Understanding the principles of universal design

Abstract

At the Center for Universal Design at North Carolina State University, a group of architects, product designers, engineers, and environmental design researchers established seven principles of universal design to provide guidance for planning products and environments (Connell, Jones, Mace, Mueller, Mullick, Ostroff, Sanford, Steinfeld, Story, & Vanderheiden, 1997). This effective practice, shared by the National Service Inclusion Project in June of 2007, highlights these standards, and offers examples to guide those working on design issues. Additionally, the practice will help non-designers to consider materials and settings from the perspective of people with disabilities.

Issue

Designing resources and a variety of structures that are accessible to people with disabilities is an important issue for nonprofits and other organizations because an inclusive program helps limit the need to provide additional accommodations and enables people with and without disabilities to participate together.

Action

The principles of universal design are listed as follows, with an example of the universal design of instruction (UDI) for each:

Equitable Use. The design is useful and marketable to people with diverse abilities. For example, a professor's website that is designed so that it is accessible to everyone, including students who are blind and using text-to-speech software, employs this principle.

Flexibility in Use. The design accommodates a wide range of individual preferences and abilities. An example is a museum, visited as a field trip for a course, that allows a visitor to choose to read or listen to the description of the contents of a display case.

Simple and Intuitive. Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. Science lab equipment with control buttons that are clear and intuitive is an example of an application of this principle.

Perceptible Information. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. An example of this principle being employed is when multimedia projected in a course includes captions (similar to subtitles in foreign films).

Tolerance for Error. The design minimizes hazards and the adverse consequences of accidental or unintended actions. An example of a product applying this principle is educational software that provides guidance and background information when the student makes an inappropriate selection.

Low Physical Effort. The design can be used efficiently and comfortably, and with a minimum of fatigue. Doors to a lecture hall that open automatically for people with a wide variety of physical characteristics demonstrate the application of this principle.

Size and Space for Approach and Use. Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user's body size, posture, or mobility. A flexible science lab work area designed for use by students who are left- or right-handed and with diverse physical characteristics and abilities is an example of employing this principle.

Context

Designing any product or environment involves the consideration of many factors, including aesthetics, engineering options, environmental issues, industry standards, safety concerns, and cost. Typically, products and environments are designed for the average user. In contrast, North Carolina University's Center for Universal Design defines universal design (UD) as "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design."

Citation

Universal Design of Instruction: Definition, Principles, and Examples by Sheryl Burgstahler, Ph.D. University of Washington DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center.

Outcome

When designers apply universal design principles, their products and environments meet the needs of potential users with a wide variety of characteristics. Additionally, making a product or environment accessible to people with disabilities often benefits others. For example, sidewalk curb cuts, designed to make sidewalks and streets accessible to those using wheelchairs, are today often used by kids on skateboards, parents with baby strollers, and delivery staff with rolling carts. When televisions display captioning in noisy areas of airports and restaurants, they are more accessible to people who are deaf — and everyone else, too.

Posted On

August 9, 2007

For More Information

Elesheva Soloff

National Service Inclusion Project

20 Park Plaza, Suite 1300

Boston, MA 02116

Toll-free: 1-888-491-0326

Fax: (617) 287-4352

Website: http://www.serviceandinclusion.org/

Email: elesheva.soloff@umb.edu

Resources

Read Universal Design of Instruction: Definition, Principles, and Examples, by Sheryl Burgstahler, Ph.D.

Consult the following resources for further information on universal design of instruction:

Bar, L., & Galluzzo, J. (1999). The accessible school: Universal design for educational settings. Berkeley, CA: MIG Communications.

Burgstahler, S. (2006). Equal access: Universal design of instruction. Seattle: DO-IT, University of Washington.

Edyburn, D., & Higgins, K. (Eds.). (2005). Handbook of special education technology research and practice. Whitefish Bay, WI: Knowledge by Design.

Orkwis, R., & McLane, K. (1998). A curriculum every student can use: Design principles for student access. Seattle: DO-IT, University of Washington.

Pisha, B., & Coyne, P. (2001). Smart from the start: The promise of universal design for learning. Remedial and Special Education, 22(4), 197-203.

Pliner, S., & Johnson, J. (2004). Historical, theoretical, and foundational principles of universal design in higher education. Equity of Excellence in Education, 37, 105-113.

Scott, S., McGuire, J., & Shaw, S. (2003). Universal design for instruction: A new paradigm for adult instruction in postsecondary education. Remedial and Special Education, 24(6), 369-379.

Silver, P., Bourke, A., & Strehorn, K. C. (1998). Universal instructional design in higher education: An approach for inclusion. Equity & Excellence in Education, 31(2), 47-51.