University Essay: Applying Universal Design Principles for All

This essay delves into the concept of universal design, outlining its seven core principles: equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use. The essay emphasizes the importance of these principles in creating inclusive environments for individuals with disabilities, including those with hearing impairments. It argues that universal design fosters equitable access to resources, promotes communication, and minimizes barriers in education, workplaces, and daily life. The author highlights how these principles can be applied to support deaf individuals through visual aids, accessible technology, and environmental considerations. The essay concludes by advocating for education and awareness to ensure that all members of society understand and support the needs of people with disabilities, fostering a more inclusive and accessible world.

Running head: UNIVERSAL PRINCIPLES
UNIVERSAL PRINCIPLES
Name of the Student
Name of the University
Author Note

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UNIVERSAL PRINCIPLES
Universal design or principle is a set of rules and environmental composition so that it
can be easily accessed as well as understood that could be further used in all possible ways by
people irrespective of their age, ability, size and disability. Universal design can also be
applied for the understanding of technology, services and products and environments. The
principle of universal design was primarily designed to help students and people with
disability (Lieberman, 2017). The model allows people to stay independently, whether they
are abled or disabled. However, this independence depends on the availability of products,
environments as well as services. In the essay, I will discuss the seven universal principles in
details and how it can be used for people with disability. The essay will also focus on how
deaf people can be educated and included within these seven principles.
The first principle of universal design talks about fair use that is providing everyone
with similar means. It does not believe in creating a stigma for any person and avoids
segregation. The policy of privacy, safety and security should be available to all people in a
just manner. The second principle discusses the flexibility in the usage of materials. The
principle states that people should be provided with a choice while choosing the methods that
they would be using. (Loch et al., 2019). The third principle talks about the simplicity of the
design irrespective of the experience, language, concentration, knowledge and skills of the
users. The principle states that complexity should be eliminated and the expectation, as well
as intuition of the users, should be consistent. There should be a broad scope for literacy as
well as language skills along with necessary information that will be needed. The fourth
principle focuses on communicating the essential information to the user regardless of the
inability of the user. This can be achieved by using pictorial images and verbal language to
convey the information (Loch et al., 2019).
The fourth principle works towards minimising risks and hazards and protects people
from accidental and unintentional actions. Warning about dangers should be provided from

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before after hazard solutions should also be given. The sixth principle discusses how the user
can use physical effort, maintain a neutral position, reasonable forces of operation should be
used, and repetitive actions should be avoided (Loch et al., 2019). The last principle talks
about the importance of conveying the above principle to the desired users. It focuses on
providing a clear definition of an essential element that might be useful for the person. And
lastly, provide adequate space so that assistive devices can be used.
Therefore, while coming across these principles, I understood that it could be used for
people who are suffering from any physical disability. The principles are specially designed
for these people so that they do not feel excluded from society (Al-Azawei, Serenelli &
Lundqvist 2016). In my opinion, the principles try to create a balance between abled and
disabled ones. The universal design has recently assumed greater importance that aims
towards a holistic approach ranging from product design, urban design, as well as
architecture.
It is a widespread belief that a person with a disability is incapable than an abled
person. I do agree that a disabled person may have varying degrees of conditions that affect a
person and people living around him. However, setting people apart from others is not ethical
and will harm the life of the person. We cannot make segregation between abled and disabled
people as the latter sometimes are more equipped and skilled than an abled person (Hamraie,
2016). In my view, the seven principles of universal design help people suffering from
disability and try to incorporate them into society so that they do not feel left out. The
principles will also be quite helpful for a deaf person who can effectively be incorporated into
the community as they will be getting equitable resources like the others where no
segregation will be made. The deaf person can further be provided with services that he needs
for his daily use so that he is not left behind from others (Katz & Sokal 2016).
Accommodating different language for the convenience of the deaf person can also prove to

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be quite useful for a person who is incapable of hearing and communicating with others
(Griful et al., 2017). This way, he will not have to face partiality during recruitment. The
second principle further ensures that deaf people use technology that is possible through texts
by cell phones (Ruzic et al., 2016). Furthermore, a deaf person can be conveyed a piece of
information through a visual language, pictorial images and hand signs. A person who does
not have a hearing impairment cannot decide what information should be accessible to the
former or not.
The fifth principle applies to environmental factors where correct lighting should be
used so that the deaf person can communicate without any hindrance. I further believe that
they should be provided with vast spaces so that they can be approached rather than heard.
Lastly, a person not suffering from hearing impairment should be taught how to communicate
and understand a deaf person where presentations can be made with visuals (Dalton, 2017).
Therefore from the principle, I have learnt that one should always face a deaf person, check
the noise and lighting around the person. I also believe that one should speak slowly and
clearly while conversing with a deaf person. If the person is still finding it challenging to
communicate, then we should use written language (Dalton, 2017). These designs will further
help them to get access to transport and workplace where people will understand them, and
there will be no problem in communication. By following these principles, I further believe
that they can also take out leisure time for themselves as others will be able to communicate
and understand them.
Therefore, to conclude I would like to say that the seven principles should be
followed for people who are suffering from disabilities as it will not only assist them in
dealing with their problem and will further ensure equality amongst all. I believe that people
who do not have a disability should be given education regarding people who are deaf and
blind so that they can support these people and help them to move ahead in the race.

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References
Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL):
a content analysis of peer-reviewed journals from 2012 to 2015. Journal of the
Scholarship of Teaching and Learning, 16(3), 39-56.
Dalton, E. M. (2017). Beyond Universal Design for Learning: Guiding Principles to Reduce
Barriers to Digital & Media Literacy Competence. Journal of Media Literacy
Education, 9(2), 17-29.
Griful-Freixenet, J., Struyven, K., Verstichele, M., & Andries, C. (2017). Higher education
students with disabilities speaking out: perceived barriers and opportunities of the
Universal Design for Learning framework. Disability & Society, 32(10), 1627-1649.
Hamraie, A. (2016). Universal design and the problem of “post-disability” ideology. Design
and Culture, 8(3), 285-309.
Katz, J., & Sokal, L. (2016). Universal Design for Learning as a Bridge to Inclusion: A
Qualitative Report of Student Voices. International Journal of Whole
Schooling, 12(2), 36-63.
Lieberman, L. J. (2017). The need for universal design for learning. Journal of Physical
Education, Recreation & Dance, 88(3), 5-7.
Loch, F., Fahimipirehgalin, M., Czerniak, J. N., Mertens, A., Villani, V., Sabattini, L., &
Vogel-Heuser, B. (2019). An adaptive virtual training system based on universal
design. In CHPS (Vol. 51, No. 34, pp. 335-340).

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Ruzic, L., Lee, S. T., Liu, Y. E. & Sanford, J. A. (2016, July). Development of universal
design mobile interface guidelines (udmig) for the ageing population. In International
Conference on Universal Access in Human-Computer Interaction (pp. 98-108).
Springer, Cham.