Inequalities arise when information is presented to all learners through a single form of representation. An important instructional strategy is to ensure that multiple representations are available not only for accessibility, but for clarity, comprehensibility, and creating a shared understanding for all learners.
Are you working to:
The semantic elements through which information is presented—the words, symbols, numbers, icons, and language structures—are differentially accessible to learners with varying backgrounds, languages, and lexical knowledge. To ensure accessibility for all, key vocabulary, labels, icons, and symbols should be linked to, or associated with, alternate representations of their meaning (e.g., an embedded glossary or definition, a graphic equivalent, a chart or map). Idioms, archaic expressions, culturally exclusive phrases, and slang should be translated. When the syntax of a sentence or the structure of an equation or graphical representation is not obvious or familiar to learners, comprehension suffers. To ensure all learners have equal access to information, provide alternative representations that clarify, or make more explicit, the syntactic or structural relationships between elements of meaning.
| Strategy | |
|---|---|
| Pre-teach vocabulary and symbols, especially in ways that promote connection to the learners’ experience and prior knowledge. |
|
| Offer graphic symbols with alternative text descriptions | Mathematical symbols: e.g., when displaying ÷, also write "shared with" or "equal groups of", depending on the problem situation. |
| Highlight how complex terms, expressions, or equations are composed of simpler words or symbols. |
|
| Embed support for vocabulary and symbols within the text (e.g., hyperlinks or footnotes to definitions, explanations, illustrations, previous coverage, translations). |
Adapted text: For students who are struggling with the rigor of the text, adapted text might be an effective strategy. Adapted Text involves rewriting selected sections of text that contain key concepts and information. It is an effective modification for students who are learning new content but have still not attained the reading level to access the content through reading. Shorter, simpler sentences are rewritten from long complex ones. Ideally, paragraphs should include a topic sentence and two or three supporting details. Maintaining a consistent format promotes easier reading for information seeking purposes.
|
| Embed support for unfamiliar references within the text (e.g., domain specific notation, lesser known properties and theorems, idioms, academic language, figurative language, mathematical language, jargon, archaic language, colloquialism, and dialect). | |
| Clarify unfamiliar syntax (in language or in math formulas) or underlying structure (in diagrams, graphs, illustrations, extended expositions or narratives) through alternatives that: |
|
The ability to fluently decode words, numbers, or symbols that have been presented in an encoded format (e.g., visual symbols for text, haptic symbols for Braille, algebraic expressions for relationships) takes practice for any learner, but some learners will reach automaticity more quickly than others. Learners need consistent and meaningful exposure to symbols to comprehend and use them effectively.
| Strategy | |
|---|---|
| Allow the use of Text-to-Speech. |
|
| Allow for flexibility and easy access to multiple representations of notation where appropriate (e.g., formulas, word problems, graphs). | |
| Offer clarification of notation through lists of key terms. | |
The language of curricular materials is usually monolingual, but often the learners in the classroom are not. As such, the promotion of cross-linguistic understanding is especially important. For new learners of the dominant language (e.g., English in U.S. schools) or for learners of academic language (the dominant discourse in school), the accessibility of information is greatly reduced when no linguistic options are available. Offering multiple representations, especially for key information or vocabulary, is an important aspect of accessibility.
| Strategy | |
|---|---|
| Cultivate respect across languages and dialects, recognizing that other languages and linguistic representations are valid and valued |
|
| Make all key information in the dominant language (e.g., English) also available in home or heritage languages (e.g., Spanish or ASL) |
|
| Link key vocabulary words to definitions and pronunciations in both dominant and heritage languages. |
|
| Define domain-specific vocabulary (e.g., “map key” in social studies) using both domain-specific and common terms. | |
| Incorporate electronic translation tools or links to multilingual glossaries on the web. |
Electronic Multilingual glossaries: Many multilingual glossaries available online.
|
| Embed visual, non-linguistic supports for vocabulary clarification (pictures, videos, etc.). |
|
| Support translanguaging, the ability to move fluidly between languages, as an approch that encourages learners to use their full linguistic capital | |
| Recognize and incorporate non-oral languages, such as sign languages | |
As countries and communities become increasingly diverse, it is common for environments to include learners who speak different languages and dialects. For example, people in the United States speak more than 350 languages, and the federal government does not designate any official language. Nevertheless, it is common for academic English to be perceived as the standard language for learning in schools or work environments. As a result, a hierarchy of language emerges with standard English at the top, and those who do not speak or understand this dominant language are often perceived as having a deficit or disadvantage. It is essential to disrupt any explicit or implicit messages of inferiority for those who use other languages or dialects (e.g., Spanish, Arabic, African American Vernacular English (AAVE), American Sign Language (ASL), etc.). Countries, communities, learning environments need to consider how different languages and dialects are perceived, portrayed, and treated in their contexts. This is especially imperative given that language is intimately interwoven with a person’s culture, values, and sense of identity. Offering content through the use of multiple languages and symbols creates more entry points for learners, increases accessibility, and provides linguistically diverse learners with a sense of value and belonging.
| Strategy | |
|---|---|
| Facilitate listening and understanding of diverse languages. | |
| Use closed captioning in more than one language, including sign language. | |
| Label classroom items in multiple languages. | |
| Welcome the use of multiple languages and dialects for communication, including speaking and writing. | |
| Recognize that the goal of learning standard languages is not assimilation or monolingualism. | |
| Avoid using ableist language (expressions that use terms associated with disabilities as pejoratives). | |
| Avoid using language and symbols associated with oppression, discrimination, or dehumanization. | |
Classroom materials are often dominated by information in text. But relying on text as a single mode of representation can impose barriers when presenting concepts and processes, particularly for learners who have text- or language-related disabilities or learners who communicate in languages other than the dominant language. Offering multiple representations—especially illustrations, simulations, images, videos, or interactive graphics—can make the information in text more relatable and comprehensible for any learner and accessible for some who would find it completely inaccessible in text.
| Strategy | |
|---|---|
| Present key concepts beyond representation via text (e.g., an expository text or a math equation) with another or multiple formats (e.g., an illustration, dance/movement, diagram, table, model, video, comic strip, storyboard, photograph, animation, or physical or virtual manipulative). |
|
|
Clarify links between information provided in texts and any accompanying representation of that information in illustrations, equations, charts, or diagrams. |
|