Plain Language

Bridget Brown

Plain language makes written material easier to understand. I used plain-language summaries in my classes at the University of Illinois at Chicago. The plain-language summaries presented the material I was learning, focusing on clear, important information. It made the information less complicated. For example, when I was learning about the history of disability rights, I realized it was a lot of information, and it felt overwhelming. I did not know if I could learn it all. When it was available in plain language, I could learn it better because everything was easier to understand. As the first inclusion student in my district in K-12, we used plain language (but we did not call it that) to help me learn and participate in the class discussion.

One of the most successful tools I have used that helped me be successful as an inclusion student is previewing the information I was learning before I learned it in class. I would preview books and information about a topic that we were working on before the class started. I used summaries of the key important concepts, and I was ready for class when it started. I used previewing throughout my inclusive education and continued it into college. Plain language made this process much easier for me because I could preview all the material, and it was easy to access it. It was the most important accommodation for me, and I think plain language opens the door for most people to be a part of general education inclusion.

As a reviewer, I helped teachers test and revise the plain-language summaries. The material was explained in plain language, and I could follow the information and instructions because it was simple and clear. The teachers asked questions to make sure I understood, and if I did not, they made changes. It is important for self-advocates to be part of creating plain-language summaries because they are the ones who have to use them to learn. If self-advocates don’t understand, the language should be made more plain to help them understand everything. They might need to find a way to put the plain-language information into a document that helps them understand, such as a graphic, web, or outline. It helps to organize the information and focus on main ideas to learn better.

I used the plain-language summaries all the time in my disability class and in the rest of my classes at UIC. I could take general classes with students without disabilities, and I used plain language to accommodate my learning. It was really helpful to learn the material using plain language. I could understand everything better, the summaries were clear, and I felt more confident that I could learn the material. Plain-language summaries helped me understand everything. I can participate more when I understand the topic. I also made graphic webs and outlines, and I could add more information into my brain because I understood the basics.

Plain language is important because it means everyone can participate in education. Students want to learn and be included. All students can benefit from plain language, even if they don’t have a disability. Often, class material is too complicated. Plain language makes things uncomplicated and clear. I think plain language should be used more in education because everyone can benefit, and it is easy to use. It helps people who are confused and allows them to learn more once they have a clear picture of the topic. I think more people can be successful in college using plain language.

My advice to teachers is to use plain language at all times. My advice to students is to look for main ideas and use graphic webs, timelines, and pictures, with plain-language summaries.