Principle I

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Provide Multiple Means of Representation

Students 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 better through visual or auditory means rather than printed text. In reality, there is no one means of representation that will be optimal for all students; providing options in representation is essential.

Guideline 1: Provide options for perception

Guideline 2: Provide options for language and symbols

Guideline 3: Provide options for comprehension

3 Responses to Principle I

  1. Kristy Whitaker says:

    While my work centers around children birth to three years of age, I also must instruct the family on how to work with their child and engage them in activities that enhance their child’s development. I find it beneficial to keep in mind the learning styles of the parents and how to best present the material in order for them to understand and carry out the intervention strategies. The information presented on multiple means of representation helps me to use a variety of methods of presenting information to families.

  2. Sarah Hargadine says:

    One connection that I quickly made to UDL was that it seems to be easily compatible with the SIOP model of teaching. Just as SIOP would encourage a wide variety of strategies to help ELL learners comprehend, visualize, and access the learning, UDL seems to emphasize a variety of modalities that are learner-centered to help all children participate and learn. The use of many options for perception, language, and comprehension is very similar to SIOP’s 8 components of instruction.

  3. Mindy Diaz says:

    Again, the classrooms themselves place restrictions on the ability to provide multiple means of representations. I NEVER “lecture” for longer than 7 minutes. I believe in guided discovery and mastery through students teaching. However, I often have groups of students sitting on floors, tablet desks being turned every direction or moving to a less restrictive environment. Classrooms are designed for presentations not participation.

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