Unit 3Center on Postsecondary Education and Disability, University of Connecticut, UDI Project 1 Unit 3. Universal Design for Instruction

Unit 3Center on Postsecondary Education and Disability, University of Connecticut, UDI Project 2 Our Process for Developing the UDI Construct Extensive review of the literature -effective teaching in K-12, learning disabilities -effective teaching in postsecondary education -Universal Design Articulating the UDI principles On-going validation Scott, McGuire, & Foley, 2003

Unit 3Center on Postsecondary Education and Disability, University of Connecticut, UDI Project 3 The physical and instructional environments are alike…and different. The seven Principles of UD provide guidance on inclusive design of physical and instructional environments. Two additional Principles of UDI emerged that describe qualities unique to the instructional environment. There are nine Principles of UDI.

Unit 3Center on Postsecondary Education and Disability, University of Connecticut, UDI Project 4 Principles of UDI© Equitable Use Flexibility in Use Simple and Intuitive Perceptible Information Tolerance for Error Low Physical Effort Size and Space for Approach and Use A Community of Learners Instructional Climate © Scott, McGuire, & Shaw, 2001

Unit 3Center on Postsecondary Education and Disability, University of Connecticut, UDI Project 5 Principle One: Equitable Use Definition: Instruction is designed to be useful to and accessible by people with diverse abilities. Provide the same means of use for all users. Example: course materials accessible online

Unit 3Center on Postsecondary Education and Disability, University of Connecticut, UDI Project 6 Principle Two: Flexibility in Use Definition: Instruction is designed to accommodate a wide range of individual abilities. Provide choice in methods of use. Example: lecture notes presented in both slides and handouts

Unit 3Center on Postsecondary Education and Disability, University of Connecticut, UDI Project 7 Principle Three: Simple and Intuitive Definition: Instruction is designed in a straightforward and predictable manner, regardless of the student’s experience, knowledge, language, or current concentration level. Example: concept map of a complex topic

Unit 3Center on Postsecondary Education and Disability, University of Connecticut, UDI Project 8 Principle Four: Perceptible Information Definition: Instruction is designed so that necessary information is communicated effectively to the student, regardless of ambient conditions or the student’s sensory abilities. Example: student using tape recorder

Unit 3Center on Postsecondary Education and Disability, University of Connecticut, UDI Project 9 Principle Five: Tolerance for Error Definition: Instruction anticipates variation in individual student learning pace and prerequisite skills. Error is seen as a window for promoting individual learning. Example: computer file showing multiple drafts of a student’s written work.

Unit 3Center on Postsecondary Education and Disability, University of Connecticut, UDI Project 10 Principle Six: Low Physical Effort Definition: Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning. (This principle does not apply when physical effort is integral to essential requirements of a course.) Example: student takes class notes on laptop computer.

Unit 3Center on Postsecondary Education and Disability, University of Connecticut, UDI Project 11 Principle Seven: Size and Space for Approach and Use Definition: Instruction is designed with consideration for appropriate size and space for approach, reach, manipulation, and use regardless student’s body size, posture, mobility, and communication needs. Example: wheelchair- accessible chemistry lab station

Unit 3Center on Postsecondary Education and Disability, University of Connecticut, UDI Project 12 Principle Eight: A Community of Learners Definition: The instructional environment promotes interaction and communication between students and among students and faculty. Example: students working in collaborative group.

Unit 3Center on Postsecondary Education and Disability, University of Connecticut, UDI Project 13 Principle Nine: Instructional Climate Definition: Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students. Example: student and instructor discussing a project.

Unit 3Center on Postsecondary Education and Disability, University of Connecticut, UDI Project 14 Looking ahead to Unit 4 How do the Principles of UD and UDI compare?

Unit 3Center on Postsecondary Education and Disability, University of Connecticut, UDI Project 15 References Scott, S.S., McGuire, J.M., & Foley, T.E. (2003). Universal Design for Instruction: A framework for anticipating and responding to disability and other diverse learning needs in the college classroom. Equity and Excellence in Education, 36, Scott, S.S., McGuire, J.M., & Shaw, S.F. (2001). Principles of Universal Design for Instruction. Storrs: University of Connecticut, Center on Postsecondary Education and Disability. Note The Principles of Universal Design for Instruction © were compiled by Scott, McGuire, and Shaw and are undergoing continuing construct validation. See references above for more details.