Universal design. The first time I
heard about UD was at a conference for persons with disabilities in Hermisilio,
Mexico. Based on principles "developed in 1997 by a working group of architects, product designers, engineers and environmental design researchers, led by the late Ronald Mace in the North Carolina State University, UD led the way towards awareness and accommodations for people with disabilities.
That conference also brought to light the systemic and financial barriers inherent in
implementing Universal Design. One of the students in our group was in a wheelchair and was often prevented from continuing on an outing due to physical barriers, like the height of curbs or condition of a sidewalk. My Mexican counterparts advocated for the
same principles of UD: Equitable, Flexibility in, and Simple and Intuitive Use, as well as Perceptible Information, Tolerance for Error, Low Physical Effort and Size and
Space for Approach Use. However, the ability to achieve these goals were
impeded by many obstacles. Not the least of which was a sort of disability illiteracy, that
didn't take into account the realities of the individuals that benefited from UD.
Connecting this to teacher training and curriculum design courses, these same principles are transferred to a Universal Design for Learning. Online accessibility within the virtual environment encompasses many facets. Adult basic education learners arrive with learning issues and a host of other needs that should be recognized and supported by principles such as those found in UDL.
Just as Universal Design connects to architecture through considerations such as wheelchair ramps that are a one-size fits all, there are also considerations such as right-left handedness, or access to anyone who is either sitting or standing that acknowledges the individual. These same principles need to take into consideration the adult basic learner.
This is achieved not only by accessing and implementing various tools through learning management systems and assistive technologies, but by strategizing the delivery of content to meet each learner's needs. A focus on holistic delivery and the whole learner, ensures that any potential illiteracy by the developer or the teacher towards basic education learners can be overcome.
Just as Universal Design connects to architecture through considerations such as wheelchair ramps that are a one-size fits all, there are also considerations such as right-left handedness, or access to anyone who is either sitting or standing that acknowledges the individual. These same principles need to take into consideration the adult basic learner.
This is achieved not only by accessing and implementing various tools through learning management systems and assistive technologies, but by strategizing the delivery of content to meet each learner's needs. A focus on holistic delivery and the whole learner, ensures that any potential illiteracy by the developer or the teacher towards basic education learners can be overcome.
