Universal design seeks to make products and services accessible to all people regardless of ability. In education, universal design is used to increase the versatility of curriculum and classrooms to allow all students fair access to resources. By designing classrooms to be more functional and equitable, it provides individual students more opportunities to learn while assisting teachers in engaging students. However, addressing the diverse needs of students can be complex depending on grade level and standards, and the costs associated may slow how schools implement universal designs.

1. Accentuating Versatility
Gordon Donahue
EDP 279
February 12, 2013
Dr. Michele Dickey

2. Universal Appeal
 Universal design seeks to make products and eventually
services accessible to all people, regardless
age, race, gender, and disability.
 In this way, all people are allowed the opportunity to achieve
in their own ways without being hindered by physical
limitations that inspire mental doubt.
 The idea of allowing people to reach their potential and
beyond by eliminating displeasing environmental factors is
what is translated into the educational sector.

3. Educational Context
 In education, universal design is used to increase the
versatility and usefulness of curriculum and of the traditional
classroom.
 In this way, students will be allowed to operate on fair terms
and all be allowed to access all of the same resources that
their peers use.
 Furthermore, teachers will be able to manage their rooms
much more effectively, with the help of efficient and simple
technologies that will reduce the workload on students to
complete tasks.

4. Utilizing Design
 With increased functionality, the classroom becomes a
symbol of equity and a common resource for all students.
 This, in turn, provides the individual student with increased
resources to create and learn, as well as assist the teacher in
their endeavor to engage and inspire their pupils.
 Thus, the cost and setback of attending to the various
discrepancies of predisposed skill with the students might
actually be addressed; although those who need higher
echelon challenges to keep them engaged might need
additional assistance.

5. Problematic Deciphering
 Innate problems related to introducing a more ‘equitable’
classroom relate to complexity of addressing diverse needs.
 Depending on the grade level and standards set for
students, the needs of one student may greatly differ from
that of another.
 It is not so much the need to address differences both
physically and mentally of students but the cost associated
that may slow how schools respond to these challenges.

6. References
 Burgstahler, Sheryl. "Universal Design: Process, Principles,
and Applications: A goal and a process that can be
applied to the design of any product or environment."
DO-IT. University of Washington, 28 03 2012. Web. 13
Feb 2013. <http://www.washington.edu/doit>.