Provide options for perception
Suggestion for implementing the strategy ‘Provide multiple means of Representation’
On this page:
On this page:
Current page section: Provide options for perception
Go to top of current page: Provide options for perception
Go to top of current page: Provide options for perception
Go to top of current page: Provide options for perception
Overview
Overview
Explore the 'perception' guideline.
Recognise which approaches and strategies are already part of your practice.
Take note of anything you hadn't considered before.
Closed Captions
Benefits of digital text
Benefits of digital text
Digital text can be:
- adjusted so that the style, size, and colour of fonts are the best fit for the student
- converted to speech (using text-to-speech tools) to support students with reading and those who prefer to listen to information rather than (or in addition to) looking at it, or who use it to help with editing
- hyperlinked to definitions and background information
- illustrated with moving images
- highlighted, annotated, and underlined to guide the reader’s attention
- easily linked to and from online environments and documents
- accessed collaboratively and edited 24/7.
Use videos with closed captions
Use videos with closed captions
Closed captions are like subtitles.
They are a practical example of providing information in more than one way.
Here's how to find them on YouTube.
- Search for YouTube and open the home page.
- Type search subject (for example “frogs”) into YouTube search bar and press return key.
- On left of screen, click the tab called “Filters” and a menu box will open.
- Select “subtitles/CC” under the Features list.
- Select a video from the selection of filtered videos presented by YouTube.
- Watch the selected video with the closed captions turned on to check for accuracy before sharing with students.
- Share closed captioned video with students.
Different ways to provide support
Different ways to provide support
Use these supports to provide alternatives and options for students to access the same information.
![10803 [Multiple-ways-to-access-information.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Multiple-ways-to-access-information__ScaleMaxWidthWzEwODZd.jpg)
Reflection questions
Reflection questions
- Have I presented information that students can customise to match their own preference (for example, font size, color-contrast options)?
- What are my alternatives for auditory information (for example, closed captions, New Zealand Sign Language, transcripts, alt text on images)?
- What visual information will support understanding in this lesson (for example, tactile graphics, text-to-speech, video)?
Useful resources
Useful resources
Do’s and don’ts on designing for accessibility
Read time: 34 min
A set of six posters with general guidelines for designing accessible web content. These posters are also useful considerations for general classroom planning and content design.
Publisher: United Kingdom Government
UDL Guideline – Perception
Supporting resources, including video to support the guideline options for perception
Next steps
More suggestions for implementing the strategy “Provide multiple means of Representation”:
-
Current page Provide options for perception
Return to the guide “Universal Design for Learning”
![11449 [Universal-Design-for-Learning-002.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/Universal-Design-for-Learning-002__FillWzIwOCwyMDhd.jpg)
How to use this site
Guide to Index of the guide: Universal Design for Learning
Understand:
- Why UDL is valuable
-
Find out about UDLShow suggestions for Find out about UDL
Strategies for action:
-
Provide multiple means of EngagementShow suggestions for Provide multiple means of Engagement
-
Provide multiple means of RepresentationShow suggestions for Provide multiple means of Representation
- The recognition network and making sense of information
- Provide options for perception
- Provide options for language and symbols
- Provide options for comprehension
-
Provide multiple means of Action and ExpressionShow suggestions for Provide multiple means of Action and Expression
-
How to plan using UDLShow suggestions for How to plan using UDL
-
Design considerations in primary settingsShow suggestions for Design considerations in primary settings
-
Design considerations in secondary settingsShow suggestions for Design considerations in secondary settings
-
Design considerations in NCEA assessmentsShow suggestions for Design considerations in NCEA assessments
