Focus: Inclusive Education (Programming for Student Success)

Multiple Means of Action and Expression

Presenter: David Rose

Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another are in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential. - National Center on Universal Design for Learning - Principle II

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 engagement.

Multiple Means of Action and Expression – David Rose

More information is provided regarding which parts of the brain impact action and expression, including planning and executive function. David Rose further emphasizes the concept of “separating means from the end” by introducing Matthew who uses switches to act and express.

See slides 1-8 in PowerPoint (Multiple Means of Action and Expression Presentation).

Length: 18:42

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