Nine Principles of Universal Design for Instruction

1. Equitable use: Accessing course information, such as syllabi, in a variety formats, including print, disk, and online.
2. Flexibility in use: Varying instructional methods, including lecture, discussion, and individual and group activities.
3. Simple and intuitive: Clearly describing course expectations for grading, in different formats, for example narrative and rubrics.
4. Perceptible information: Using videos that include subtitles, or captioning, for those who may not hear, for whom English is not a first language, or for those who have trouble processing verbal information.
5. Tolerance for error: Providing ongoing and continual feedback on coursework rather than at specified interim periods, such as mid-term or final exams.
6. Low physical effort: Providing lecture notes, so students who have difficulty taking notes do not need to take notes.
7. Size and space for approach and use: Making seating easily accessible, if possible, so everyone can see each other and communicate with one another directly. Circular seating may address this principle.
8. Community of learners: Creating a variety of learning settings, for example, use of e-mail groups, social networking sites, or chat rooms.
9. Instructional climate: Including a statement in the syllabus indicating the desire to meet the instructional needs of all students and for students to convey their needs to the instructor.

Shaw, S. F., Scott, S. S., & McGuire, J. M. (2001). Teaching college students with learning disabilities. ERIC Digest. Retrieved from http://www.ericdigests.org/2002-3/college.htm