"Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential." ~The UDL Guidelines

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General ideas for incorporating this UDL principle include:

Design documents with accessibility in mind. For example, use style sheets for Word documents so they are more easily navigated by screen readers. It is a simple process and makes designing all documents easier
Post course materials such as syllabi or handouts in Canvas prior to class
Provide students with materials in multiple formats
Consider using a variety of strategies during lecture periods including problem-solving, discussion, hands-on exercises, interactivity, presentations, etc.
Present key information in three different ways: i.e. complementary formats such as text, graphics, audio, and video--or at the very least, provide digital equivalents of hardcopy handouts
Review your written materials including PowerPoint slides for clarity, consistent formatting, and cognitive cues; ensure they are free from unnecessary jargon
Develop a clear course outline that provides policies, procedures, expectations, assignment descriptions and rubrics
Use online resources so students can access materials in electronic formats as needed.
Connect English Language Learners to campus resources like the Writing Center

Strategies for Implementing Multiple Means of Representation
The goal: Create a learning environment in which material and content are presented in a variety of ways, to allow students to become resourceful and knowledgeable.
UDL Guideline	Example
The course syllabus clearly describes the content and your expectations of the students. (e.g. measurable outcomes, weekly learning objectives)	Use your outline as an advance organizer to go over expectations for the following week i.e. reading, videos to watch, etc.
Present information in multiple formats (e.g., lecture, text, graphics, audio, video, hands-on exercises)	Add an audio file explaining a major assignment.
Begin each lecture with an outline of what will be covered.	Start every class with an agenda so students know what to expect during class.
Summarize key points throughout the lecture, and tie these points to the larger course objectives.	Use an active learning activity such as an in-class group project, a game, or review questions to review the key points of your lesson.
Post electronic equivalents of paper handouts and required reading assignments in alternative formats such as audio and video.	Post all course documents on the learning management system so students can access them whenever needed. Documents should be in an accessible format ie. Microsoft Word, Excel, PowerPoint (see tutorials below).

Additional Resources:

The UDL Guidelines: Representation