Special Topic Area:
Universally Designed Assessments

Introduction

Universal design is a philosophy (supported by law) that seeks to make educational products (such as assessments) accessible to diverse users, including students with disabilities and English language learners. The recently reauthorized Individuals with Disabilities Education Act defines universal design in conjunction with the Assistive Technology Act. According to these laws, universal design is “a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies” (IDEA, Section 611, 16(E)).

Specifically, universal design of assessments is meant to act as a guide for improving the accessibility of large-scale assessments. According to the No Child Left Behind Act of 2001, universally designed assessments should "be designed to be valid and accessible with respect to the widest possible range of students, including students with disabilities and students with limited English proficiency" (NCLB Regulation (July 5, 2002), Section 200.2(b)(2)).

The resources found in "Online and Other Resources" (above) provide policy makers, test designers, states, and districts with information on how to align tests with universal design elements. Designing tests to be accessible from the beginning may provide states with more cost-effective assessments and provides educators with more valid inferences about the achievement levels of students with disabilities and English language learners.

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This page was last updated on March 02, 2009