Universal Design: Process, Principles, and Applications

A goal and a process that can be applied to the design of any product or environment by Sheryl Burgstahler, Ph.D.

Designing any product or environment involves Making a product or an environment accessible the consideration of many factors, including to people with disabilities often benefits others. aesthetics, engineering options, environmental For example, automatic door openers benefit issues, safety concerns, industry standards, and individuals using walkers and wheelchairs, but cost. Typically, designers consider the aver‑ also benefit people carrying groceries and hold‑ age user. In contrast, universal design (UD), ing babies, as well as elderly citizens. Sidewalk according to the Center for Universal Design, curb cuts, designed to make sidewalks and “is the design of products and environments to streets accessible to those using wheelchairs, be usable by all people, to the greatest extent are often used by kids on skateboards, parents possible, without the need for adaptation or with baby strollers, and delivery staff with carts. specialized design” (http://www.design.ncsu. When television displays in airports and restau‑ edu/cud/about_ud/about_ud.htm). rants are captioned, programming is accessible not only to people who are deaf but also to oth‑ When UD principles are applied, products and ers who cannot hear the audio in noisy areas. environments meet the needs of potential users with a wide variety of characteristics. Disability UD is a goal that puts a high value on both is just one of many characteristics that an indi‑ diversity and inclusiveness. It is also a process. vidual might possess. For example, one person The following paragraphs summarize process, could be Hispanic, six feet tall, male, thirty principles, and applications of UD. years old, an excellent reader, primarily a visual learner, and deaf. All of these characteristics, including his deafness, should be considered The Process of Universal Design when developing a product or environment he, The process of UD requires a macro view of the as well as individuals with many other charac‑ application being considered as well as a micro teristics, might use. view of subparts of the application. UD can be applied to a variety of applications. The follow‑ UD can be applied to any product or environ‑ ing list suggests a process that can be used to ment. For example, a typical service counter in apply UD: a place of business is not accessible to everyone, including those of short stature, those who use 1. Identify the application. Specify the product wheelchairs, and those who cannot stand for or environment to which you wish to apply extended periods of time. Applying UD prin‑ universal design. ciples might result in the design of a counter that has multiple heights—the standard height 2. Define the universe. Describe the overall designed for individuals within the average population (e.g., users of service), and range of height and who use the counter while then describe the diverse characteristics of standing up and a shorter height for those who potential members of the population for are shorter than average, use a wheelchair for which the application is designed (e.g., mobility, or prefer to interact with service staff students, faculty, and staff with diverse from a seated position. characteristics with respect to gender; age; size; ethnicity and race; native language; learning style; and abilities to see, hear, manipulate objects, read, and communicate). 3. Involve consumers. Consider and involve based on feedback. Provide ways to collect people with diverse characteristics (as input from users (e.g., through online and identified in Step 2) in all phases of the printed instruments and communications development, implementation, and with staff). evaluation of the application. Also gain perspectives through diversity programs, Universal Design Principles such as the campus disability services office. At the Center for Universal Design (CUD) at North Carolina State University a group of 4. Adopt guidelines or standards. Create or architects, product designers, engineers, and select existing universal design guidelines/ environmental design researchers established standards. Integrate them with other best seven principles of UD to provide guidance practices within the field of the specific in the design of products and environments. application. Following are the CUD principles of UD, each followed with an example of its application: 5. Apply guidelines or standards. Apply universal design in concert with best practices 1. Equitable use. The design is useful and within the field, as identified in Step 4, to marketable to people with diverse abilities. the overall design of the application, all For example, a website that is designed to subcomponents of the application, and be accessible to everyone, including people all ongoing operations (e.g., procurement who are blind, employs this principle. processes, staff training) to maximize the benefit of the application to individuals with 2. Flexibility in use. The design accommodates the wide variety of characteristics identified a wide range of individual preferences and in Step . abilities. An example is a museum that allows visitors to choose to read or listen to 6. Plan for accommodations. Develop processes the description of the contents of a display to address accommodation requests case. (e.g., purchase of assistive technology, arrangement for sign language interpreters) 3. Simple and intuitive. Use of the design is from individuals for whom the design of the easy to understand, regardless of the user’s application does not automatically provide experience, knowledge, language skills, access. or current concentration level. Science lab equipment with clear and intuitive control 7. Train and support. Tailor and deliver ongoing buttons is an example of an application of training and support to stakeholders this principle. (e.g., instructors, computer support staff, procurement officers, volunteers). Share 4. Perceptible information. The design institutional goals with respect to diversity communicates necessary information and inclusion and practices for ensuring effectively to the user, regardless of ambient welcoming, accessible, and inclusive conditions or the user’s sensory abilities. experiences for everyone. An example of this principle is captioned television programming projected in noisy 8. Evaluate. Include universal design measures restaurants. in periodic evaluations of the application, evaluate the application with a diverse 5. Tolerance for error. The design minimizes group of users, and make modifications hazards and the adverse consequences Universal Design of Computer Labs of accidental or unintended actions. An example of a product applying this Equal Access: Universal Design of Computer principle is software applications that Labs Universal Design of Distance Learning provide guidance when the user makes an inappropriate selection. Equal Access: Universal Design of Distance Learning 6. Low physical effort. The design can be Real Connections: Making Distance Learning used efficiently, comfortably, and with Accessible to Everyone Universal Design in Education a minimum of fatigue. Doors that open automatically for people with a wide variety Equal Access: Universal Design of Instruction of physical characteristics demonstrate the Universal Design in Education: Principles and application of this principle. Applications Universal Design of Instruction: Definition, 7. Size and space for approach and use. Principles, and Examples Universal Design of Libraries Appropriate size and space is provided for approach, reach, manipulation, and use Equal Access: Universal Design of Libraries Universal Design of Physical Spaces regardless of the user’s body size, posture, or mobility. A flexible work area designed Equal Access: Universal Design of Physical for use by employees with a variety of Spaces Universal Design of Professional physical characteristics and abilities is an Organizations, Projects, Conference Exhibits, example of applying this principle. and Presentations Applications of Universal Design Equal Access: Universal Design of Conference UD can be applied to any product or envi‑ Exhibits and Presentations ronment, such as curriculum, instruction, Equal Access: Universal Design of Professional career services offices, multimedia, tutor‑ Organizations ing and learning centers, conference exhibits, Equal Access: Universal Design of Your Project Universal Design of Software museums, microwave ovens, computer labs, worksites, and web pages. DO‑IT (Disabilities, Designing Software that is Accessible to Opportunities, Internetworking, and Individuals with Disabilities Universal Design of Student Services Technology) produces publications and video presentations that promote UD in a variety of Equal Access: Universal Design of Advising environments. Equal Access: Universal Design of Career Services Listed below are some of DO‑IT’s resources. Equal Access: Universal Design of Computer Videos can be viewed freely online or pur‑ Labs chased from DO‑IT. Publications are provided Equal Access: Universal Design of Financial Aid in an accessible and camera‑ready format and Equal Access: Universal Design of Housing and may be duplicated for presentations, mailings, Residential Life and other noncommercial purposes. You may Equal Access: Universal Design of Libraries link to the resources in the following list by se‑ Equal Access: Universal Design of Recruitment lecting “Publications and Videos” at http://www. and Undergraduate Admissions washington.edu/doit/. Equal Access: Universal Design of Registration Equal Access: Universal Design of Student Services Equal Access: Universal Design of Student About DO‑IT Organizations DO‑IT (Disabilities, Opportunities, Equal Access: Universal Design of Tutoring and Internetworking, and Technology) serves to Learning Centers increase the successful participation of individ‑ Universal Design of Technology in the uals with disabilities in challenging academic Workplace programs such as those in science, engineering, Access to Technology in the Workplace: In Our mathematics, and technology. Primary funding Own Words for DO‑IT is provided by the National Science Universal Design of Telecommunications Foundation, the State of Washington, and the Products U.S. Department of Education. This material is Use of Telecommunications Products by People based upon work supported by the National with Disabilities Science Foundation under cooperative agree‑ Universal Design as a Topic of Instruction ment No. HRD-0227995. Any opinions, findings, Universal Design of Web Pages in Class Projects and conclusions or recommendations expressed Universal Design of Video and Multimedia in this material are those of the author and do Creating Video and Multimedia Products not necessarily reflect the views of the National that are Accessible to People with Sensory Science Foundation (NSF). For further informa‑ Impairments tion, to be placed on the DO‑IT mailing list, or Universal Design of Websites to request materials in an alternative format, Universal Design of Web Pages in Class Projects contact: World Wide Access: Accessible Web Design DO‑IT Resources University of Washington AccessIT (National Center on Accessible Box 354842 Information Technology in Education) Seattle, WA 98195-4842 http://www.washington.edu/accessit/ [email protected] AccessSTEM (Alliance for Students with http://www.washington.edu/doit/ Disabilities in Science, Technology, 206-221-4171 (FAX) Engineering and Mathematics) 206-685-DOIT (3648) (voice/TTY) http://www.washington.edu/doit/Stem/ 888-972-DOIT (3648) (toll free voice/TTY) Applications of Universal Design 509-328-9331 (voice/TTY) Spokane http://www.washington.edu/doit/Resources/ Director: Sheryl Burgstahler, Ph.D. udesign.html Center for Applied Special Technology (CAST) Copyright © 2009, 2008, 2007, 2006, 2005, http://www.cast.org/udl/ 2004, University of Washington. Permission is Center for Universal Design granted to copy these materials for educational, http://www.design.ncsu.edu/cud/ noncommercial purposes provided the source is Center for Universal Design in Education acknowledged. http://www.washington.edu/doit/CUDE/ Trace Center http://www.trace.wisc.edu/ University of Washington College of Engineering UW Technology Services College of Education

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