# Principle I: Provide Multiple Means of Representation

**Provide for varied methods of representation of materials. **Options may include the customization of visual displays, instructional materials, and assessment materials; or provide alternatives for auditory input (e.g., scaffolding for notes or a graphic organizer). Use text-to-speech software to assist the students with written text.
**Provide options for language, mathematical expressions, and symbols. **Options may include written text-to-speech for the student or the use of digital mathematical notation. The student and the teacher could create a glossary of an agreed-upon set of mathematical notations for use in the classroom.
**Provide multiple opportunities for comprehension. **Strategies may include accessing prior knowledge or providing background information for students. Teachers should design instruction that guides the student through the processing of information and the development of concepts (e.g., visual displays, sequencing information, chunking, and opportunities for generalizing information). Additional strategies include highlighting patterns, relationships, and the big ideas in text, diagrams, charts, and tables.