Eastern Michigan University
Ypsilanti, MI 48197
General Guidelines for Universal Design/Accessible Course Development
More about UD...
- Universal Instructional Design
- Universal Design Principles
- Essential Qualities of UDL
- UDL Web Resources
- Reframing Disability
- Project shIFT
- Provide comprehensive syllabus with clearly identified course requirement, expectations, accommodation statement and due dates.
- Announce reading assignments well in advance; students may need time to have their reading materials converted to alternative formats or to complete reading assignments.
- Start each class period with an outline of material to be covered that day and briefly summarize key points at the end of the lecture.
- Speak directly to students, using gestures and natural expressions to enhance understanding.
- Present new vocabulary and give course assignments in a variety of ways: in lecture, through examples, on the blackboard, on handouts, at websites, etc.
- Fluctuate instructional methods, provide illustrations, handouts, auditory and visual aids.
- Put course content online, allowing students to "pick up" material that might have been missed in lecture.
- Use peer mentoring, group discussions, and cooperative learning situations rather than strictly lecture.
- Using guided notes enables students to listen for essential concepts without copying notes off of overhead.
- Update course materials based on current events and student demands.
- Clarify any feedback or instructions, ask for questions, and repeat or give additional examples.
- Relate a new topic to one already learned or a real-life example.
- Allow a student to tape record lectures or provide him/her with a copy of your notes.
- Provide copies of overheads and/or PowerPoint slides.
- Provide opportunities for questions and answers and schedule review sessions.
- Allow the student to demonstrate knowledge of the subject through alternate means.
- Permit and encourage the use of adaptive technology.
- Develop study guides.
- Give more frequent exams that are shorter in length.
- When in doubt about how much to assist the student, ask him or her.