Classroom materials are often dominated by information in text. But relying on text as a single mode of representation can impose barriers when presenting concepts and processes, particularly for learners who have text- or language-related disabilities or learners who communicate in languages other than the dominant language. Offering multiple representations—especially illustrations, simulations, images, videos, or interactive graphics—can make the information in text more relatable and comprehensible for any learner and accessible for some who would find it completely inaccessible in text.

• Present key concepts beyond representation via text (e.g., an expository text or a math equation) with another or multiple formats (e.g., an illustration, dance/movement, diagram, table, model, video, comic strip, storyboard, photograph, animation, or physical or virtual manipulative).
• Clarify links between information provided in texts and any accompanying representation of that information in illustrations, equations, charts, or diagrams.