Present information, content, and materials in different ways
Presenting information in different ways leads to understanding
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On this page:
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Go to top of current page: Present information in different ways
Go to top of current page: Present information in different ways
Utilise digital tools
Utilise digital tools
The HoD of English at Tamaki College talks about how access to online writing environments is impacting on student writing.
No captions or transcript
Enlarge content to increase access
Enlarge content to increase access
A student with low vision demonstrates how the online graphic calculator he prefers to use in class is a useful tool for others.
Closed Captions
Use flexible learning materials
Use flexible learning materials
Suggestions for presenting flexible learning materials.
- Use multimedia rather than text-only material.
- Build in connections to prior knowledge, big ideas and patterns. Make effective use of hyperlinks.
- Make instructions, demonstrations or key content rewindable and accessible 24/7.
- Use digital rather than hard copy formats so that students can access content in different ways and personalise it to suit their needs.
- Avoid using handouts or workbooks that can’t be adjusted.
- Include supports such as visual dictionaries, word definitions, and highlighting tools.
Design effective online environments
Design effective online environments
Suggestions for designing effective online environments.
- Keep the design simple.
- Use a clear predictable structure to help students find what they need.
- Reduce visual and auditory clutter and bling (students with ADHD and autism may also find this strategy useful).
- Support navigation with both high contrast text and visual cues.
- Check with students that the way you are organising instructions and resources is working for them.
- Hyperlink to visual calendars and mind mapping options to support planning.
Use concrete materials
Use concrete materials
Support students to unpack key concepts in different ways.
Manipulation of real objects and models can help clarify understanding.
![11851 [IMG-6826.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/IMG-6826__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Useful resources
Useful resources
Multiple means of action and expression – Professional development resource
A multimedia online resource introducing the UDL principle of Representation. The resource contains short videos by David Rose and Grace Meo from CAST, accompanying text, and powerpoint slides. Collated by the Alberta Regional Consortia.
Publisher: The Edmonton Regional Learning Consortium (ERLC)
Next steps
More suggestions for implementing the strategy “Reduce barriers for year 9-13 students”:
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Current page Present information in different ways
Return to the guide “Curriculum accessibility”
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How to use this site
Guide to Index of the guide: Curriculum accessibility
Understand:
Strategies for action:
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Reduce barriers for year 1 to 8 studentsShow suggestions for Reduce barriers for year 1 to 8 students
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Reduce barriers for year 9–13 studentsShow suggestions for Reduce barriers for year 9–13 students
- Partner with ākonga
- Increase participation and build confidence
- Present information in different ways
- Support processing and organisation
- Provide options to create, learn, and share
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Support reading and writingShow suggestions for Support reading and writing
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Utilise differentiation and adaption approachesShow suggestions for Utilise differentiation and adaption approaches
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Use hybrid learning approachesShow suggestions for Use hybrid learning approaches
