Focus: Inclusive Education (Programming for Student Success)

Multiple Means of Representation

Presenters: David Rose and Grace Meo

Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential. National Center on Universal Design for Learning – Principle I

The videos and supporting resources on this page are from the Alberta UDL Summer Institute 2011 and relate to the principle of multiple means of representation.

Multiple Means of Representation – David Rose

David Rose expands the concept of how print is not a flexible medium but digital versions are able to have many versions of the same material. He explains Multiple Means of Representation, by sharing a humorous look at how a GPS system is an excellent example of Universal Design.

See slides 9-23 in PowerPoint (Meeting the Challenge of Individual Differences in Recognition Systems).

Length: 13:09

Multiple Means of Representing Music – David Rose

David Rose deepens the understanding Multiple Means of Representation by sharing a musical example of “offer alternatives for auditory information”.

See slides 24-31 in PowerPoint (Meeting the Challenge of Individual Differences in Recognition Systems).

Length: 10:33

Multiple Means of Representing Print / CAST – David Rose

Through a brief description of the brain processes of reading, David Rose starts the discussion of how we create a reading environment so that everyone has equal access to the obtain meaning. He discusses the abilities and disabilities of print and how that impacts the reading process.

See slides 32-41 in PowerPoint (Meeting the Challenge of Individual Differences in Recognition Systems).

Length: 14:26

UDL Editions by CAST – David Rose

Resources by CAST are shared which illustrate how those resources have built in levels of support for different learning variations.

For more information, visit the CAST website.

Length: 10:42

Continuation of UDL Editions – David Rose

Another resource is shared which demonstrates how Shakespeare’s literary devices are embedded to support readers of all levels.

Length: 3:33

When to Use Assistive Technology for Reading – David Rose

David Rose discusses when should we use assistive technology and when should not. He begins an interesting conversation with the group regarding assessment and assistive technology.

See slides 43-48 in PowerPoint (Meeting the Challenge of Individual Differences in Recognition Systems).

Length: 13:36

Intro to Multiple means of Expression - Grace Meo

Grace Meo presents a process for evaluating programs based on UDL guidelines, from the perspective of someone purchasing a school program.

See PowerPoint (Multiple Means of Representation UDL Guidelines).

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Length: 7:55

Planning for All Learners Curriculum Planning Process for HS - Grace Meo

Grace Meo leads the group through the PAL process (Planning for all Learners) from a lesson and unit planning perspective. She demonstrates the importance of understanding the goal to minimize barriers to maximize opportunity. She leads the group through a math probability lesson to demonstrate this.

Length: 25:38

This resource was developed under the leadership of ERLC as a result of a grant from Alberta Education to support implementation.