Issue Number 12: June 23, 2003: Newsletter Archive: National Consortium on UDL: Initiatives: Theory & Research: Universal Design for Learning: CAST

"Universal Design", "Universal Design for Instruction" - or "Universal Instructional Design", and "Universal Design for Learning" are often used synonymously. In this newsletter, we attempt to clear up the confusion by providing an overview of these 3 concepts and an introduction to their principles.

The first of these 3 concepts to emerge was universal design, an architectural movement to design structures that support the broadest possible range of users from the outset. The idea of anticipating users' needs rather than making modifications to suit these needs after the fact was an innovative concept. It proved to be quite powerful - designing structures with individuals with disabilities in mind not only improved usability for these individuals but led to unforeseen benefits for all users, as well as improved cost effectiveness. More recently the concepts of Universal Design have been applied to software, telecommunications, the Web, and other important areas.

Universal Design for Instruction (UDI) or Universal Instructional Design (UID) applies the concept of universal design to planning and delivery of instruction and evaluation of learning without compromising academic standards so that all students succeed academically. Universal Design for Instruction or Universal Instructional Design is found in post secondary instruction and is grounded in the Mace principles of Universal Design. Scott, Shaw and McGuire of the Center on Postsecondary Education and Disability, University of Connecticut define 9 principles of Universal Design for Instruction, drawing upon the preexisting work of universal design, Universal Design for Learning, the seminal higher education principles of Chickering and Gamson (1987), and guidelines from the National Center to Improve the Tools of Educators. Information on UDI or UID often references UDL, however, the underlying principles of UDI or UID and UDL are different.

Universal Design for Learning (UDL) extends the concept of universal design to education. Observing the failure of educational curricula to support learners with diverse needs and preferences, CAST staff realized that, like architectural structures, curricula should be designed with the needs of all users in mind - from the start. A UDL curriculum is one designed to be flexible so that it can adapt to the needs of the student rather than force the student to adapt to it. The goals of UDL go beyond those of universal design in another important way. UDL pushes universal design a step forward by demanding not only access to classrooms and the information therein but also access to and individualized supports for learning. The Universal Design for Learning framework provides 3 guiding principles for developing curricula that, by using highly malleable digital technologies, support the needs of all students at the outset.

1. Universal Design in Architecture
2. Universal Design for Instruction and Universal Instructional Design
3. Universal Design for Learning
4. Professional Development Opportunities offered by CAST staff
5. "Hot off the Press"... Teaching Internet literacy strategies...
6. Teaching Every Student in the Digital Age: Universal Design for Learning
7. Newsletter Archive
8. "On The Road" with CAST

1. Universal Design in Architecture
What is it?
Ron Mace, a nationally and internationally respected architect from North Carolina State University coined the term "universal design" to describe the design of products and environments usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.
Read more about Ron Mace and universal design at
http://www.design.ncsu.edu/cud/center/history/ronmace.htm

Universal Design Principles
A working group of architects, product designers, engineers and environmental design researchers collaborated to establish the Principles of Universal Design. The intention of these architectural principles is to guide the design of environments, products, and communication to increase accessibility for the broadest range of users.
Learn more about these seven principles at
http://www.design.ncsu.edu:8120/cud/univ_design/princ_overview.htm

2. Universal Design for Instruction and Universal Instructional Design
What is it?
Universal Design for Instruction and Universal Instructional Design are also based on the architectural principles of Universal Design and is designed to benefit all learners. In fact, the University of Connecticut has defined nine UDI principles that directly align to the architectural principles of Universal Design.
Read about the UDI principles developed at the University of Connecticut:
http://www.facultyware.uconn.edu/files/UDI_principles.pdf (PDF document)
The University of Guelph has defined seven UID principles based on architectural principles that relate to educational environments:
http://www.tss.uoguelph.ca/uid/uidintro.html

3. Universal Design for Learning
What is it?
The theory of Universal Design for Learning (UDL) is an extension of the architectural movement, universal design.
Read more about the origins of UDL and how it rethinks education at
http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_2.cfm

The foundations of Universal Design for Learning
In 1996, David Rose and Anne Meyer published an article, entitled "Expanding the Literacy Toolbox," that put on paper many of the ideas that later went into Universal Design for Learning. The article reviewed the developmental course of pedagogical media, noting the limitations of print media from the standpoint of diverse learners. It called for a broader definition of literacy, one that does not revolve around the mastery of writing and reading, and the application of digital technologies to support literacy for all learners. The article presents the beginning of CAST's thinking on Universal Design for Learning,
http://www.cast.org/udl/index.cfm?i=130

Universal Design for Learning principles
The 3 principles of UDL, as defined by CAST, are available at
http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_3.cfm

These three principles are part of a framework for rethinking the curriculum as defined by the National Center on Accessing the General Curriculum: the "overall plan of instruction", including goals, media and materials, instructional methods, and assessment.
For more information on curriculum see:
http://www.cast.org/ncac/index.cfm?i=2832

Follow the links below to read more about these 3 principles and to participate in interactive activities and view models relating to key issues of implementation.

4. Professional Development Opportunities
Training Opportunities: Universal Design, Access to the General Curriculum, and Technology
http://www.cast.org/udl/index.cfm?i=2377

Address the challenge of meeting the needs of diverse learners by making curriculum and course materials accessible for ALL! Professionals are invited to attend 3-day hands-on workshops that highlight Universal Design for Learning (UDL), an instructional approach to teaching through flexible applications of technology tools, networks, and digital content.

Call Leslie O'Callaghan at 888-858-9994, ext. 273, mailto:pd@cast.org, or register online.

5. "Hot Off the Press" ...
Eagleton, M. B., Guinee, K., & Langlais, K. (2003, March). Teaching Internet literacy strategies: The hero inquiry project. Voices from the Middle, 10(3), 28-35.
http://www.ncte.org/pdfs/subscribers-only/vm/0103-march03/VM0103Teaching.pdf (PDF document)
This article highlights work with eighth grade middle school students in which students use print and Internet resources to research a personal hero.

6. Teaching Every Student in the Digital Age: Universal Design for Learning
Teaching Every Student in the Digital Age: Universal Design for Learning by David H. Rose & Anne Meyer with Nicole Strangman and Gabrielle Rappolt

8. "On The Road" With CAST
Members of the CAST staff present at many conferences throughout the year. If CAST is in your area, you might want to stop in at one of these presentations.

Conference: OSEP Technical Assistance and Dissemination Conference
By invitation only
URL: http://www.federalresourcecenter.org/frc/maintad03.htm
Location: Washington, DC
Date: June 16 & 17, 2003
Presenters: Chuck Hitchcock and Grace Meo

Conference: IDEA Summit
URL: http://idea.interneteventx.com/index.asp
Location: Alexandria, VA
Date: June 19 - 21, 2003
Presenters: Chuck Hitchcock and Grace Meo

Conference: Summer Institute for MBE - Neuro-ED: New Ed Technology
Location: Harvard University Graduate School of Education Cambridge
Date: June 23 - 27, 2003
Presenter: David Rose

Conference: Instructional Technology and Education of the Deaf
URL: http://www.rit.edu/~techsym/
Location: Rochester, New York at Rochester Institute of Technology
Date: June 25-27th
Presenter: Mei Kennedy

Conference: Pennsylvania Summer Reading Conference
URL: http://www.pattan.k12.pa.us/
Location: Penn State University - Run by Pennsylvania DOE
Date: June 29 - July 1
Presenter: Tracey Hall

Conference: OSEP Research Directors' Conference
By invitation only
URL: http://ericec.org/osepreg.html
Location: Washington, DC
Date: July 10 & 11, 2003
Presenters: Chuck Hitchcock, David Rose and Skip Stahl

Conference: University of Kansas Annual Conference
Location: University of Kansas, Kansas City, KS
Date: July 14 - 15, 2003
Presenter: David Rose

Issue Number 12: June 23, 2003

CAST National Consortium on Universal Design for Learning News

Greetings, Readers