Examples of Universal Design in Postsecondary Education

Universal design in postsecondary education:

• puts high values on both diversity and inclusion.
• rests on the definition and principles developed at The Center for Universal Design, http://www.design.ncsu.edu/cud/.
• strives to make products and environments welcoming, accessible, and usable for everyone.
• is a process as well as a set of guidelines and strategies for specific applications.
• can be applied to instruction, services, information, technology, and physical spaces.
• can be implemented in incremental steps.

Examples of Universal Design in Postsecondary Education

In Instruction

• A statement on a syllabus that invites students to meet with the instructor to discuss learning needs.
• Multiple delivery methods that motivate and engage all learners.
• Flexible curriculum that is accessible to all learners.
• Examples that appeal to students with a variety of characteristics with respect to race, ethnicity, gender, age, and interest.
• Regular, accessible, and effective interactions between students and the instructor.
• Allowing students to turn in parts of a large project for feedback before the final project is due.
• Class outlines and notes that are on an accessible website.
• Assessing student learning using multiple methods.
• Faculty awareness of processes and resources for disability-related accommodations.

In Services

• Service counters that are at a height accessible from both a seated and standing position.
• Staff that are aware of resources and procedures for providing disability-related accommodations.
• Pictures in publications and on websites that include people with diverse characteristics with respect to race, age, gender, and disability.
• A statement in publications about how to request special assistance, such as a disability-related accommodation.
• A student service website that adheres to accessibility standards (see http://www.section508.gov/ for those of the U.S. federal government).
• Printed materials that are easy to reach from a variety of heights and without furniture blocking access.
• Printed publications that are available in alternate formats (e.g., electronic, large print, Braille).

In Information Technology

• Captioned videos.
• Alternative text for graphic images on webpages so that individuals who are blind and using text-to-speech technology can access the content.
• Procurement policies and procedures that promote the purchase of accessible products.
• Adherence to standards for the accessible and usable design of websites.
• Comfortable access to computers for both left-and right-handed students.
• Software that is compatible with assistive technology.
• Computers that are on adjustable-height tables.

In Physical Spaces

• Clear directional signs that have large, high-contrast print.
• Restrooms, classrooms, and other facilities that are physically accessible to individuals who use wheelchairs or walkers.
• Furniture and fixtures in classrooms that are adjustable in height and allow arrangements for different learning activities and student groupings.
• Emergency instructions that are clear and visible and address the needs of individuals with sensory and mobility impairments.
• Non-slip walking surfaces.