Addressing biases related to modes of expression and communication is a universal design for learning (UDL) guideline that supports multiple means of action and expression. The UDL guidelines were developed by an organization called CAST. This article will explore how teachers and other educators can encourage learners to respect many modes of expression and communication.
Addressing Biases Related to Modes of Expression and Communication in Universal Design for Learning
Addressing biases related to modes of expression and communication means recognizing the equal value of all modes of expression and communication. Most lessons use one (1) main form of communication, such as speech. Likewise, most assignments use one (1) form of expression, such as written text. However, this structure should not give learners the idea that the main mode of communication or expression deserves more respect than others.
For example, captions in written text may sometimes receive more respect than a Sign language. Similarly, written text may sometimes receive more respect than oral traditions. However, learners should view all these forms of communication and expression as valid and valuable. Moreover, learners should understand the biases that have led to loss of respect for many of these modes.
Strategies for Addressing Biases Related to Modes of Expression and Communication
Teachers can use many strategies for addressing biases related to modes of expression and communication. For instance, teachers can consider biases that influence them as they choose and provide modes of communication and expression. For example, a teacher might decide to read to their students from a print text, rather than use an audio book. However, the teacher might later reflect that this choice could be based on the bias that print text is better than other forms of reading, such as audio or Braille. Therefore, the teacher may model use of an audio book in class as a valid mode of communication.
Furthermore, teachers can model how to use different modes of expression or communication to achieve the same goal. For example, a teacher could complete a science lab experiment and prepare a traditional report about it. In addition, the teacher could make a video of the experiment, and edit the video to include elements of a traditional lab report, such as:
- An introduction to the experiment
- The hypothesis that the experiment will prove or disprove
- Reflection on the results
- A conclusion
In other words, the teacher can model how learners can express the same content using different but equally valuable modes of communication.