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Date
12 June 2025
Link
inclusive.tki.org.nz/guides/universal-design-for-learning/design-options-for-language-and-symbols

Design options for language and symbols

Representation guideline

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Why this matters

Why this matters

Learners make sense of information in different ways.

If information is presented in only one way, barriers to access and understanding may be experienced by some learners (CAST, 2024).

Design options for language and symbols prompts us to consider learner variability at the outset and offer options to:

This guideline also reminds us to consider:

  • How will these options support learners in reaching their goals?
  • Could any of these options create barriers or unnecessary challenges?
  • Will all learners have fair and equal access to high-quality choices?
  • How do these options reflect and respond to learner variability?

Source: Design options for language and symbols: UDL Guidelines 3.0 | CAST (2024) (opens in a new tab/window)

Support decoding of text, mathematical notation, and symbols

Support decoding of text, mathematical notation, and symbols

As learners gain fluency at different rates, consider how to support decoding and maintain equity of access to the curriculum (CAST, 2024).

To support decoding, offer consistent and meaningful exposure to symbols to support comprehension and effective use.

When decoding is not the focus of learning or assessment, support access for all learners by offering options to reduce barriers, such as:

  • text-to-speech
  • glossaries
  • predictive text.

Note: Without fluency, decoding increases cognitive load and reduces capacity for processing, understanding and engaging with complex concepts.

Source: Support decoding of text, mathematical notation, and symbols: UDL Guidelines 3.0 | CAST (2024) (opens in a new tab/window)

Cultivate understanding and respect across languages and dialects

Cultivate understanding and respect across languages and dialects

Learners bring skills and experience in different languages.

Creating opportunities to use this capability affirms that diverse linguistic expressions are valued and essential to an inclusive classroom (CAST, 2024).

  • Promote the opportunity to use first languages, including NZSL, to build knowledge and understanding; for example, in group work, storytelling, debating, or concept development.
  • Support translanguaging, the ability to move fluidly between languages, as an approach that encourages learners to use their full linguistic ability.
  • Offer bilingual access to key content wherever possible.
  • Link key vocabulary words to definitions and pronunciations in the languages of learners.
  • Define specific vocabulary (for example, “map key” in social studies) using both the technical and common terms.
  • Model how to use online glossaries and multilingual translation tools.
  • Embed visual supports for vocabulary clarification.

Source: Cultivate understanding and respect across languages and dialects: UDL Guidelines 3.0 | CAST (2024) (opens in a new tab/window)

Next steps

More suggestions for implementing the strategy “Design multiple means of Representation”:

Return to the guide “Universal Design for Learning”

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Guide to Index of the guide: Universal Design for Learning

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