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Unit 4. Side by Side: Principles of UD and UDI

Unit 4. Side by Side: Principles of UD and UDI. Principle One: Equitable Use. UD Example (top) : automatic door. The design is useful and marketable to people with diverse abilities. Principle One: Equitable Use

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Unit 4. Side by Side: Principles of UD and UDI

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  1. Unit 4. Side by Side: Principles of UD and UDI Unit 4 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project

  2. Principle One:Equitable Use UD Example (top): automatic door The design is useful and marketable to people with diverse abilities. Principle One: Equitable Use Instruction is designed to be useful to and accessible by people with diverse abilities. UDI Example (bottom): course materials accessible online. Unit 4 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project

  3. Principle Two: Flexibility in Use The design accommodates a wide range of individual preferences and abilities. UD Example (top): right and left-handed scissors Principle Two: Flexibility in Use Instruction is designed toaccommodate a wide range of individual abilities. UDI Example (bottom): lecture notes presented in both slides and handouts Unit 4 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project

  4. Principle Three: Simple and Intuitive Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level. UD Example (top): chair assembly diagram Principle Three: Simple and Intuitive Instruction is designed in a straightforward and predictable manner regardless of the user’s experience, knowledge, language, or current concentration level. UDI Example (bottom): concept map Unit 4 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project

  5. Principle Four: Perceptible Information The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities. UD Example (top): “talking” thermometer with large numerals Principle Four: Perceptible Information Instruction is designed so that necessary information is communicated effectively to the user, regardless of ambient conditions or the user’s sensory abilities. UDI Example (bottom): book and CD formats for college textbook. Unit 4 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project

  6. Principle Five:Tolerance for Error UD Example (top): “Undo” button in computer program The design minimizes hazards and the adverse consequences of accidental or unintended actions. • Principle Five: Tolerance for Error • Instruction anticipates variation in individual • student learning pace and prerequisite skills. UDI Example (bottom): computer shows multiple drafts of student’s writing project. Unit 4 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project

  7. Principle Six:Low Physical Effort UD Example (top): door opener designed as a lever The design can be used efficiently and comfortably and with a minimum of fatigue. Principle Six: Low Physical Effort Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning. UDI Example (bottom): student using laptop computer to take class notes Unit 4 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project

  8. Principle Seven:Size and Space for Approach and Use Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user’s body size,posture, or mobility. UD Example (top): wheelchair-accessible subway turnstile Principle Seven: Size and Space for Approach and Use Instruction is designed with consideration for appropriate size and space for approach, reach, manipulation, anduse regardless of student’s body size, posture, mobility and communication needs. UDI Example (bottom): wheelchair-accessible chemistry lab station. Unit 4 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project

  9. UDI Principle Eight: A Community of Learners Example: students working in collaborative group The instructional environment promotes interaction and communication between students and among students and faculty. Unit 4 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project

  10. UDI Principle Nine: Instructional Climate Instruction is designed to be welcoming and inclusive. High expectations are espoused for all students. Example: student and instructor discussing a project Unit 4 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project

  11. 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, 40-49. The Center for Universal Design. (1997). Principles of Universal Design version 2.0. Raleigh, NC: North Carolina Sate University. Retrieved April 28, 2004, from: http:/www.design.ncsu.edu:8120/cud/univ_design/princ_ overview.htm Note • Please note that the Principles of Universal Design address only universally usable design, while the practice of design involves more than consideration for usability. Designers must also incorporate other considerations such as economic, engineering, cultural, gender, and environmental concerns in their design processes. These Principles offer designers guidance to better integrate features that meet the needs of as many users as possible. • Compiled by advocates of Universal Design, listed in alphabetical order: Bettye Rose Connell, Mike Jones, Ron Mace, Jim Mueller, Abir Mullick, Elaine Ostroff, Jon Sanford, Ed Steinfeld, Molly Story, and Greg Vanderheiden Unit 4 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project

  12. Visit these web sites for further information about: • Universal Design • The Center for Universal Design at North Carolina State University http://www.ncsu.edu/design/cud/univ_design/udhistory.htm • Examples of instructional products that exemplify the Principles of UDI • Facultyware, the Universal Design for Instruction Project web site. • http://www.facultyware.uconn.edu/cfm_pages/published_products.cfm Unit 4 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project

  13. Visit these web sites for further information about: The UDI Project of the Center on Postsecondary Education and Disability at the University of Connecticut http://www.facultyware.uconn.edu/ppt/proj_overview_files/frame.htm The Center on Postsecondary Education and Disability at the University of Connecticut http://ww.cped.uconn.edu Unit 4 Center on Postsecondary Education and Disability, University of Connecticut, UDI Project

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