Introduction ||Elements of UID || Resources

What is Universal Instructional Design?
Higbee, Chung and Hsu define UID as "a relatively new pedagogical model for providing access to higher education for students with disabilities by rethinking teaching practices to create curricula and classrooms that are inclusive for all students." (Higbee, Chung, and Hsu, 2004) In approaching UID, it's useful to consider the closely related concept of Universal Design in the world of architecture and building. Although sidewalk curb cuts are meant to aid people with disabilities, many other people, such as parents with baby strollers, benefit. Consider how much easier it is to access a building with a gentle incline rather than a set of steep steps. Suddenly the building is much more accessible to all, with no one singled out or being forced to request special or different treatment.

Translating this example to the classroom, Patricia Silver, Director of Learning Disability Support Services at University of Massachusetts, Amherst asserts that most of the accommodation requests she sees for students with learning disabilities are for "untimed tests, notes, prepared materials before class, and study guides." (Silver, 1995). Couldn't all students benefit from these pedagogical approaches?

The idea of changing pedagogy can be daunting to busy faculty. The good news is that although UID may require revising curriculum, you're probably already incorporating many elements of UID into your courses without even realizing it. We hope this website will provide ideas for helping you develop new ways of reaching all your students.

Still Not Convinced?
Ok, so you've read this far, but you're still uncertain that you need to delve further? Perhaps this would be a good time for you to watch the video Uncertain Welcome, produced by the University of Minnesota. (Go to the website http://www.gen.umn.edu/research/ctad/publications.htm and select the version appropriate for your internet connection.) This video features UMN students with disabilities describing their experiences in dealing with professors and the university environment. It's a compelling case that UID doesn't need to be burdensome to the teacher, but can mean the difference between student success and failure.