Universal design is a process that ensures that a newly created product is useful to the broadest possible array of people, particularly those with disabilities. Often, designing for specific disabilities proves beneficial for all. The sloped curb corner, for example, allows wheelchairs, strollers, bicycles, and, indeed, any pedestrian to move more safely from the sidewalk to the street crossing states ERIC. 

Universal design was originally made for architecture projects in order for everyone to be able to use something. For example, we can make the counters shorter in one home for someone who is in a wheelchair, or we can just make them shorter in all homes, so that anyone in a wheelchair can have access to the counters. 

We need to learn how this process can be applied to the classroom. How can all of our students benefit from all of their projects, assignments and the general layout of the classroom being Universally Designed? 

NCEO discusses the seven elements that are required for all things to be successful in your classroom uding UDL.

1. Inclusive assessment population
2. Precisely defined constructs
3. Accessible, non-biased items
4. Amendable to accommodations
5. Simple, clear, and intuitive instructions and procedures
6. Maximum readability and comprehensibility
7. Maximum legibility

Universally designed instruction provides a way to establish optimal conditions for learning for all students. The goal is not to standardize instruction, but to provide opportunities for maximum success. According to Heubert, “Students with disabilities and minority students are often the victims of low expectations and weak instruction, and stand to benefit from efforts to provide high-quality instruction for all students”.  This is consistent with the standards movement in American public education, in which the goal is “to enable all students to attain high levels of academic achievement” (Heubert).

These assessments need to not be biased, they cannot reflect on their race, gender or physical disabilities. All and all they will only need to be made one time for the entire class. As a teacher you might be thinking that you need to go and edit all of your assignments again. And yes, you might have to. But instead of making one assignment for 22 out of the 24 of your students, then another one for one of your students who has a vision disability, and then another one for a student who cannot write because of a physically disability, you can make one project/exam that all 24 students will be able to use.

Sources

http://www.cehd.umn.edu/nceo/onlinepubs/Synthesis44.html

http://files.eric.ed.gov/fulltext/ED485655.pdf