Universal Design and Learning

I think a review of the basics of universal design is in order, since I've already put the cart before the horse by talking about iPads in the Classroom.

The concepts of universal design will seem obvious once you know them.  The origin of universal design lies in physical architectures - how can we design structures to be used by anyone?  Well-known examples are curb cuts and wheelchair ramps: designed to enable people in wheelchairs to navigate streets and buildings, they also greatly help parents with strollers, delivery people with carts, or people who otherwise have trouble with stairs and steps.



Ron Mace and his team at the Center for Universal Design at North Carolina State University is credited with coining the term "universal design" and setting forth its seven principles: (a) equitable use, (b) flexibility in use, (c) simple and intuitive use, (d) perceptible information, (e) tolerance for error, (f) low physical effort, and (g) size and space for approach and use.

Universal design is good design, period.  Far better to get it right the first time then have to retrofit a physical space, or a device with a kludgy workaround.  I'll discuss universal design principles in the IT setting (and will wax poetic about how the iPad is such an amazing example of UD) in a later post, but for now, I wanted to expand the idea of universal design into the classroom.

Several academics have pushed the idea of universal design into principles of learning (Universal Design for Learning).  See here.  To summarize, UDL can be condensed into three principles: multiple means of recognition, multiple means of expression, and multiple means of engagement.  In a classroom structured by universal design, a child who has difficulty vocally expressing herself might use a PECS system, ASL, or a text-to-speech technology.  Materials are accessible to everyone, regarding of any physical limitations.  Information is presented orally, visually, and with motor or tactile cues.

It makes sense.