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Universal Design (universal + design)

Distribution by Scientific Domains
Education28%

Selected Abstracts

Consumer receptiveness to universal design features

INTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 1 2009
Teresa L. Nunn
Abstract As homeowners age and struggle to adapt to the built environment, the addition of universal design features could allow added mobility and independence within their homes. Universal design means building residences in such a way that they are usable to the greatest extent possible, by all ages and abilities. The research used a descriptive analysis of survey data from 444 randomly selected US households to determine which characteristics of universal design were currently used in homes. In addition, the research examined the desire for future universal design elements. The findings indicate that the particular design features desired in the future varied depending on age. These findings are especially relevant as the desire to age in place continues to grow among our ever-increasing elderly population. [source]

Universal design across the curriculum

NEW DIRECTIONS FOR HIGHER EDUCATION, Issue 137 2007
Robbin Zeff
The concepts of the applied universal design movement have created fresh perspectives on management tasks and opportunities. [source]

Universal design for visual communications

COLOR RESEARCH & APPLICATION, Issue 3 2007
Shigeki Nakauchi
No abstract is available for this article. [source]

Testing Students with Special Needs: A Model for Understanding the Interaction Between Assessment and Student Characteristics in a Universally Designed Environment

EDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 3 2008
Leanne R. Ketterlin-Geller
This article presents a model of assessment development integrating student characteristics with the conceptualization, design, and implementation of standardized achievement tests. The model extends the assessment triangle proposed by the National Research Council (Pellegrino, Chudowsky, & Glaser, 2001) to consider the needs of students with disabilities and English learners on two dimensions: cognitive interaction and observation interaction. Specific steps in the test development cycle for including students with special needs are proposed following the guidelines provided byDowning (2006). Because this model of test development considers the range of student needs before test development commences, student characteristics are supported by applying the principles of universal design and appropriately aligning accommodations to address student needs. Specific guidelines for test development are presented. [source]

Consumer receptiveness to universal design features

INTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 1 2009
Teresa L. Nunn
Abstract As homeowners age and struggle to adapt to the built environment, the addition of universal design features could allow added mobility and independence within their homes. Universal design means building residences in such a way that they are usable to the greatest extent possible, by all ages and abilities. The research used a descriptive analysis of survey data from 444 randomly selected US households to determine which characteristics of universal design were currently used in homes. In addition, the research examined the desire for future universal design elements. The findings indicate that the particular design features desired in the future varied depending on age. These findings are especially relevant as the desire to age in place continues to grow among our ever-increasing elderly population. [source]

Evaluation of cognitively accessible software to increase independent access to cellphone technology for people with intellectual disability

JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 12 2008
S. E. Stock
Abstract Background There are over two billion telephones in use worldwide. Yet, for millions of Americans with intellectual disabilities (ID), access to the benefits of cellphone technology is limited because of deficits in literacy, numerical comprehension, the proliferation of features and shrinking size of cellphone hardware and user interfaces. Developments in smart phone technology and PDA-based cellphones provide an opportunity to make the social and safety benefits of cellphones more independently accessible to this population. Method This project involved employment of universal design and other specialised software development methods to create a multimedia cellphone interface prototype which was compared with a typical mainstream cellphone in a usability evaluation for individuals with ID. Participants completed a structured set of incoming/outgoing phone tasks using both the experimental and control conditions. Usability measurements included the amount of assistance needed and errors made in completing the cellphone use sequence. Results A total of 22 individuals with ID participated in the research by engaging in a series of incoming and outgoing cellphone calls using both the multimedia cellphone prototype system and a mainstream Nokia 6360 cellphone. Test subjects required significantly less help (P = 0.001) and made significantly fewer errors (P < 0.001) when completing eight calls using the specialised multimedia phone system as compared with the mainstream phone. Conclusions The statistical evidence of both usability results provide promising evidence of the feasibility of implementing universal design and other specialised software development methodologies for increasing independent access to the benefits of cellphone technologies for students and adults with ID. Issues related to designing cognitively accessible interfaces, study limitations and future directions are discussed. [source]

Learning to Read in the Digital Age

MIND, BRAIN, AND EDUCATION, Issue 2 2009
David Rose
ABSTRACT ABSTRACT,The digital age offers transformative opportunities for individualization of learning. First, modern imaging technologies have changed our understanding of learning and the sources and ranges of its diversity. Second, digital technologies make it possible to design learning environments that are responsive to individual differences. We draw on CAST's research and development on universal design for learning to suggest the potential of digital reading environments that are designed to support learning and engagement by addressing the diversity in learners' representation, strategic and affective networks. Optimal customization depends on continued advances in the digital tools of the neurosciences and the design and enactment of digital learning environments. [source]