Title: Principle I - Propose multiple means of representation
Course: UDL & online special education > Section: 1. Propose multiple means of representation

Representation. The multiple use of means

General and structured explanation of the multiple motivation mechanisms that UDL provides. We speak of "multiple" mediums because not all students feel motivated by the same mediums. By bringing a variety of means of engagement, the teacher will be able to motivate all students to become proficient learners.

The 10 criteria for designing accessible digital OERs

To design accessible OERs following the UDL criteria, the following criteria must be taken into consideration:

1. Try to provide multiple means of representation, so that recognition networks are activated. Let's talk about the WHAT of learning. Following this principle, we must present information to students through various media and in different formats, taking into account the different ways of accessing and processing this information.
2. Try to provide multiple means of action and expression, so that strategic networks are activated. It is the HOW of learning. Following this principle, we have to offer students different possibilities of  express what  they know, to organize and plan.
3. Try to provide multiple means of engagement and involvement, so that the affective networks  are activated.  It is the WHY of learning. It is about using different strategies to motivate students, maintain that motivation and facilitate their active participation in the teaching-learning process.

10 criteria can be established for the design of accessible digital OER. The contents must be understandable, simple, intuitive, visually attractive. To achieve this, you should consider the following criteria:

1. Multiple means of information input: textual, graphical, auditory, audiovisual...
2. Support elements to facilitate understanding (glossary, dictionary, translator, calculator, identification icons, audio descriptions, text-to-speech converter, images, subtitles, QR codes, examples, symbol notations, etc.) and options  navigation customization.
3. Activities in digital and analogue formats, promoting different ways for students to express what they know, in different media and enabling both individual and collaborative learning.
4. Actions to plan and review learning: checklists, reminders, helper templates, summaries, explanatory notes, concept maps, graphic organizers, etc.
5. Different evaluation and evaluator options: rubrics, questionnaires, evaluation objectives, learning diaries, metacognitive scale, thinking routines, presentations, etc.
6. The format should facilitate an simple, relevant and attractive design, with a friendly interface.
7. Navigation compatible with different platforms and devices, with linked elements (links) opened in a new window  navigation.
8. A predictable structure, with navigation menus, scripts, icons representing sections or elements that perform the same function, etc...
9. Homogeneous fonts: do not use more than two fonts in the same text, easily recognizable (Arial, Helvetica, Calibri, Tahoma, Verdana), in large dimensions (12/14 points onwards), with high contrast of the letter against the background and avoiding superimposing text on images unless it is essential.
10. Paragraphs written horizontally, with left alignment, line spacing 1.15 or 1.5 and priority to simple formulation (direct, predictable syntax, without linguistic deviations, with hierarchy of texts according to their relevance, etc.).

Multiple means of representation

Introduction

Students differ in the ways they perceive and understand the information presented to them. For example, those with sensory impairments (blindness or deafness); learning difficulties (for example, dyslexia); linguistic or cultural differences, and so on, may require different ways of approaching content.

Others may simply grasp information faster or more efficiently through visual or auditory means rather than through printed text. Learning and the transfer of learning also occur when using multiple representations, because it allows students to make connections both within concepts and between them. In short, there is no single medium of representation that will be optimal for all students; providing representation options is essential.

For enterprising and knowledgeable students, they too need to present information and content in different ways.

Video lesson

The video illustrates the use of multiple means of representation in an educational context.

Information for everyone: European standards to make information easy to read and understand

Source: https://www.inclusion-europe.eu/easy-to-read-standards-guidelines/

These standards are intended to help people make their information easy to read and understand.
Anyone who wants to make information easy to read and understand can use standards.

1. Easy-to-read language versions of standards

Standards are available in many languages:

- English: Information for everyone: European standards for making information easy to read and understand (.pdf)
- čeština: Informace pro všechny: Evropská pravidla pro tvorbu snadno srozumitelných informací (.pdf)
- Deutsch: Informationen für alle: Europäische Regeln, wie man Informationen leicht lecht lesbar und leicht verständlich macht (.pdf)
- eesti: Informatsioon kõigi jaoks: Euroopa standardid informatsiooni lihtsalt loetavaks ja mõistetavaks muutmiseks (.pdf)
- Español: Información para todos: Las reglas europeas para hacer información fácil de leer y comprender (.pdf)
- Français: L'information pour tous: Règles européennes pour une information facile à lire et à comprendre (.pdf)
- hrvatski: Informacije za sve: Europski standardi za izradu lako razumljivih informacija (.pdf)
- Italiano: Informazioni per tutti: Linee guida europee per rendere l'informazione facile da leggere e da capire per tutti (.pdf)
- latviešu: Informācija visiem: Eiropas standarti viegli lasāmas un sarotamas informācijas veidošanai (.pdf)
- lietuvių: Informacija, skirta visiems: Europinės rekomendacijos, kaip rengti lengvai skaitomą ir suprantamą informaciją (.pdf)
- magyar: Információ mindenkinek: A könnyen érthető kommunikáció európai alapelvei (.pdf)
- Polski : Informacja dla wszystkich: Europejskie standardy przygotowania tekstu łatwego do czytania and zrozumienia (.pdf)
- Português: Informação para todos: Regras Europeias para fazer informação fácil de ler e de perceber (.pdf)
- slovenčina: Informácie pre všetkých: Európske pravidlá tvorby ľahko čitateľných a ľahko zrozumiteľných informácií (.pdf)
- slovenščina: Informacije za sve: Evropska pravila za pripravo informacij v lahko berljivi in ​​razumljivi obliki (.pdf)
- Suomi: Tietoa kaikille: Helppolukuinen ja ymmärrettävä teksti yleiseurooppalainen standardi (.pdf)

"Information for all: European standards to make information easy to read and understand" was created by the project partners "Pathways to 'adult education for people with intellectual disabilities' in 2010.

2. Easy-to-read text checklist

Here is a simplified (.pdf) version of the guidelines, with a checklist of key rules.

Frequently asked questions about ease of reading.

3. Easy to read logo

The image is called "the easy-to- read logo". Inclusion Europe owns this image.

You don't need to ask us for specific permission to use the logo provided that:

your publication respects readable guidelines e include this text in your publication:

“© European Easy-to-Read Logo: Inclusion Europe. More information at www.inclusion-europe.eu/easy-to-read".

More details on how to use the logo (.pdf).

More in easy to read:

- magazine
- explanations of difficult words

4. English. Information for all: European guidelines to make information easy to read and understand for all (.pdf)

Orientation to apply this principle in the use of language teaching

Information can be presented using a wide variety of media, in addition to text, such as videos, digital books, interfaces that aid data visualization, various examples and concept maps.

The use of technology can improve the learning processes of many students, including tools that have been specifically designed for students with specific disabilities.

o Hearing-impaired students are often helped by captions, speech-to-text applications, visual symbols, and electronic sign language dictionaries.

o Closed captioning often helps students with reading problems, attention deficits, and those who have difficulty filtering out background sounds from recordings.

o Students with visual impairments often benefit from non-visual alternatives such as Braille, tactile graphics, physical models and screen readers that use synthesized language for narrated graphics and texts read by a voice-over or overlay . Visually impaired people can benefit from interfaces that offer them options for viewing information, such as screen magnifiers or the option to adjust the font size and light contrasts with respect to the displayed texts or images.

o Impaired reading students, such as those with dyslexia, often have difficulty reading long, dense texts. As a result, they can benefit from the support provided by textbooks recorded in audio, video or text-to-speech formats, as well as providing them with more time to complete assignments and exams.

As far as vocabulary and syntax are concerned, it is advisable to pre-teach vocabulary, especially in a way that promotes connection with the student's previous experiences and knowledge. It is advisable to highlight how complex terms or expressions are formed from simpler words or structures and offer support for understanding vocabulary, such as links or footnotes with definitions, explanations, illustrations, background information, translations and clarifications of sayings, language figurative, colloquialisms, slang, dialects, etc.

Use linguistic and non-linguistic methods to represent basic vocabulary, symbols and icons that facilitate understanding of key concepts.

Help students with functional diversity identify the most important ideas and relevant information with tools like graphic organizers, diagrams, and concept maps.

Provide additional support until students can use the acquired skills in different contexts and independently. This can be done through so-called guided learning (or scaffolding) or modeling.

Provide multiple forms of representation (schema)

Fornire molteplici forme di rappresentazione. Schema generato con Coggle