Learning is impossible if information is imperceptible to the learner, difficult when information is presented in formats that require extraordinary effort or assistance, and oppressive when content reinforces stereotypes or deficit thinking. To reduce barriers to learning, it is important to ensure that key information is equally perceptible to all learners by: 1) offering the same information through different modalities (e.g., through vision, hearing, or touch); 2) offering information in a format that will allow for adjustability by the user (e.g., text that can be enlarged, sounds that can be amplified); and 3) offering a variety of perspectives (e.g., incorporating a range of authors and contributors; including authentic representations of people, cultures, histories, and identities).

Multiple representations not only ensure that information is accessible to learners with particular sensory and perceptual disabilities, but also support access and comprehension for many others. In addition, providing learners with the opportunity to see themselves represented in the curriculum (e.g., "mirrors") as well as experience the perspectives of others (e.g., "windows") allows for stronger, more authentic connections to learning and greater opportunities for meaning making.

Prompt: How might we increase accessibility, flexibility, and diversity in the sharing of information?