Principle of Representation - Guideline 2 Criterion 5

 

When developing a course using the first principle of Universal Design for Learning, there are three specific guidelines to assist us.  The second, Language and Symbols focuses on maintaining clarity about the content provided.

Criterion 5 of this guideline advocates that we illustrate through multiple media.

Materials are often dominated by text, however textual presentations of content are not optimal for presenting information on the web, or possibly in a classroom. This is compounded with those who have language-related disabilities, such as dyslexia. Providing alternatives, such as illustrations or animations, can make the information more accessible for these learners. It may also help learners who favor visual presentations.  Remember to: 

• Present key concepts in two different forms, such as a symbolic representation of a physics equation and an illustration or animation of its relationship
• Provide explicit connections between information provided textually and other accompanying representations of the information. 

 

By following these suggestions, your course will assist students communicating and expressing their knowledge, as well as being in line with the Principle of Representation in the Theory of Universal Design for Learning.

Principle of Representation - Guideline 1 Criterion 2 (v 3.0)

 

When developing a course using the first principle of Universal Design for Learning, there are three specific guidelines to assist us.  The first, Perception in many ways overlaps with creating accessible content.

Criterion 2 of this guideline advocates that we provide alternatives to perceive information.

Images, info-graphics, and video can be a superior way to presenting content.  This is particularly true when demonstrating relationships, such as between actions or events. A picture can stay 1000 words, but not if you cannot see it. These presentations can abandon those with visual disabilities. To ensure equitable access, offer non-visual learners alternatives, such as:

• Providing descriptions (text, spoken, or both) for all images, graphics, tables, and other visual content
• Providing auditory cues for key concepts and transitions in visual information
• Providing physical models (when possible) to convey perspective or interaction
• Adding a primacy to supplying textual representations that can easily be converted to text-to-speech.  The malleable nature of text on the web has an advantage of permanence and flexibility. Having Closed Captions, a transcript, or visual description should always be included. Offering a text-to-speech option alongside the text further benefits the learners.  

Text is a special case of visual information. For those with visual impairment, how the text is presented is critical. Be sure to use accessibly standards to the text you employ, such as those provided by NIMAS or WCAG.  There is an advantage to text in that many tools can easily work with it to provide alternative means of communicate.  Minimally, a text-to-speech option should be available for learners.

Sound is a very effective teaching tool, and the addition to sound to video, or text, can accelerate learning. However, information solely conveyed with audio is not equally accessible to all learners.  This is more so with learners with hearing disabilities. Ensure that all learners have access to information by:

• Providing written transcripts of closed captions to video or audio clips
• Provide visual diagrams, charts, and notations to sound (such as music)
• Offer visual analogues, such as symbols or images.
• When no voice is to be transcribed, offer visual/emotional description of audio, such as musical clips.

Finally, one should note that there are several new technologies that can convert to text to speech.  However, research reveals that learners prefer and thrive with human audio over computer generated speech (Mayer, 2009). Given the option, you should favor creating or using human audio to both increase learning and for generating a more welcoming learning environment.

By following these suggestions, your course will assist students communicating and expressing their knowledge, as well as being in line the Principle of Representation in the Theory of Universal Design for Learning.

AI and Universal Design for Learning

 

AI-driven tools are increasingly shaping classrooms through adaptive learning platforms, tutoring systems, lesson-planning assistants, and other educational technologies. Their true potential, however, is realized when they are designed and implemented using Universal Design for Learning <UDL> principles. By combining what we know from learning science through Universal Design for Learning with the personalization capabilities of AI, we can intentionally design learning experiences and tools that support all learners from the outset, rather than relying on time-consuming retrofits later.

AI has already enhanced many traditional assistive technologies, such as text-to-speech and voice recognition, making them more accurate and natural-sounding. The next exciting frontier for AI in learning lies in its ability to reduce cognitive load. In this phase, AI functions as assistive instruction by helping individuals more efficiently understand and process information.

When AI is intentionally integrated with Universal Design for Learning, these tools make content more accessible and support deeper, more meaningful engagement for all learners.

 

3 Ways AI & Universal Design for Learning Can Mix:

1.       AI equals Assistive Instruction.

People with disabilities often rely on assistive technologies to learn and navigate the world. AI has already improved many of these tools, such as text-to-speech. The next major opportunity for AI in learning is its ability to reduce cognitive load by helping learners more quickly understand and process information. For individuals with executive functioning or language-processing challenges, tasks like organizing information or reading complex texts can be exhausting barriers to deeper learning. AI tools that adjust reading levels or simplify complex content. such as scientific explanations, can make academic material more accessible and support meaningful engagement.

When combined with Universal Design for Learning, these tools help learners access content more easily and engage more deeply.

2.  Don’t Retro-fit – Co-Design! 

Frequently, educational technology is designed with an “average” student in mind.  Because no learner is truly average, this approach often results in hidden barriers within the technology that excludes many learners. These barriers require educators and institutions to spend additional time and resources modifying or accommodating tools after the fact for those they do not initially serve. Instead of retrofitting solutions, you should account for learner variability from the beginning and actively include learner voices in the design process.

By co-designing with learners and applying Universal Design for Learning principles from the outset, developers and teachers can reduce barriers, improve accessibility, and reach a broader audience. Importantly, involving diverse voices, such as people with disabilities and multilingual learners, early in development often leads to more innovative and effective solutions that benefit all users.

3.  Use Universal Design for Learning to support AI-Tool Development and AI Literacy.

Everyone brings unique perspectives and experiences to learning, so we should not treat them the same. To address this predictable variability, Universal Design for Learning provides a framework for identifying and reducing hidden barriers that limit access.

The theory’s guidelines can assist AI developers in anticipating learner needs, and by building multiple means of engagement, representation, and expression. When educators apply Universal Design for Learning, they create more accessible learning environments, strengthen learner agency, and offer flexible pathways to success. AI can further extend these benefits by providing personalized support tailored to individual learners. Beyond AI-powered tools, the Universal Design for Learning guidelines should also inform the design and implementation of AI literacy education to ensure it is accessible, flexible, and inclusive for all learners.

It is important to understand that AI is a tool and not a solution.  When using this tool with the guidance of the principles of Universal Design for Learning, they can help create more effective learning environments. One should always be cautious with AI applications and use them responsibly. When doing so, they offer several fecund options for education.