Editing Representation

Representation refers to the multiple ways of providing content in different instructional settings. For example, a blind learner needs an audio representation as one of the options.
 
'''Answer the following:'''
*What other kinds of representations can you think of for other situations? 
*What do our current technology options enable us to do?
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In many respects it seems there are some close parallels to be drawn between the component of Representation in UDL and the general principles of multimedia.  I offer an external site that I referenced during our Unit 5: Multimedia section as a prime example: [http://www.360degrees.org/360degrees.html 360 Degrees].  This site combines video, audio, photos, graphics and animation into a rich, unified presentation permitting users to direct their own learning paths with their own consumption preferences.  In essence this site offers a variety of 'representations' of content and material related to the primary topic of the U.S. Justice System. 

Another component of representation is discussed briefly in [http://telr.osu.edu/dpg/fastfact/undesign.html Ohio State's] web site on Universal Design for Learning.  They bring up the concept of reading levels.  With a single textbook, some students are going to be overwhelmed with the reading level while others will not be challenged.  This site suggests using web resources that have a variety of reading levels and allowing students to choose the one that best fits their reading abilities.  With the increasing popularity of online textbooks, it may be possible to subscribe to more than one in the classroom (for k-12 teachers) allowing students to select the one that best fits their reading level and learning style.
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Putting courses online has several well-known advantages, including privacy and self-pacing, for students with certain types of learning disbilities (especially if the disability is hidden). This approach may also help fearful, shy, or overwhelmed students. 

The Ohio State site referenced above also includes a brief [http://ada.osu.edu/resources/fastfacts/Universal-Design-FF.pdf pdf file] that describes the strengths and weaknesses of various "Common Teaching Methods" such as lecture, class discussion, etc. for UDL. This document mentions the "impactful" nature of role-playing. Students who find traditional assignments confusing or overwhelming may find role-playing engaging or activating.

To cast as wide a net as possible, it may be worthwhile to combine these strategies and create an online role-playing unit that would allow students to explore the knowledge & skills called for by the class while avoiding the intimidating aspects of the classroom environment.

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Sheryl Burgstahler, Ph.D. from the University of Washington has summarized a list of seven principles of universal design to provide guidance in the design of environments and products (http://www.washington.edu/doit/Faculty/Strategies/Universal/).  These principles include:  Equitable Use, Flexibility in Use, Simple and Intuitive, Perceptable Information, Tolerance for Error, Low Physical Effort,  and Size and Space for Approach and Use.  

The website (http://www.washington.edu/doit/Faculty/Strategies/Academic/Adaptive/) also contains a overview of adaptive (or, assistive) computer hardware and software that can facilitate computer access for people with disabilities. The recommendations for these adaptive techologies can assist students with disabilities like blindness or low vision, speach and hearing impairments, mobility and orthopedic impairments, learning disabilities, and several others.  

The ADA (Americans with Disabilities Act) also places requirements for employers to provide access to training materials and adaptive technologies which will allow their employees with disabilities or learning issues to be employed.   














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