ED-ICT International Network, First Symposium, University of Washington, 14-15th March 2017
6
Name of Model or framework Focus Level
Universal Design for Learning/Instruction Blended learning resources and
activities
Micro
Holistic Model Blended learning resources and
activities
Micro
The VIVID (Vision Impaired using Virtual IT
Discovery) Model
Blended learning resources;
internal and external influencing
factors
Micro/Macro
Composite practice model Service Level: Assistive
Technology Services
Meso
The provisional staff development model Service Level: Staff development Meso
A Model of Accessibility Services Provision for
Students with Disabilities in Higher Education
Accessibility services Meso
EU4ALL Service level: E-services Meso/Macro
Contextualised Model of Accessibility Institutional Level Meso/Macro
Model of professionalism in accessibility. Institutional Level Macro
Table 1: Distinguishing the focus and level of the different models and frameworks that have
been developed for a post-secondary education context.
The Universal Design Model
There is no real consensus as to whether Universal Design is a model, framework or
something else, however I note that Bisonette (2006: p. 9) has referred to Universal Design
as: “a conceptual framework for designing and developing inclusive environments.”
Universal Design for Learning models or frameworks are influenced in varying degrees by
the work of Centre for Universal Design which conceives Universal Design as: ' the design of
products and environments to be usable by all people to the greatest possible extent'
(Centre for Universal Design, 1997). Seven principles were formulated to underpin this
concept: Equitable Use, Flexibility in Use, Simple and Intuitive Design, Perceptible
Information, Tolerance for Error, Low Physical Effort, and Size and Space Appropriate for
Approach and Use. These principles, though tied to architecture and the physical
environment, have as their core keeping as many users in mind as possible in the design and
development process. And by so doing, 'Universal design provides a blueprint for maximum
inclusion of all people' (Story, Mueller, and Mace, 1998, p. 13).
Broadly speaking, universal design in educational contexts is an approach characterised by
proactive design and inclusive instructional strategies that benefit a wide range of learners.
There are however different approaches or branches to Universal Design in Education (See

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