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

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