Designing for Language and Symbols (Guideline 2)
Learners vary widely in how they make sense of language and symbolic representations. A term, graph, or image that clarifies a concept for one student can confuse or even exclude another. When information is delivered in only one form—whether text, equation, or picture—it risks creating inequities. Offering multiple representations not only increases accessibility for students with disabilities but also enhances clarity and shared understanding for all learners.
Strategy Library: Designing for Language and Symbols
This strategy library focuses on designing for language and symbols, with five key areas that reduce barriers and support learner variability. Each strategy comes from the UDL Guidelines 3.0 and is paired with practical approaches you can apply right away using U of T’s Academic Toolbox.
Clarify vocabulary, symbols, and language structures (2.1)
CAST 2.1 definition: Vocabulary, symbols, and structures can be made more accessible by connecting them to alternate representations (e.g., glossaries, graphics, translations). Clarifying idioms, cultural expressions, and domain-specific language, and linking concepts to prior knowledge, helps all learners build understanding.
Examples using U of T's Academic Toolbox
- Library Resources: Link to discipline-specific references, glossaries, and definitions.
- Microsoft Copilot Chat: Provide alternate explanations or rephrasing of complex vocabulary and symbols to support learner understanding.
- Microsoft Immersive Reader (available in Quercus and Microsoft apps): Highlight parts of speech, break words into syllables, and translate text into multiple languages.
- Microsoft PowerPoint: Emphasize key terms and relationships visually through layout, colour, and structure.
- Microsoft Teams: Provide live captions with auto-translation into multiple languages.
- Microsoft Teams and Zoom: Record short explainer videos or mini-lectures to clarify complex terms (captions available for accessibility).
- Microsoft Word or Excel Online: Collaboratively collect terms that need clarification and co-create shared glossaries.
- Quercus Announcements: Highlight or explain disciplinary jargon and provide reminders for key terms.
- Quercus Discussions (Pinned): Pin glossary or FAQ discussions to make clarifications easy to revisit.
- Quercus Modules and Pages: Organize content into structured chunks and scaffold concepts step by step.
- Quercus Rich Content Editor: Embed multimedia (video, audio, images) or hyperlink terms to supporting definitions and resources.
- Snagit: Create annotated screenshots or short videos to explain key terms and processes (captions can be auto-generated later in Stream).
Support decoding of text, mathematical notation, and symbols (2.2)
CAST 2.2 definition: Reading words, numbers, or symbols can place a high cognitive load, especially while fluency is developing. Learners benefit from supports such as text-to-speech, tools that read math notation aloud, and multiple ways of representing formulas or symbols.
Examples using U of T's Academic Toolbox
- Hypothesis: Annotate course readings or problem sets with LaTeX-rendered equations, supporting collaborative practice with mathematical notation.
- JupyterHub: Practice coding and mathematical notation with computational outputs.
- Microsoft Immersive Reader (available in Quercus and Microsoft apps): Provide text-to-speech, line focus, and translation to support decoding.
- Quercus Quizzes: Present math notation using the built-in LaTeX equation editor; offer problems in varied forms (e.g., equations and word-based descriptions).
- Quercus Rich Content Editor: Insert mathematical notation with the integrated LaTeX Equation Editor to ensure consistency across course materials.
- Quizzical: Support varied question formats, including mathematical notation, to reduce decoding barriers.
- WeBWorK: Offer algebraic and symbolic problem sets with feedback to support practice and fluency.
Cultivate understanding and respect across languages and dialects (2.3)
CAST 2.3 definition: Many classrooms include multiple languages and dialects, yet curricular materials are often presented in just one. Promoting cross-linguistic understanding means offering linguistic options, supporting translanguaging, and valuing multiple languages, dialects, and non-oral languages.
Examples using U of T's Academic Toolbox
- Hypothesis: Annotate readings in multiple languages, allowing collaborative dialogue across linguistic backgrounds.
- Library Reading List: Curate works from varied linguistic and cultural traditions.
- Microsoft Immersive Reader (available in Quercus and Microsoft apps): Translate text into multiple languages and provide read-aloud options.
- Microsoft Teams: Enable live captions and subtitles with translation during meetings.
- Quercus Profile Settings: Invite students to display first names and photos that reflect their linguistic or cultural identity.
- Quercus User Settings: Change the interface language to support learner preference.
Address biases in the use of language and symbols (2.4)
CAST 2.4 definition: Languages and symbols are not neutral. Dominant or “standard” forms can implicitly devalue other ways of communicating. Bias also appears in symbols and word choices. Educators can reduce barriers by using inclusive language, challenging stereotypes, and representing diverse ways of knowing.
Examples using U of T's Academic Toolbox
- Hypothesis: Annotate texts collaboratively to identify and reflect on biased or exclusionary language.
- Library Resources: Select inclusive and diverse sources to broaden perspectives within course readings.
- Microsoft Immersive Reader (available in Quercus and Microsoft apps): Provides support features such as read-aloud, translation, and visual aids (e.g., picture dictionary, highlighting parts of speech) to reduce barriers associated with linguistic privilege.
- Microsoft Teams and Zoom: Host inclusive conversations, inviting multilingual contributions and valuing diverse communication practices.
- Quercus Announcements: Reinforce inclusive communication practices or highlight resources about bias in language.
- Quercus Course Card Image: Choose visuals that avoid stereotypes and represent diverse communities authentically.
- Quercus Groups: Design projects where students analyze bias and representation in disciplinary discourse.
- Quercus Rubrics: Define transparent and inclusive criteria that avoid biased or exclusionary language.
- Quercus Rich Content Editor: Embed authentic voices, media, and examples that avoid stereotypes and reflect diverse communities.
Illustrate through multiple media (2.5)
CAST 2.5 definition: Relying only on text can limit access for some learners. Where appropriate, adding images, diagrams, audio, video, or simulations can make information clearer and more engaging.
Examples using U of T's Academic Toolbox
- Microsoft Forms: Include images, charts, or embedded video in quizzes and surveys to support varied representations of content.
- Microsoft Office (Word, Excel, PowerPoint): Enhance documents and presentations with images, charts, audio, or video to illustrate key ideas.
- Microsoft Stream and Clipchamp: Create and share videos or demonstrations with built-in captioning, transcripts, and visual enhancements to illustrate concepts in multiple media.
- Microsoft Teams and Zoom: Record short explainer videos or mini-lectures to clarify complex topics (captions available for accessibility).
- MyMedia: Host and share multimedia recordings; captions can be generated in Stream and uploaded to ensure accessibility.
- Quercus Announcements: Surface multimedia examples or updates so learners can engage with timely, relevant resources.
- Quercus Rich Content Editor: Embed images, diagrams, audio, and video directly in Announcements, Assignments, Discussions, Quizzes, and Pages.
- Snagit: Create quick screencasts or annotated images to visually explain processes (captions can be auto-generated later in Stream).
Try One Thing
UDL doesn’t mean redesigning everything at once. Start small: pick one strategy from the lists above and try it out in your teaching or staff-facing context. Even a single simplification, added option, or reduced barrier can have meaningful impact.
Need support? CTSI offers consultations to help you adapt strategies for your context. Reach out to us to start a conversation.
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