own actions.

The following (pedagogical) triptych must be taken into account:1. Who am I as a teacher or service provider?2. Who are the people / students in my target audience and what are their

needs?3. What does this mean for my actions? 17

The student population is becoming increasingly diverse. Within an approach to universal design, it is therefore important for both teachers and service providers to know their own institutional and educational context, and to take the needs of students proactively into account when designing education and services. The reflection cycle of Korthagen or the STARR technique (situation, task, actions, result and reflection) are some examples of methodologies that help to gain insight into one’s own functioning and (independently) adjust it.

Implementing Universal Design | 23

These preconditions for successful implementation did not come out of the blue, even the Flemish higher education institutions confirm this:1

Importance of the shared vision, ownership

“It must be clear why you are doing something. Not just “we have to do it.” Talk about why, from the beginning, and you will get everyone enthusiastic.”

“We do not focus on universal design as something separate. We have included it in our policy. We have a checklist with quality requirements to properly teach our students. We have included some principles in this. If you teach well, you already do a lot. Universal design is not something extra, it is the basis. Well-designed education is already 90% universal design proof. We also try to focus on good design: there is a lot in it already.”

Importance of a team story

“The strength is that it is a team story. Not that only two or three employees participate and the rest does not participate. That does not work. Everyone participates, that’s the strength. If you really want to do well, you must make structural changes with your entire team. It must be well prepared. But there must also be a tractor, someone who knows where to land. There is an important role for the manager, who must want to come along. No “oh we already do so much” attitude but “yes, we go for it!”. If you see all the benefits and you have staff members involved, I don’t see why you could be against it. It is quite an investment, but it pays off. We think so and so do the students. The study efficiency is fantastic.“

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Implementing universal design: experiences and advice from good practices

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Importance of learning communities and professionalization of employees

“Teachers have a preference based on their own learning style. It is scary to expose your own personal preferences and to bet on other preferences. How can you find each other in this? We provide learning networks: there are two supervisors and your fellow students. You can complement each other. This results in less stress.”

Implementing Universal Design | 25

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Getting started | 27

Getting started

To implement universal design in the educational learning process and services, sheets with tips and tricks were developed around a selection of relevant themes for educational practice.

The following sections can be found on each sheet:

What: what’s this sheet about? Why: why and for whom would I do this. Tips & tricks: specific, hands-on tips & tricks. Know more: interesting links and practical examples. In practice: application of universal design illustrated from practice.2

This guideline contains 21 sheets, which relate to a selection of some relevant topics and themes. This does not alter the fact that universal design also deserves a place within topics, themes and / or domains that are not included in this guideline. Applying the tips & tricks from these sheets is a first step towards an inclusive higher education field where universal design is integrally embedded. The sheets provide a source of inspiration and encourage people to think about the fact that small actions in their own practice can make a big difference in the teaching experience of a large diversity of students.

The sheets can be found on the website of SIHO ( http://www.siho.be).

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Following themes are covered:

Universal design within education and didactics 1. Curriculum2. Didactic principles 3. Teaching methods4. A powerful and safe learning environment5. Studyable study material6. Flipping The Classroom7. Tasks and assignments8. Exams and tests9. Feedback10. Communication

(Digital) tools within education, didactics and services 11. Powerpoint12. PDF and Word13. Multimedia 14. Weblectures and lesson recordings15. Learning paths16. Website17. The digital learning environment

Physical and spatial accessibility within education and services18. Spatial accessibility 19. Sensory accessibility 20. Wayfinding and signalisation

The sheets can be found on the website of SIHO: http://www.siho.be

Getting started | 29

Important note:

All information is briefly discussed in the sheets. All offered tips and tricks are scientifically substantiated. To improve readability, the underlying theory is not always explained in detail. For more information regarding the underlying theory, the sources referred to in the endnotes can always be consulted.

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Final consideration | 31

The increasing diversity of the student population requires higher education institutions to develop and implement a universal design policy in practice. Universal design sees diversity as a general starting point and emphasizes the use of flexible goals, methods, materials and forms of evaluation to provide effective education to all students. Rather than approaching diversity as a side issue or only on a case-by-case basis, universal design focuses on designing education, products, environments and services that meet the needs of different students from the outset, so that all students can participate and receive optimal learning opportunities.

With the guideline “Universal design: from policy to practice”, SIHO offers not only an overview of the what, how and why of universal design, its embedding in inclusive education, and the interaction with reasonable adjustments. The guide also provides specific and useful tips and tricks for teachers and service employees to implement universal design principles in practice, immediately and effectively. This on the basis of 21 fact sheets covering a selection of relevant topics regarding amongst other things didactics, communication, digital tools, physical learning environments and spatial accessibility within education and services. Applying the tips & tricks from these fact sheets, and the ideas from the guideline, are a first step towards an inclusive higher education landscape where universal design is integrally embedded. This does not alter the fact that universal design also deserves a place within topics, and/or domains that are not included in this guideline. SIHO closely monitors developments in the field of universal design, as well as the needs of institutions, and will further supplement and publish topics on its website based on this.

Final consideration

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In this guideline, SIHO also formulates points for attention and directives for the development of a sustainable policy with regard to universal design at institutional level. This requires a structured approach, whereby different stakeholders, at different levels and within different domains, each know and take on their responsibilities. Through training and coaching discussions, SIHO wishes to bring the various stakeholders of the higher education institutions together and offer support to draw up and implement a sustainable universal design policy at institutional level.

Pay attention! Implementing universal design and inclusive measures does not mean that reasonable adjustments are no longer needed. One approach is not automatically appropriate for all students. Reasonable adjustments are still necessary for many students with disabilities to remove certain barriers and to guarantee full participation. It remains the duty of higher education institutions to offer these, and here too, SIHO supports higher education institutions in developing a sustainable policy and sustainable practice regarding reasonable adjustments.

Final consideration | 33

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References | 35

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