Learners vary in their facility with different forms of representation—both linguistic and non-linguistic. Vocabulary that may sharpen and clarify concepts for one learner may be opaque and foreign to another. An equals sign (=) might help some learners understand that the two sides of the equation need to be balanced, but might cause confusion to a student who does not understand what it means. A graph that illustrates the relationship between two variables may be informative to one learner and inaccessible or puzzling to another. A picture or image that carries meaning for some learners may carry very different meanings for learners from differing cultural or familial backgrounds. As a result, inequalities arise when information is presented to all learners through a single form of representation. An important instructional strategy is to ensure that alternative representations are provided not only for accessibility, but for clarity and comprehensibility across all learners.
The semantic elements through which information is presented—the words, symbols, numbers, and icons—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.
| Strategy | |
|---|---|
| Pre-teach vocabulary and symbols, especially in ways that promote connection to the learners’ experience and prior knowledge. |
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| Provide 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. |
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| Embedding 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). | |
Single elements of meaning (like words or numbers) can be combined to make new meanings. Those new meanings, however, depend upon understanding the rules or structures (like syntax in a sentence or the properties of equations) of how those elements are combined. When the syntax of a sentence or the structure of a graphical representation is not obvious or familiar to learners, comprehension suffers. To ensure that 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 | |
|---|---|
| Clarify unfamiliar syntax (in language or in math formulas) or underlying structure (in diagrams, graphs, illustrations, extended expositions or narratives) through alternatives that: |
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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 so that they can comprehend and use them effectively.
| Strategy | |
|---|---|
| Allow the use of Text-to-Speech. |
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| 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, so the promotion of cross-linguistic understanding is especially important. For new learners of the dominant language (e.g., English in American schools) or for learners of academic language (the dominant discourse in school), the accessibility of information is greatly reduced when no linguistic alternatives are available. Providing alternatives, especially for key information or vocabulary is an important aspect of accessibility.
| Strategy | |
|---|---|
| Make all key information in the dominant language (e.g., English) also available in first languages (e.g., Spanish) for learners with limited-English proficiency and in ASL for learners who are deaf. |
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| Link key vocabulary words to definitions and pronunciations in both dominant and heritage languages. |
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| Define domain-specific vocabulary (e.g., “map key” in social studies) using both domain-specific and common terms. | |
| Provide 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.). |
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Classroom materials are often dominated by information in text. But text is a weak format for presenting many concepts and for explicating most processes. Furthermore, text is a particularly weak form of presentation for learners who have text- or language-related disabilities. Providing alternatives—especially illustrations, simulations, images or interactive graphics—can make the information in text more comprehensible for any learner and accessible for some who would find it completely inaccessible in text.
| Strategy | |
|---|---|
| Present key concepts in one form of symbolic representation (e.g., an expository text or a math equation) with an alternative form (e.g., an illustration, dance/movement, diagram, table, model, video, comic strip, storyboard, photograph, animation, physical or virtual manipulative). | |
| Make explicit links between information provided in texts and any accompanying representation of that information in illustrations, equations, charts, or diagrams. | |