The document defines universal design as the design of products and environments to be usable by all people without the need for adaption. It provides examples of universally designed counters and automatic doors. It outlines the process of universal design which involves identifying the application, defining users, involving consumers, adopting guidelines, applying guidelines, planning accommodations, training support staff, and evaluating feedback. It discusses applying universal design principles in classrooms to engage all students through flexible options and multiple means of representation, action/expression, and engagement.

1. Universal Design

2. Definition & Applications
Definition: “The design of products and environments to be usable by all people, to the
greatest extent possible, without the need for adaption or specialized design.” (Center for
Universal Design)
UD can be used in any environment and be applied to any product.
-Curriculum, instruction, multimedia, tutoring centers, museums, computer
labs, etc.
Example 1: a counter that has multiple heights; therefore people who are shorter
than average, use a wheelchair, or those who can not stand for a long time might find this
beneficial
Example 2: automatic doors benefit people who use walkers/wheelchairs, people
who are holding their child or senior citizens
("Universal Design: Process, Principles, and Applications.”)

3. Process of Universal Design
1. Identity the application- Specify the product/environment
2. Define the universe- Describe the population and characteristics
3. Involve consumers- Involve people with different characteristics
4. Adopt guidelines or standards- Select existing UD guidelines
5. Apply these guidelines or standards- Apply UD with practices in the field
6. Plan for accommodations- Come up with processes to address accommodation requests
7. Train and support- Train and give support to those you are working with
(instructors, volunteers, officers)
8. Evaluate- Evaluate the application with fellow workers and make modifications based on feedback
("Universal Design: Process, Principles, and Applications.”)

4. Universal Design in the
Classroom
David Rose, Chief Scientist; CAST
Through cognitive neuroscience we have learned there really isn’t an average student
We need to make sure we get those students who have been “marginalized”
Students with disabilities, students who do not speak English as their first language
Wants everyone to be a successful learner that’s the key
Must be very flexible in allowing choices
(Implementing UDL. YouTube, 2013.)
3 Principles
Provide multiple means of representation
Provide multiple means of action and expression
Students vary greatly in what they know
Multiple means of engagement
We need to engage students in learning; make them motivated
(UDL: Principles and Practice. YouTube, 2013.)
(The UDL Guidelines. YouTube, 2013.)

5. UD In All Environments

6. Works Cited
1. UDL: Principles and Practice. YouTube, 2013.
2. The UDL Guidelines. YouTube, 2013.
3. Implementing UDL. YouTube, 2013.
3. "Universal Design: Process, Principles, and Applications." Universal Design:
Process, Principles, and Applications. N.p., n.d. Web. 23 Sept. 2013.
Pictures
http://www.udll.com/media-room/articles/universal-design-satifying-a-growing-
market/Apr11_SR_dishwasher1.jpg
http://www.udeducation.org/documents/designresources/more/udeo/handdryers.jpg
http://www.mikitenarch.com/Ideas/Resources/universal.jpeg
http://i-cdn.apartmenttherapy.com/uimages/la/101408universal-02.jpg
http://i-cdn.apartmenttherapy.com/uimages/la/101408universal-02.jpg
http://www.udlcenter.org/sites/udlcenter.org/files/intro2_2.jpg