Supporting Diverse Learners Through Critical Disability Praxis: Cognitive Access and the Pedagogy of Plain Language

Plain language is increasingly recognized as an important tool to promote equity by removing barriers to accessing and understanding information. While plain language has traditionally been used to support public understanding of complex policies or health information, plain language also holds promise to support learners across adult-education contexts, including but not limited to higher education. As university classrooms grow more diverse, inclusive pedagogy has become an important priority. In alignment with this shift, critical disability praxis calls for more accessible learning opportunities and the democratization of knowledge. A pedagogy of plain language is one that creates, designs, and shares accessible knowledge to learners who are otherwise limited from understanding or engaging with that information. One strategy embodying these principles is the use of plain language summaries (PLSs). By reducing cognitive load and clarifying communication, PLSs can support diverse learners’ more effective engagement with course materials. PLSs supplement course materials and complement other accessible formats. They hold the potential to empower students to better understand, communicate, and contribute to knowledge across disciplines. Instructors can implement PLSs by following a ten-step process that involves reviewing plain language guides and original source materials, identifying and rewriting main arguments and essential information in plain language, and refining the summary through iterative review and feedback. Further research is needed to establish an evidence base for the use of PLSs. Their utility and feasibility should be evaluated across disciplines and within the diverse contexts in which adults learn.