In the past we have discussed Universal Design for Learning (UDL),
However, we have not formally discussed Universal Design for Instruction (UDI). While UDL and UDI are similar frameworks that are devised to optimize teaching and learning for diverse groups of students based on scientific insights into how people learn best, UDL provides specific guidance for designing curricula, while UDI can be used for applications related to teaching and learning. UDI ensures that students have multiple ways to learn, engage and demonstrate what they have learned. UDI also ensures that each UDI practice is accessible, usable, and inclusive.
According to Scott, McGuire, and Shaw (2001), there are nine principles of UDI:
Equitable use: Accessible and usable by everyone.
Flexibility in use: Accommodated to individual needs with choices provided.
Simple and intuitive: Clear and understood regardless of student’s experience, knowledge, language skills, or current concentration level.
Perceptible information: Accessible regardless of students’ sensory abilities.
Tolerance for error: Anticipates learning pace and prerequisite skills.
Low physical effort: Minimizes nonessential physical effort (unless physical effort is integral to the essential requirements of a course [e/g/ lifting requirements in a physical therapy program]).
Size and space for approach and use: Considers physical and sensory access to environment, equipment, tasks.
A community of learners: Promotes interaction and communication among students and between students and faculty.
Instructional climate: Welcoming and inclusive.
The University of Washington provides a few examples of UDI (https://www.washington.edu/doit/universal-design-instruction-udi-definition-principles-guidelines-and-examples)
Class climate. Adopt practices that reflect high values with respect to diversity, equity, and inclusion. Example: Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs.
Interaction. Encourage regular and effective interactions between students, employ multiple communication methods, and ensure that communication methods are accessible to all participants. Example: Assign group work for which learners must engage using a variety of skills and roles.
Physical environments and products. For outside instruction, ensure that facilities, activities, materials, and equipment are physically accessible to and usable by all students and that diverse potential student characteristics are addressed in safety considerations. Example: Develop safety procedures for all students, including those who are blind, deaf, or wheelchair users.
Delivery methods. Use multiple instructional methods that are accessible to all learners. Example: Use multiple modes to deliver content; when possible, allow students to choose from multiple options for learning; and motivate and engage students—consider lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, field work, and so forth.
Information resources and technology. Ensure that course materials, notes, and other information resources are engaging, flexible, and accessible for all students. Example: Choose printed materials and prepare a syllabus early to allow students the option of beginning to read materials and work on assignments before the course begins. Allow adequate time to arrange for alternate formats, such as books in audio format.
Feedback and assessment. Regularly assess students’ progress, provide specific feedback on a regular basis using multiple accessible methods and tools, and adjust instruction accordingly. Example: Allow students to turn in parts of large projects for feedback before the final project is due.
Accommodations. Plan for accommodations for students whose needs are not fully met by the instructional content and practices. Example: Know campus protocols for getting materials in alternate formats, rescheduling classroom locations, and arranging for other accommodations for students with disabilities.
While Burgstahler (2015) explains that Effective instructors:
Provide clear and explicit expectations.
Provide advanced organizers and supports.
Provide information in multiple formats.
Provide a welcoming classroom environment.
Make connections between topics and real-life experiences.
Provide frequent, consistent, & formative feedback.
Support individual learning needs within the group.
Use effective assessment strategies.
Are approachable and available.
Are knowledgeable and focused on their subject matter.
Make personal connections with their students.
Hold challenging standards for learning.
Engage in & encourage metacognition.
Understand human development & learning theory
Additional Resources:
UDL on Campus http://udloncampus.cast.org/page/udl_landing (Part of the CAST organization)
The Center for Universal Design in Education (University of Washington and the DO•IT Program)
The Center on Postsecondary Education and Disability (University of Connecticut)
UDL 2.0 Guidelines Examples (CAST)
National Center on Universal Design for Learning (Part of the CAST organization)
UDL-Universe: A Comprehensive Universal Design for Learning Faculty Development Guide (California State University).
Scott, S., Shaw, S., & McGuire, J. (Nov. 2001). Teaching College Students with Learning Disabilities. ERIC Clearinghouse on Disabilities and Gifted Education, The Council for Exceptional Children, Eric Digest #E618. https://eric.ed.gov/?id=ED459548
Another research / evidence-based instructional approach that mirrors the practices of UDI and UDL is the Sheltered Instruction Observation Protocol, developed by the Center for Applied Linguistics for teaching students who are English language learners. The SIOP model requires many of the same practices encompassed by UDI and UDL research and the program provides useful lesson planning templates.
