Offering alternatives for auditory information is a universal design for learning (UDL) guideline that supports multiple means of representation. The UDL guidelines were developed by an organization called CAST. This article will explore how teachers and other educators can offer auditory information in ways that learners can access using their other senses.
Offering Alternatives for Auditory Information in Universal Design for Learning
Offering alternatives for auditory information means presenting audio information in other ways, such as:
- Visually
- Tactually
These alternatives benefit many learners, including those who:
- Are deaf or hard of hearing
- Know multiple languages
- Need more time to process information
- Have difficulty with memory
Teachers can use many strategies to provide alternatives for auditory information. For example, they can create text versions of their lessons, through:
- Captions
- Transcripts
For instance, teachers can use speech-to-text software to make transcripts. Similarly, teachers can create captions or transcripts for any audio or videos they play for their classes. On the other hand, teachers can use audio and videos that already have captions and transcripts. Likewise, teachers should provide lyrics and descriptions of any music they play. Teachers writing their own descriptions have the chance to think in advance about:
- What elements of the music they want to draw learners’ attention to
- Why the music is important to the lesson
Another support for access to speech, in real time or in audio or video content, is Sign language interpretation. Some audio or videos may already include Sign language interpretation. Otherwise, teachers can work with real time Sign language interpreters. There is currently a shortage of Sign language interpreters to provide support in schools. However, if teachers arrange Sign language interpretation in class, students who do not sign yet may want to learn. As a result, learners could become Sign language interpreters in future.
In addition, teachers can use other visual aids to represent sound, such as:
- Diagrams
- Charts
- Notations
Moreover, teachers can represent elements of sound, such as emphasis or prosody, in visual ways, including:
- Images
- Symbols
- Emoticons
Alternatively, teachers can find tactile ways to represent sounds. For example, the ringing school bell could reach learners either visually, through flashing lights, or tactually, through vibrations.