LibGuides: Universal Design for Learning Strategy Database: Perception

Perception (UDL Guideline 1)

To reduce barriers to learning, it is important to ensure that key information is equally perceptible to all learners by:

offering the same information through different modalities (e.g., through vision, hearing, or touch);
offering information in a format that will allow for adjustability by the user (e.g., text that can be enlarged, sounds that can be amplified);
offering a variety of perspectives (e.g., incorporating a range of authors and contributors; including authentic representations of people, cultures, histories, and identities).

Multiple representations not only ensure that information is accessible to learners with particular sensory and perceptual disabilities, but also support access and comprehension for many others. In addition, providing learners with the opportunity to see themselves represented in the curriculum (e.g., "mirrors") as well as experience the perspectives of others (e.g., "windows") allows for stronger, more authentic connections to learning and greater opportunities for meaning making.

Are you working to:

Support opportunities to customize the display of information (Consideration 1.1)

In print materials, the display of information is fixed and permanent. Digital materials allow the display of the same information to be flexible and customizable. For example, a call-out box of background information may be displayed in a different location, enlarged, emphasized by the use of color, or deleted entirely. Such flexibility provides options for increasing the perceptual clarity and salience of information for a diversity of learners and allowing for preference adjustments for others.

Strategy
Offer information in accessible formats so that perceptual features can be customized.	Support opportunities to customize: Text settings, such as font, size of text, character and line spacing, character width, background color, and text colors Size of visual content, such as images, graphs and tables Contrast between background and images Color used for information or emphasis (i.e. if the text is black, offer customization in the change of text color of key terms or definitions so that the information stands out) Volume or rate of speech or sound: Provide students the ability to adjust their volume in which information is communicated Speed or timing of video, animation, sound, simulations, etc.: Provide students the ability to adjust the rate in which information is communication (i.e. watch a video on 1x or 2x speed) Layout of visual or other elements Highlighted text: engage with text where relevant information has been highlighted or color coded or text where it has not been Graphic books: Read book with graphics or no graphics

Support multiple ways to perceive information (Consideration 1.2)

Images, graphics, animations, videos, or text may seem to be the optimal way to present information, especially when the information is about the relationships between objects, actions, numbers, or events. But such visual representations are not equally accessible to all learners, especially learners with visual disabilities or those who are not familiar with the type of graphic being used. Visual information can be quite dense, particularly with visual art, which can have multiple complex meanings and interpretations depending on contextual factors and the viewer’s knowledge base. To ensure all learners have equal access to information, it is essential to provide non-visual alternatives.

Text is a special case of visual information. The transformation from text into audio is among the most easily accomplished methods for increasing accessibility.

Sound is a particularly effective way to convey the impact of information. However, information conveyed solely through sound is not equally accessible to all learners and is especially inaccessible for learners with hearing disabilities or for learners who have memory difficulties. In addition, listening itself is a complex strategic skill that must be learned

Strategy
Provide descriptions (text or spoken) for all images, graphics, video, or animations.	Add labels to visual information: Add labels in different languages to support multilingual learners. For example, when displaying a photo of the parts of the plant, you can create labels for the stem in both Spanish and English. Add labels to classroom objects: Label supplies, clock, pencil sharpener, etc in multiple languages (if needed). Visual Reminders: Post visual reminders of expectations
Use touch equivalents (tactile graphics or objects of reference) for key visuals that represent concepts.	Realia: Real-life objects enable students to make connections to their own lives; examples include real checks for a unit on banking or real fruit when discussing healthy eating. Manipulatives: Manipulating objects physically can reduce the language load of an activity; students at the early stages of second language acquisition, in particular, can participate and demonstrate their understanding with manipulatives. multilingual learners need multiple opportunities to engage with language in authentic ways and manipulatives simulate authentic language experiences. Manipulatives can include anything from tangrams for math, to microscopes for science, to interactive maps for social studies.
Provide physical objects and spatial models to convey perspective or interaction.	Use of Models: Provide a 3D models to represent spatial relationships
Provide auditory cues for key concepts and transitions in visual information.	Auditory Cue: Provide a signal for students to understand when to transition (i.e. a chime when it’s time to move from one step to another step or one activity to another activity.
Provide text that is easily transformable into audio.	Follow accessibility standards (NIMAS, DAISY, etc.) when creating digital text Partner: Allow for a competent aide, partner, or “intervener” to read text aloud Software: Provide access to text-to-speech software
Offer options for any information presented aurally to be presented in other formats (e.g., through text or images)	Use text equivalents Captions: Leave closed captioning on when showing videos or auditory clips Automated speech-to-text (voice recognition): Use in class for spoken language Provide visual diagrams, charts, or notations of music or sound. Provide written transcripts for videos or audio clips. Provide sign language for spoken communication Use an interpreter, when possible, alongside spoken language Look for artifacts (e.g. videos) that include interpretation Use visual analogues to represent emphasis and prosody (e.g., emoticons, symbols, or images). Provide visual or tactile equivalents for sound effects or alerts When using a timer for an activity, ensure that when the time is up, it both flashes and makes noise or vibrates Make sure that the fire alarm includes visual cues so that all students are able to exit the building safely Provide visual and/or emotional description for musical interpretation. When music is playing, describe the music for those who can’t hear it so that they are able to get a sense of the mood of the piece. This might sound like using visual imagery to describe the music (‘suddenly, the storm lifts’) or describing the emotion of the piece (‘angry horns blaring’)

Represent a diversity of perspectives and identities in authentic ways (Consideration 1.3)

In addition to sensory perception, it is important for learners to perceive themselves and the perspectives of others in the curriculum, instructional materials, and media used in the learning environment. When learners are able to identify with perspectives and cultures portrayed in learning materials, it fosters a sense of validation, affirmation, and belonging. When learners never experience materials or references to which they can relate, they may feel a sense of subordination, as if their perspectives are less valid and appreciated within the learning environment. It is also important for learners to be exposed to the perspectives, identities, cultures, histories, and world views of others. Without exposure to other perspectives, learners may gain the false understanding that their lived experiences are universal for everyone or that others’ perspectives are less valid or valued.

Strategy
Incorporate a range of authors with various identities, including (but not limited to) gender, race, different abilities, nationality, and socio-economic background.
Recognize the range of people, cultures, and histories that contribute to current understanding.
Attend to the ways in which people and cultures are being portrayed.
Challenge stereotypical or harmful portrayals of people and cultures.
Seek authentic, complex portrayals of people, cultures, histories, and world views.
Facilitate listening to diverse perspectives.