Date
11 August 2022

Present information, content, and materials in different ways to support understanding

Suggestion for implementing the strategy ‘Reducing barriers for year 1–8 students’

Support variability

Support variability

The presentation of information can impact access, participation, and engagement.

No single medium works for every learner, nor does it for every subject....To promote understanding of information, concepts, relationships, and ideas, it is critical to provide multiple ways for learners to approach them.

David Rose

Increase accessibility of content

Increase accessibility of content

Discuss with the student what will support their access to information.

Build the suggestions into your teaching practice.

  • Provide enlarged photocopied versions of printed materials.
  • Create clear, uncluttered materials.
  • Use high-contrast colours for whiteboard pens, text and graphics on slides. Avoid pastel colours and grey tones on printed and online materials.
  • Set out board work in a clear, consistent format with good contrast, using columns, grouping information and clear, large writing.
  • Use visual tools to highlight information such as key words and new vocabulary.
  • Incorporate markers, such as fluorescent stickers, to help navigate to certain places or questions in workbooks.

Utilise digital materials

Utilise digital materials

Encourage students to adjust materials to suit their needs and preferences.

Introduce accessibility features, including how to change the contrast or font size or turn on text-to-speech.

Useful resources

Useful resources

Website

Representation

Publisher: British Columbia Ministry of Education

Visit website

Website

Multiple means of representation – Professional development resource

Publisher: CAST

Visit website

Website

UDL Guideline One: Options for perception

Publisher: UDL for teachers

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Next steps

More suggestions for implementing the strategy “Reduce barriers for year 1-8 students”:

Return to the guide “Curriculum accessibility”

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