I created this image from the http://tagul.com Tagul website which visually describes my connections to Universal Design for Learning, technology, diversity, inclusivity, supports and so much more!  Sometimes, a picture really is worth a thousand words!

I embedded the following 9 Principles of Universal Design for Instruction (UDI) into the Online Education course I co-designed in Fall 2009.  A description of how each adapted principle was used in the course follows the defining principle.  

Please feel free to adopt in similar methods as described, as the purpose of Universal Design for Instruction is to create environments where it is beneficial to most students and situations.  There will always need to be additional accommodations for students, but the goal is to reduce the need for customization if good principles are initiated from the beginning of the design process.   This course was originally designed as a hybrid course.

1. Equitable Use. The design is useful and marketable to people with diverse abilities.  Given that the online component of the course will be administered through the LMS, students can use whatever method to access the material that suits their time and abilities.
2. Flexibility in Use. The design accommodates a wide range of individual preferences and abilities. The web interface will allow customization through various preferences in the LMS.  Additionally, there will be multiple formats of documents available (.pdf, .html, and .docx) to address various abilities and preferences.
3. Simple and Intuitive. Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level. Lessons will be laid out in a predictable sequence, with areas to define readings, assignments, tasks to complete, and additional resources.  The introductory scavenger hunt will “level the playing field” and help ensure that participants begin with the same level of skill when using the LMS.
4. Perceptible Information. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities. With content being delivered online and in person, opportunities exist for clarification if necessary, as well as the opportunity for students to move through the material at their own pace, regardless of their sensory abilities or ambient conditions.  Consistent tool use, consistent layout and design and frequent interactions will ensure that the design is perceptible.
5. Tolerance for Error. The design minimizes hazards and the adverse consequences of accidental or unintended actions. The LMS will help to provide guidance when the student makes an inappropriate selection through various error messages or interface design which will not allow for certain errors to be made.
6. Low Physical Effort. The design can be used efficiently and comfortably and with a minimum of fatigue. As the balance of this course is completed in the comfort of a students’ living space, it will be optimally set up for interactions at the student’s own pace.
7. 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.  In-class space will be addressed through table set-up and access to the interactive whiteboard and classroom computers.  Online space is addressed through the LMS and the user interface that can have some customizable features, coupled with a web browser that can be customizable to a user’s preferences.
8.  A community of learners. The course has been designed to foster interaction between instructor and students, as well as student to student through forums and group projects.
9. Instruction is designed to be welcoming and inclusive.  High expectations are espoused for all students.  Ongoing communication will be inclusive and welcoming as students and instructors will define in the Wiki “Ways of Being Together” exercise completed during and after the first class.

A visual poster that I co-authored for the University of Windsor/Oakland University 3rd Annual Conference on Teaching and Learning displays these concepts with examples of their use is on display in the Teaching and Learning lab at the University of Windsor.

Principles of Universal Design for Instruction, by S. S. Scott, J.M. McGuire, & S.F. Shaw. Storrs: University of Connecticut, Center on Postsecondary Education and Disability. Copyright 2001.

I co-presented to the campus at the University of Windsor Accessibility Awareness Day, March 2013, Universal Design for Instruction:  Is it for you?  Information about the session, co-presenters and a PowerPoint presentation of the session are available by clicking the link.