UDL representation and action and expression

6 min read · BoK 2F· p. 45–45

Learning objectives (3)

Identify the options within the UDL Representation principle
Identify the options within the UDL Action and Expression principle
Explain what executive function means in the UDL context

Why it matters

The second and third UDL principles address how information is presented (Representation) and how learners demonstrate their knowledge (Action and Expression). Together with Engagement, these three principles address the full range of learner variability: the why, what, and how of learning. (BoK p. 45)

Representation: the WHAT of learning

The Representation principle recognizes that learners differ in how they perceive and comprehend information. What works for one learner — dense text, for example — may be a barrier for another. UDL calls for providing information in multiple formats so all learners can access it. (BoK p. 45)

Perception

The perception guideline addresses sensory access to information:

Offer audio alongside or instead of text.
Provide text alongside or instead of audio.
Offer multiple visual representations: images, diagrams, charts.
Ensure digital content is compatible with assistive technologies (screen readers, magnification, captioning).

This guideline directly connects to WCAG Perceivable criteria — accessible content satisfies the perception guideline for digital materials.

Language and symbols

Language and symbolic representation are significant barriers for many learners:

Define vocabulary, technical terms, and jargon explicitly.
Clarify syntax and structure of text.
Promote understanding across languages (including by supporting first-language use where possible).
Illustrate mathematical notation and symbol systems, which are not transparent to all learners.
Use concrete examples to ground abstract concepts.

Comprehension

Comprehension goes beyond decoding symbols to constructing meaning:

Activate relevant prior knowledge — connect new information to what learners already know.
Highlight patterns, critical features, and relationships.
Guide learners in visualizing and mentally organizing information.
Support learners in transferring knowledge to new contexts. (BoK p. 45)

Action and expression: the HOW of learning

The Action and Expression principle recognizes that learners differ in how they navigate their learning environment and how they best demonstrate what they know. A test requiring written responses disadvantages learners with dyslexia or motor disabilities — not because they lack knowledge, but because the expression format is a barrier. (BoK p. 45)

Physical action

Offer options for physical interaction with materials and technology:

Provide alternative input methods (keyboard, voice, switch) for interacting with digital tools.
Offer alternatives to pencil-and-paper tasks where the writing itself is the barrier rather than the knowledge being assessed.
Ensure digital materials are accessible via AT.

Expression and communication

Offer multiple means for demonstrating knowledge:

Allow learners to use multiple media formats — written, spoken, drawn, video, multimedia.
Provide scaffolded tools: spelling checkers, grammar support, outline templates, sentence starters.
Offer graduated levels of support — from most-supported to independent.

Executive function

Executive functions — goal-setting, planning, organizing, monitoring, and self-evaluating — are high-order cognitive skills that are significant barriers for learners with ADHD, executive function deficits, or learning disabilities. UDL addresses executive function by: (BoK p. 45)

Guiding appropriate goal-setting (neither too easy nor too complex).
Supporting planning and strategy development through modeling and explicit instruction.
Facilitating information management through organizational tools (outlines, graphic organizers).
Enhancing self-monitoring and self-reflection through checklists and progress markers.

Real-world example

A professional training program covers contract law. Applying Representation: the lead instructor provides the same content as a recorded lecture, a written transcript, and an annotated outline — three formats addressing diverse perception and comprehension needs. Applying Action and Expression: learners can demonstrate mastery through a written analysis, an oral presentation, or an annotated case study — three expression formats. A learner with dyslexia and difficulty with extended writing chooses the oral presentation. A learner with anxiety and speaking difficulties chooses the written analysis. Both demonstrate the same knowledge through accessible expression formats.

Key terms

Representation: UDL Principle 2: the WHAT of learning — providing multiple formats and modalities for presenting information to diverse learners. (BoK p. 45)
Perception: The first Representation guideline area: providing content in multiple sensory formats so all learners can perceive it. (BoK p. 45)
Language and symbols: The second Representation guideline area: clarifying vocabulary, syntax, and symbols to reduce language barriers to content. (BoK p. 45)
Action and expression: UDL Principle 3: the HOW of learning — offering multiple means for learners to demonstrate and communicate their knowledge. (BoK p. 45)
Comprehension: The third Representation guideline: supporting learners in constructing meaning — activating prior knowledge, highlighting patterns, and enabling transfer. (BoK p. 45)
Executive function: Higher-order cognitive skills — goal-setting, planning, organizing, and monitoring — that UDL supports through scaffolds and prompts. (BoK p. 45)

Check yourself

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In the UDL framework, which guideline area addresses higher-order cognitive skills such as goal-setting, planning, organizing, and monitoring one's own learning?

a) Self-regulation, under the Engagement principle
b) Comprehension, under the Representation principle
c) Executive function, under the Action and Expression principle — correct answer
d) Recruiting interest, under the Engagement principle

Explanation: UDL's Action and Expression principle addresses the strategic (HOW) brain network. One of its guideline areas, executive function, addresses higher-order cognitive skills: goal-setting, planning, organizing information, initiating tasks, and monitoring progress. These skills are often impaired in learners with ADHD, executive function deficits, or learning disabilities.

A curriculum designer adds captions to all instructional videos, provides written transcripts, and adds visual diagrams alongside text explanations. Which UDL principle is most directly applied?

a) Engagement — because providing multiple formats increases learner motivation to engage with content
b) Action and Expression — because learners can choose which format they use to respond to the content
c) Representation — because the same information is presented in multiple formats addressing diverse perceptual and comprehension needs — correct answer
d) Executive function — because organizing content into multiple formats helps learners structure their understanding

Explanation: Providing the same content in captions, transcripts, and diagrams applies the UDL Representation principle — specifically the Perception guideline (multiple sensory formats) and the Comprehension guideline (supporting understanding through visual and verbal representations). This is the WHAT of learning: making information accessible to diverse learners.

A student with dyslexia struggles to express her knowledge through written essays but demonstrates deep understanding in class discussions. An instructor who applies UDL Action and Expression principles would most appropriately:

a) Refer the student to disability services for an accommodation to use speech-to-text software during written exams
b) Simplify the essay prompts to reduce the writing burden for students with dyslexia
c) Offer all students the option to demonstrate mastery through an oral presentation, audio recording, or written essay — all equivalent paths to the same learning objective — correct answer
d) Excuse the student from the written assessment and provide a pass based on class participation

Explanation: UDL Action and Expression calls for offering multiple equivalent means of demonstrating knowledge so that the expression format does not become a barrier to demonstrating what has been learned. A student with dyslexia may have the same depth of understanding as other students; an oral presentation option assesses the same learning without the writing barrier being the obstacle.

Sources

BoK references

Section 2F — IAAP CPACC Body of Knowledge v4.0 (Oct 2023), p. 45