Universal Design for Learners Best Practices in the Classroom Al Souma Counselor / Disability Support Services Seattle Central College

1. Universal Design for Learners
“Best Practices in the Classroom”
Al Souma • Seattle Central College
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2. What is Universal Design? (UD)
“Universal Design is the design of
products & environments to be useable
by all people, to the greatest extent
possible, without the need for adaption
or specialized design.” ~ Ron Mace
Universal Design of Instruction (UDI) is
the application of the above definition
in an educational setting. UDI utilizes
multiple strategies in its delivery.
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3. Benefits of Using UDI
• Offers innovative ways to reach diverse learners
• Involves multimodal teaching
• Offers flexible and customized teaching methods
• Allows knowledge to be assessed & demonstrated in other
ways
• Minimizes the need for special accommodations

4. Offering Multiple Approaches
• No single method of teaching will work for all students
• Traditional methods such as straight lectures and paper
pencil exams often do not reach many students
• The objective is to develop a teaching style that is:
flexible in its way of delivering information
flexible in assessing student progress
flexible in creating classroom assignments

5. • Students with different learning styles
• Non-native language users
• Students with disabilities/ or different
abilities
• Students with a variety of background
experiences
• Returning older students
What Types of Students Benefit from
UDI Methods of Instruction?
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6. 3 Basic Components of Teaching
1. Presenting Information: The
instructor’s methods of delivering
information & knowledge
2. Engagement: Engaging & motivating
students in the learning process
3. Assessing Knowledge: Providing
learners alternative methods for
demonstrating what they know
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7. Presenting Information
Multiple Strategies
• Lectures
• Films
• Power Points
• Social Media
• Canvas
• Simulations
• Field trips as a group
• Inviting outside speakers
• Written summary of key concepts
• Use of visual aids (overheads, charts,
diagrams, graphs) to underscore main
ideas
• Suggesting outside visits to lectures,
museums, plays, etc.

8. Engagement
Multiple Strategies
• Group projects
• Web searches
• Model building
• Internships
• Student panels
• Field interviews & observations
• Individual research
• Classroom participation
• Establish learning communities where
groups share research questions with
whole class

9. Assessing Knowledge
Multiple Ways
• Papers
• Power Point presentations
• Group presentations
• Team assignments
• Posters
• Role playing, Games
Things I Studied
Things in the Course
Things on
the Exam
FINAL EXAM

10. Assessing Knowledge (cont.)
Multiple Ways
• Case studies
• Individual or group projects
• Portfolios: cumulative collection of a
student’s work
• Testing in pairs or groups
• Take-home tests
Things I Studied
Things in the Course
Things on
the Exam
FINAL EXAM

11. Assessing Knowledge (cont.)
Multiple Ways
• One-on-one exams when
appropriate
• Paper and pencil exams/quizzes that
require more than rote memory
• Allow formulas/ notes/ quick
reference/ index cards/ in class
paper/ pencil exams
Things I Studied
Things in the Course
Things on
the Exam
FINAL EXAM

12. Creating a Welcoming Environment
• Introduce and share something about yourself to establish a
connection
• Explain your teaching style and philosophy
• Set the tone for the course
• Acquaint students with the structure of the course
• Use students name when speaking directly to them
• Encourage students to visit you during office hours.
• Choose a classroom ice breaker or exercise that is personable,
friendly and encourages humor in order to engage students

13. Some UDI Basics
• Speak clearly
• Think about how you use your voice for emphasis, contrast, exaggeration, etc.
• Use your voice as a tool and facial expressions to gain & hold attention
• Be careful not to speak to the blackboard w/ back toward students
• Check with the back row of students to determine if your volume is adequate
• Speak facing students as much as possible
• Verbally outline your expectations of class
• Encourage curiosity and create expectations
• Promote interaction between students
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14. A Few Notes on Syllabus
• Outline expectations, objectives, & learning outcomes
• Be careful about trying to cover too much material in short amount
of time
• Require student conferences for those with lower grades
• State ground rules for class that include:
 absence policy
 missed exams policy
 class behavior
 attendance "writing/editing my syllabus " by david silver is licensed under CC BY-NC-SA 2.0

15. • Before lecture write concepts, terms, & ideas on board or
on hand outs
• Start each class with an overview of the days objectives
• Prepare a handout that outlines key terms and concepts
• Present 2 or 3 questions students should be able to
answer at end of lecture
Common Practices
Utilizing UDI Principles

16. Common Practices (cont.)
Utilizing UDI Principles
• Choose textbooks graphically designed to facilitate
comprehension
• Assign a class note taker(s) and post notes on web
• Use open captioned videos, DVD’s and video streams
• Provide students with information on how to access
support structures such as tutoring, writing center, etc.
• Homework assignments should NOT be shouted out at
very end of class

17. • Are your e-books and online resources compatible with screen-readers like
JAWS?
• If there is a study website or online component, is it fully accessible?
• Are videos captioned and audio recordings transcribed?
• Can all interactivity (media players, quizzes, flashcards, etc.) be completed by
keyboard alone (no mouse required)?
• Is there any documentation available (VPAT) that confirms accessibility or
usability testing results?
• Can students with dial-up internet quickly and easily download the resources?
Did you know? In accordance with the Americans with Disabilities Act (ADA), institutions of higher education
are required to adhere to accessibility standards when designing, adopting and procuring educational
materials and resources for the delivery of course curricula.
Hello Publisher Representatives!
Before telling me about your textbook options, please know that I am committed to ensuring the accessibility of my
course materials for all students, including those with disabilities, and I need you to be able to answer the
following questions about your product:
“Hello Publishers” by Jess Thompson is licensed under CC BY-NC 4.0

18. Best Practices for Exams
• Make your first quiz one about the syllabus
• Explain how to study for your exams
• Create & share study questions or study guides
• Give out sample test questions
• Give out sample test question answers

19. Best Practices for Exams
• Make your first quiz one about the syllabus
• Explain how to study for your exams
• Create & share study questions or study guides
• Give out sample test questions
• Give out sample test question answers

20. Suggestions for Exams
• Give thought to the layout of the exam (use of margins, line spacing
for easy readability)
• Use plain, evenly spaced san serif font such as Arial or Calibri
• Try out the timing of the exam before administering it
• Prepare clear instructions
• Include a few words of advice and encouragement before you give
exams
• Avoid white paper for exams or handouts, use cream or soft pastel
colors instead
• Match your exams to the content you are teaching

21. MYTHBUSTERS
• Initially, setting up your
classroom to include UD
will take some conscious
thought and a bit more
time as you consider how
to teach to the majority.
• Once you design your class
to be inclusive you will find
that it is no more
additional work over the
long run.
Will using
Universal Design
principles create
more work for
me in the
classroom?
Myth #1

22. MYTHBUSTERS
• No. The only guarantee
will be that more students
will have access to the
information you are
presenting.
• You are still free to grade
using any academic
standard of competence
you feel is necessary.
Will using UDI
create an
atmosphere in
which everyone
will automatically
be guaranteed
an A grade?
Myth #2

23. • No. Your expectations of
students can be as rigorous
and challenging as you
require and the amount of
work you demand will not
change.
MYTHBUSTERS
Will using UDI
only coddle
students
and spoon feed
them?
Myth #3

24. MYTHBUSTERS
• Not if you require class
attendance and build in
credit for class
participation and in class
assignments.
• Having notes available on
line can free up students
to focus more on your
classroom lectures and
not get lost in the process
of note taking.
Will using the UDI
principle of
having my notes
available on line
only reinforce
students to skip
my class
lectures?
Myth #4

25. MYTHBUSTERS
• Most instructors are not
measuring or teaching
note taking as a skill,
therefore, it is not an
issue.
• However, students may
choose to compare their
own notes with what you
have offered online and in
this process you are setting
an example of good note
taking.
Will my use of UDI
principles such as
having my notes
available on line
prevent students
from learning how
to take their own
notes?
Myth #5

26. Common Student Complaints
• The instructors does not return e-mails!!
• The syllabus is totally confusing to me.
• I cannot keep up with taking notes. It’s hard for me to keep up with
the teacher.
• Poor handwriting on board and difficult to read colors hinders my
comprehension.
• The # of questions on exam is too much to finish within the 50
minute time frame.
Note: These are anecdotal comments were made by students to Al Souma in the Disability Support Office.

27. • Sometimes I need illustrations describing a concept or a problem.
• Instructors need to describe a visual diagram clearly.
• My entire grade is dependent on a midterm and a final. Sometimes
1 or 2 quizzes also.
• I am unable to catch verbal information given when other students
get up & leave at end of class (distraction, noise).
• The entire class is the teacher lecturing---all quarter.
Note: These are anecdotal comments were made by students to Al Souma in the Disability Support Office
Common Complaints (cont.)

28. • When I miss a class due to a legitimate illness such as the flu, I have
no notes.
• I receive no feedback on my assignments and papers.
• It is unclear what the rules are around make-up exams or
absenteeism.
• I have no idea what the tests will look like.
• I have no idea how to study for the exams.
• I get so much anxiety during the exam that I panic.
Note: These are anecdotal comments were made by students to Al Souma in the Disability Support Office
Student Complaints (cont.)

29. Thank you
Please contact Al Souma if you have questions.
alfred.souma@seattlecolleges.edu
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