Las Virgenes Unified School District | | (818)-878-5219


Expression and Communication

There is no medium of expression that is equally suited for all learners or for all kinds of communication.  On the contrary, there are media, which seem poorly suited for some kinds of expression, and for some kinds of learning.  While a learner with dyslexia may excel at story-telling in conversation, he may falter when telling that same story in writing.  It is important to provide alternative modalities for expression, both to the level the playing field among learners and to allow the learner to appropriately (or easily) express knowledge, ideas and concepts in the learning environment.

How To:
  • Compose in multiple media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture or video

  • Use physical manipulatives (e.g., blocks, 3D models, base-ten blocks)

  • Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations)

  • Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, visual art, sculpture, or video

  • Solve problems using a variety of strategies

  • Provide spellcheckers, grammar checkers, word prediction software

  • Provide Text-To-Speech software (voice recognition), human dictation, recording

  • Provide calculators, graphing calculators, geometric sketchpads, or pre-formatted graph paper

  • Provide sentence starters or sentence strips

  • Use story webs, outlining tools, or concept mapping tools

  • Provide Computer-Aided-Design (CAD), music notation (writing) software, or mathematical notation software

  • Provide virtual or concrete mathematics manipulatives (e.g., base-10 blocks, algebra blocks)

  • Use web applications (e.g., wikis, animation, presentation)

  • Provide differentiated models to emulate (i.e. models that demonstrate the same outcomes but use differing approaches, strategies, skills, etc.)

  • Provide differentiated mentors (i.e., teachers/tutors who use different approaches to motivate, guide, feedback or inform)

  • Provide scaffolds that can be gradually released with increasing independence and skills (e.g., embedded into digital reading and writing software)

  • Provide differentiated feedback (e.g., feedback that is accessible because it can be customized to individual learners)

  • Provide multiple examples of novel solutions to authentic problems

Academic Tier I