Universal Design is the process of creating products (devices, environments, systems, processes, and experiences) that are usable by people with the widest possible range of abilities and identities, operating within the widest possible range of situations (environments, conditions, and circumstances). Universal Design emerged from the slightly earlier concept of being barrier-free, the broader accessibility movement, and adaptive technology and assistive technology. It also seeks to blend aesthetics into these core considerations.

Let’s review two common definitions of Universal Design.

Definition 1

Universal Design for Learning or Universal Instructional Design (UID) definition from University of Victoria

A research-based framework that removes barriers to learning and supports students in multiple ways of accessing knowledge and demonstrating learning. […]

[This approach is rooted in the understanding that] students are diverse learners with unique abilities, backgrounds and learning approaches. The Universal Design for Learning (UDL) framework aims to create inclusive and equitable learning environments by providing: multiple means of representation, multiple means of engagement and multiple means of expression. ^[1].

More on Universal Design for Learning can be found at the Center for Teaching and Learning website.

Definition 2

Universal Instructional Design (UID) definition from University of Manitoba

An educational design approach that seeks to provide access to learning for all students without adaptation or retrofitting. By considering the potential needs of all learners, UID recognizes and removes barriers that impede learning. (Note: UID does not remove academic challenges, merely barriers to full access and participation in an educational experience.)

Accordingly, UID is a proactive course design method that benefits all students. For example, close captioning on all video lectures provides greater access is available for students who are deaf or hard of hearing, those whose first language is not English, as well as greater clarity of content for the wider student body^[2].

Why Universal Design?

For our purposes, we frame the practice of using Universal Design in a holistic and manageable way and begin by addressing the barriers that are easy to anticipate and proactively remediate. This toolkit, therefore, will provide guidance if the answer to any of the following questions is “yes.”

• Do I have visual materials that present core concepts that not all students may be able to see or understand?
• Do I have multimedia materials (e.g., audio, video) that present core concepts that not all students may be able to be hear, see, or otherwise access?
• Do I have documents that present core concepts in a format that not all students may be able to access?

In the Accessibility Toolkit – 2nd Edition, we focus on an adjunct to Universal Design: Universal Design for Learning (UDL). UDL is a set of principles for curriculum development that gives all individuals equal opportunities to learn and provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone. Rather than a single, one-size-fits-all solution, it offers a flexible approach that can be customized and adjusted for individual needs.^[3]