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Advocate Online
Thriving in Academe
Issues To Consider
Meeting Student Needs
Keep Universal Design for Instruction in your instructional tool chest.
 Does implementing Universal Design for Instruction take a lot of time?
Teaching well takes a lot of energy and time. I find that Universal Design for Instruction takes no more time than preparing for any class. Universal Design for Instruction gives me a structured way to think about how well I am meeting the needs of my students. Universal Design for Instruction gives me a tool to use before the term begins, when I don’t know the learning needs of my future students. Good teaching takes time, and Universal Design for Instruction is a valuable pedagogical resource in my instructional tool chest.
Does Universal Design for Instruction reduce course standards or water down course content?
If anything, Universal Design for Instruction increases the expectations I have for my students and helps my students become more effective critical thinkers, writers, and speakers. Universal Design for Instruction offers guidance on how best to challenge my students academically without penalizing individuals with disabilities.
Does it really meet the needs of students with disabilities?
Universal Design for Instruction is a blessing for students with disabilities. When I automatically give students online access to course lectures, let students determine some of their assessment approaches, and allow them to take tests on the computer, students with disabilities feel that they are no longer being tested on their disability but rather their knowledge of the content area. I have found that I cannot anticipate every possible student disability, but by planning ahead and remaining creative and flexible, I can effectively enhance learning and development for all of my students.
How can I find out about student learning needs early in the semester?
On the first day of class, I ask all students to share with me how they learn best. I do this by simply asking the students to tell me about a course they really enjoyed and also asking how I can best meet their learning needs. Their answers provide a wealth of information about how I can teach and assess to meet their learning needs.
Where can I turn for support?
Instructors should first check with their teaching and learning center and campus office of disability services. In addition, Web sites like those from Project PACE—University of Arkansas at Little Rock (www.ualr.edu/pace/about_pace/index.htm) and DO-IT at the University of Washington (www.washington.edu/doit/) are fantastic resources.
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References & Resources
References
Center for Universal Design (1997). Universal Design Principles. Retrieved January 3, 2007, from the Center for Universal Design Web site www.design.ncsu.edu/
cud/about_ud/
udprinciples.htm.
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.
Scott, S.S., McGuire, J.M., & Shaw, S.F. (2001). Principles of Universal Design for Instruction. Storrs: University of Connecticut, Center on Postsecondary Education and Disability.
Shaw, S. F., Scott, S.S., & McGuire, J. M. (2001). Teaching college students with learning disabilities. ERIC Digest #e618. Arlington, VA.
Resources
DO-IT at the University of Washington (www.washington.
edu/doit/)
Faculty Ware at the University of Connecticut’s (www.facultyware.
uconn.edu)
Project PACE—University of Arkansas at Little Rock (www.ualr.edu/ pace/about_pace/
index.htm)
Rochester Institute of Technology (www.rit.edu/~classact/
side/universaldesign.html)
U.S. Department of Education, Office of Postsecondary Education (www.ed.gov/about/
offices/list/ope
/index.html)
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