From http://www.washington.edu/doit/Brochures/Academics/instruction.html
Universal design principles can be applied to the overall design of instruction as well as to specific instructional materials, facilities, and strategies such as curricula, lectures, classroom discussions, group work, handouts, Web-based instruction, labs, fieldwork, and demonstrations. Universally designed curriculum provides students with a wide range of abilities, disabilities, ethnic backgrounds, language skills, and learning styles multiple means of representation, expression, and engagement (http://www.cast.org/). Listed below are examples of instruction that employ principles of universal design.
1 Inclusiveness. Create a classroom environment that respects and values diversity. Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs. Avoid segregating or stigmatizing any student. Respect the privacy of all students.
2 Physical Access. Assure that classrooms, labs, and field work are accessible to individuals with a wide range of physical abilities and disabilities. Make sure equipment and activities minimize sustained physical effort, provide options for operation, and accommodate right- and left-handed students as well as those with limited physical abilities. Assure the safety of all students.
3 Delivery Methods. Use multiple modes to deliver content including lecture, discussion, hands-on activities, Internet-based interaction, and field work; make sure each is accessible to students with a wide range of abilities, disabilities, interests, and previous experiences. Face the class and speak clearly in an environment that is comfortable and free from distractions. Provide printed materials that summarize content that is delivered orally.
4 Information Access. Use captioned videos. Make the content of printed materials available in electronic format. Provide text descriptions of graphics presented on Web pages. Provide printed materials early to allow students to prepare for the topic to be presented. Create printed and Web-based materials in simple, intuitive, and consistent formats. Arrange content in order of importance.
5 Interaction. Encourage different ways for students to interact with each other and with you. These methods may include in-class questions and discussion, group work, and Internet-based communications. Make interactions accessible to everyone, without accommodation.
6 Feedback. Provide effective prompting during an activity and feedback after the assignment is complete.
7 Demonstration of Knowledge. Provide multiple ways for students to demonstrate knowledge. For example, besides traditional tests and papers, consider group work, demonstrations, portfolios, and presentations as options for demonstrating knowledge.
Employing universal design principles in instruction does not eliminate the need for specific accommodations for students with disabilities. For example, you may need to provide a sign language interpreter for a student who is deaf. However, applying universal design concepts in course planning assures full access to the content for most students and minimizes the need for special accommodations. For example, designing Web resources in accessible formats as they are developed means that no redevelopment is necessary if a blind student enrolls in the class.
