UD Design Principles for Peer Review

The table below shows the seven principles of universal design as well as the five areas of instruction (i.e., class climate, delivery, curriculum, interaction and feedback, and assessment). This table can be used to help you think about how universal design is being implemented (or could be implemented) while observing a lecture or teaching demonstration.

We have selected a video of a lecture that you can watch on youtube (http://www.youtube.com/watch?v=FjCIRLwkl3k&feature=SeriesPlayList&p=9A701D54E8896D0E&index=1) or from the course’s video archives (http://webcast.berkeley.edu/course_details.php?seriesid=1906978238). The video is the second lecture in Dr. Diamond’s general anatomy class (i.e., youtube: Lecture 02; video archive: Skeletal System-1 Wed. 8/31).

Also available are an exam sample (http://ib.berkeley.edu/courses/ib131/old_exams/exam1_2006.pdf), the course’s syllabus (http://ib.berkeley.edu/courses/ib131/syllabuses&schedules/IB131_syll_Fall_2008.pdf), and the course’s website (http://ib.berkeley.edu/courses/ib131/). You can use all of these resources to help you with completing the table.

As you watch the video, you can note examples of universal design in the five areas of instruction for each of the principles. You can also note things that the instructor could have done to more fully incorporate universal design into the lesson.

Integrative Biology 131: Skeletal System (Lecture 2)

Climate(representation,

engagement)

Delivery(representation,

engagement)

Curriculum(representation,

engagement)

Interaction & Feedback

(representation, engagement, expression)

Assessment(representation,

engagement, expression)

Principle 1: Equitable useThe instruction is useful and accessible to people with diverse abilities.

• Provide the same means of use for all users: identical whenever possible; equivalent when not

• Avoid segregating or stigmatizing any users• Make provisions for privacy, security, and safety

equally available to all users• Make the instruction appealing to all users

Example: a website that is accessible to everyone, including students who are blind

Principle 2: Flexibility in useThe instruction accommodates a wide range of individual preferences and abilities.

• Provide choices in methods of use• Facilitate the user’s accuracy and precision• Provide adaptability to the user’s pace

Example: a website that allows users to choose graphic or text versions

Climate Delivery Curriculum Interaction & Feedback

Assessment

Principle 3: Simple and intuitive useInstruction is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level.

• Eliminate unnecessary complexity

• Be consistent with student expectations and intuition

• Accommodate a wide range of literacy and language skills

• Arrange information consistent with its importance

• Provide effective prompting and feedback during and after task completion

Example: advance organizers for class lectures

Principle 4: Perceptible informationThe instruction communicates necessary information effectively to the student, regardless of ambient conditions or the student’s sensory abilities.

• Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information

• Maximize “legibility” of essential information• Provide compatibility with a variety of techniques

or devices used by people with sensory limitations

Example: a video shown during a course has captions

Climate Delivery Curriculum Interaction & Feedback

Assessment

Principle 5: Tolerance for errorThe instruction minimizes student errors.

• Provide warnings of common errors• Provide fail-safe features

Example: software applications that provide guidance when the user makes an inappropriate selection

Principle 6: Low physical effortThe instruction is delivered efficiently and minimizes student fatigue.

• Minimize repetitive actions and sustained physical effort, unless it is an essential part of the course

Example: word prediction software programs

Principle 7: Size and space for approach and useInstruction is designed for appropriate size and space is provided for approach, reach, manipulation, and use, regardless of student’s body size, posture, or mobility.

• Provide a clear line of sight to important elements • Provide adequate space for the use of assistive

devices or personal assistance

Example: an instructor that faces the class rather than the chalkboard while talkingBowe, F. (2000). Universal design in education: Teaching nontraditional students. Westport, CT: Bergin & Garvey.Center for Applied Special Technology. (2009). http://www.cast.org/index.htmlCenter for Universal Design. (2008). http://www.design.ncsu.edu/cud/ Shaw, S., Scott, S., & McGuire, J. (2001). Teaching college students with learning disabilities. ERIC Digest #e618 . Arlington , VA : Council for Exceptional Children.