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Nine Principles of Universal Design for Learning

Principle

Aim

Guidelines

Equitable use

The design is useful and marketable to people with diverse abilities.

  • Provide the same means of use for all users; identical whenever possible; equivalent when not.
  • Avoid segregating or stigmatizing any users.
  • Provision for privacy, security, and safety should be equally available to all users.
  • Make the design appealling to all users

Flexibility in Use

The design accommodates a wide range of individual preferences and abilities

  • Provides choice in methods of use.
  • Accommodates right-or-left handed access and use.
  • Facilitate the user’s accuracy and precision.
  • Provide adapability to the user’s pace

Simple and Intuitive

Use of the design is easy to understand, regardless of the user’s experience, knowledge, language, skills, or current concentration level.

  • Eliminate unneccessay complexity.
  • Be consistent with users expectations and intuition.
  • Accommodate a wide range of literacy and language skills.
  • Arrange information consistent with its importance.
  • Provide effective prompting and feedback during and after task competetion.

Perceptile Information

The design communicates neccessay information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.

  • Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information.
  • Provide adequate contrast between essential information and its surroundings.
  • Maximise ‘legibility’ of essential information.
  • Differenciate elements in ways that can be described (i.e. make it easy to give instructions or directions).
  • Provide compatability with a variety of techniques or devices used by people with sensory limitations.

Tolerance for Error

The design minimizes hazzards and he adverse consequences of accidential ir unintended actions.

  • Arrange elements to minimize hazards and errors; most used elements; most accessible; hazardous elements eliminated, isolated or shilded.
  • Provide warnings of hazards or errors.
  • Provide fail safe features.
  • Discourage unconscious action in task that require vigilance.

Low Physical Effort

The design can be used effieciently and comfortably and with minimum of fatigue

  • Allow users to maintain a neutral body position.
  • Use reasonable operating forces.
  • Minimize repetitive actions.
  • Minimize sustained physical effort.

Size and Space for Approach and Use

Appropriate size and space is provided for approach, reach, manipulation, and the use of regardless o user’s body size, posture, or mobility.

  • Provide a clear line of sight to important elements for any seated or standing user.
  • Make reach to all components comfortable to any seated ir standing user.
  • Accommodate variations in hand and grip size.
  • Provide adequate space for the use of assistive devices or personal assistance.

References :


Last updated 31 January 2017 by Trinity Inclusive Curriculum (Email).