Você está na página 1de 6

Kristin Cleaveland 1

A.I. Technology Resource Guide Organizer


Click on UDL Principles and Checkpoints for additional information!
III. PROVIDE MULTIPLE MEANS FOR ENGAGEMENT:
1. Provide options for self-regulation
Name of Resource Link and Description Discuss how the resource aligns with the guideline.
This app aligns with the checkpoint to promote
expectations and beliefs that optimize motivation. This
Description: This app provides a digital version of a first-then board. The checkpoint highlights the importance of helping students
app allows teachers and parents to use text, pictures, audio clips, and set goals and foster positive beliefs that they will be able to
videos. The app also features schedules and choice boards and allows the achieve these goals. This app allows students and teachers
FTVS HD- First Then
student to check off items as they are completed. to work together, when possible, to create a schedule and
Visual Schedule HD
set of rewards. The students can see that if they first
https://www.understood.org/en/tools/tech-finder/find- complete one assignment, they can then get their reward.
tech/2016/03/02/19/04/ftvs-hd---first-then-visual-schedule-hd The checkpoint also recognizes the importance of providing
choice. This app allows the student to create a choice
board of rewards, to help promote autonomy.
This app aligns to the guideline of providing options for
Description: This app is a stoplight timer that helps students track the self-regulation, specifically the checkpoint to facilitate
length of time remaining for an activity and is meant to help students personal coping skills and strategies. This checkpoint
transition to another activity. explains that students need to develop strategies to help
Stop Go! them respond to external and internal events. This app will
https://www.understood.org/en/tools/tech-finder/find- help students recognize that an event will occur and help
tech/2016/03/02/18/58/stop-go them prepare themselves mentally before the light
changes and the students need to make the transition. This
will also help them develop skills of self-regulation
2. Provide options for sustaining effort and persistence
Name of Resource Link and Description Discuss how the resource aligns with the guideline.
This assistive technology device is a low-tech option that
aligns with the UDL guideline of providing options for
Description: The student can insert a standard pen, pencil, or crayon and sustaining efforts and persistence, specifically the
use the larger grip to help facilitate their ability to write. checkpoint to vary demands and resources to optimize
BipGrip Pen Grip
challenge. This UDL principle recognize that some students
https://www.wrightstuff.biz/bipgrippen.html need alternative resources and supports to help them meet
the same goals as other students. This grip allows students
with low muscle tone or other physical disabilities to more
Kristin Cleaveland 2

easily grip a pencil and participate in a writing or drawing


assignment.
This assistive technology device is a low-tech option that
aligns with the UDL guideline of providing options for
Description: These scissors are altered to allow for students to push down
sustaining efforts and persistence, specifically the
on the end of the scissors to cut. This device facilitates the task of cutting
checkpoint to vary demands and resources to optimize
for students who are unable to hold a regular pair of scissors.
Push-down Table challenge. Like the previous AT listed, these adapted
Top Scissors scissors allow students who would otherwise be unable to
http://www.therapro.com/Browse-Category/Adaptive-Scissors/Push-
participate fully in an activity that required cutting to be
Down-Table-Top-Scissors.html
able to work independently. It is an example of varying the
resources provided to help a student meet the demands of
an assignment.
3. Provide options for recruiting interest
Name of Resource Link and Description Discuss how the resource aligns with the guideline.
This AT aligns with the UDL guideline for providing options
for recruiting interest by minimizing threats and
Description: This device helps reduce background noise and focus the
distractions. This checkpoint explains how important it is
student's attention on the speaker by playing the voice over the FM system.
for the teacher to create a safe learning environment. One
The device also has an environmental microphone for instances when the
important aspect of this environment is that distractions
Motiva Personal FM student is working in small groups or with other students. The device comes
are reduced to allow for students to focus on their learning.
Listening System with a microphone and earbuds.
This FM device allows the student to hear more clearly
what is being said. Background noise is also reduced, which
https://www.williamssound.com/catalog/pfm-360
helps to eliminate distractions. In turn, the student can be
more focused on the lesson and have a more positive
response to the learning process.
This device aligns with the UDL guideline for providing
Description: The B-Calm GP for kids is an audio device that helps to reduce
options for recruiting interest because it helps minimize
sensory input from auditory stimuli. The device comes with noise cancelling
threats and distractions. As explained in the previous
head phones to help block outside noise. The "AudioSedation" tracks are
description, this guideline explains the importance of
B-calm audio designed to mask distracting noises and play soothing noise to help improve
teachers creating an environment that is free of
sedation system the student's mental state.
distractions. Sensory input is one specific distractor that
can disrupt the learning process. This device provides a
http://www.b-calmsound.com/for-kids.html
means for reducing sensory stimuli and helps students
remain attentive and improve focus.
I. PROVIDE MULTIPLE MEANS OF REPRESENTATION:
Kristin Cleaveland 3

4. Provide options for comprehension


Name of Resource Link and Description Discuss how the resource aligns with the guideline.

Description: This pen enhances the notetaking process and has a lot of very This device aligns with the guideline or providing options
useful features. While writing, the pen records the speaker. The student for comprehension, specifically the checkpoint for
can easily replay what was said by just tapping their notes. They can also be maximizing transfer and generalization. This checkpoint
Live Scribe Echo uploaded to the computer and the animation of how the notes were taken demonstrates the differences in supports an individual
Smartpen and what was said will be played. Finally, the notes can be organized, student may need to access prior learning. This pen allows
converted to typed text, and searched for key words. supports a students ability to access prior learning and
provides them with the opportunity to review what they
https://www.livescribe.com/en-us/smartpen/echo/ learned in multiple settings.

This website aligns with the checkpoint that says teachers


Description: This website was designed to support low-achieving students
need to guide information processing, visualization, and
improve their math skills. The tool provides alternate ways of visualizing
manipulation. This checkpoint explains that students
information and better understanding the concepts of place value,
Conceptua Math process information in different ways and need to be able
multiplying, dividing, and fractions.
to learn various strategies for working with material. This
website provides interactive models to work with different
http://www.conceptuamath.com/
math concepts.

5. Provide options for language, mathematical expressions, and symbols


Name of Resource Link and Description Discuss how the resource aligns with the guideline.
This website aligns with the guideline of providing options
Description: This website and app provides students with multiple for language, mathematical expressions, and symbols,
representations of a word to help them better understand the definition. specifically the checkpoint for illustrating through multiple
Students can read and listen to a definition and then hear example media. This guideline highlights the importance of
VocabAhead sentences with illustrations to help them understand its use and meaning. understanding that students learn in different ways. By
illustrating the definition of the words through multiple
http://vocabahead.com/ media, it helps them make sense of the information in the
best way for them and helps them understand it in various
contexts.
This AT device aligns with the checkpoints for clarifying
Description: This pen is designed to support learners with reading vocabulary and symbols and promoting understanding
ReadingPen TS
difficulties and to promote learning across languages. The device is built across languages. The first checkpoint says that students
with many features that support understanding and reading fluency. The may need additional support to understand vocabulary.
Kristin Cleaveland 4

pen scans text and can provide definitions, translations, pronunciation, and This pen aligns with this checkpoint because it helps
synonyms. The pen also saves material to play back later. students as they are reading to understand an unfamiliar
word and even decode it. The second checkpoint explains
https://www.wizcomtech.com/a-product?lang=en that it is important to support learners of different
linguistic backgrounds by providing them alternatives to
access the information. This pen provides translations to
support the comprehension of unfamiliar material.
6. Provide options for perception
Name of Resource Link and Description Discuss how the resource aligns with the guideline.

Description: This handheld, electronic magnifier allows for students to


This magnifying device aligns with the guideline for
adjust the display of information by magnifying up to 30x. Contrast can
providing options for perception as it meets the checkpoint
also be modified to better support the user.
for offering ways of customizing the display of information.
Explore 8 Handheld
This checkpoint explains that information should be able to
Electronic Magnifier
be altered to support each individual student. This device
allows the user to magnify printed material, so they can
http://store.humanware.com/hus/explore-8-handheld-electronic-
better see what they are reading.
magnifier.html

II. PROVIDE MULTIPLE MEANS FOR ACTION AND EXPRESSION:


7. Provide options for executive functions
Name of Resource Link and Description Discuss how the resource aligns with the guideline.

This resource aligns with the checkpoint of supporting


Description: This website provides a means for breaking down an
planning and strategy development. This checkpoint
assignment into steps with specific dates and reminders. The student
explains that students need to learn to set goals and plan
inputs the start and due date and selects the assignment type. The
Assignment for how they will meet that goal. One method for doing
assignment is then broken down into steps with specific descriptions of
Calculator this is to breakdown a goal into short-term objectives or
what should be done at each step and by each date.
steps. This website helps students plan for a specific
deadline and provides them with prompts for what they
https://www.lib.umn.edu/ac
should be working on at each stage.
Kristin Cleaveland 5

Description: This interactive notebook app helps students take and organize This resource aligns with the checkpoint to facilitate
notes and resources. Students can quickly make note sheets, check lists, managing information and resources. This checkpoint
add pictures, or files. They can group notes together, create separate highlights one way of supporting the executive functioning
Zoho Notebook notebooks, and easily move them. They can also change the color of each of your students by helping them organize information in
note to help sort and find information. their working memory. This notebook allows for students
to access and organize information and resources quickly
https://www.zoho.com/notebook/times-a-changing.html and easily.

8. Provide options for expression and communication


Name of Resource Link and Description Discuss how the resource aligns with the guideline.
This resource aligns with the checkpoint that identifies the
Description: This website provides support for proofreading text while also need for multiple tools for construction and composition.
providing explanations for why a specific grammar rule applies. This guideline and checkpoint recognize that in the real
GrammerCheck.net world, students will have access to multiple tools and
https://www.grammarcheck.net/ resources and thus shouldnt be limited in these areas at
school. This website provides students with an alternate
resource for proofreading and revising an assignment.

Description: This application is a word prediction software that has been


This resource aligns with the UDL checkpoint that calls for
made available to a variety of different devices. The application allows
the use of multiple tools for construction and composition.
students to start writing words and the application will predict what they
This guideline specifies that students learn to use tools that
Co:Writer Universal were trying to write. Another feature is specific topic dictionaries that help
help them meet the demands of their task. This software
the application provide recommendations for specific assignments.
allows students to write when they would otherwise
struggle with the task of expressing their thoughts.
http://donjohnston.com/cowriter/

Description: This device converts text to speech. It features a full QWERTY This resource aligns with the guideline to provide options
keyboard and adjustable features. The device also connects to mobile for expression and communication. It meets the
phones to make phone calls and send text messages. It helps facilitate face requirements for the checkpoints to use multiple media for
Lightwriter SL40
to face communication. communication. This checkpoint says that students need to
Connect
be able to use different media in order to express their
http://www2.tobiidynavox.com/lightwriter/ ideas and to communicate, based on their different needs.
With this device, students who are unable to otherwise
Kristin Cleaveland 6

communicate verbally, can participate in dialogue and


interact during a lesson.
9. Provide options for physical action
Name of Resource Link and Description Discuss how the resource aligns with the guideline.
This device aligns with the checkpoint for optimizing access
Description: This keyboard offers an alternative to a standard keyboard
to tools and assistive technology. This checkpoint states
that provides options for physical action. The keyboard features a that even if a student has access to a device that can
BigKeys LX, Color / simplified keyboard with large keys and bright colors. support their learning needs, their physical characteristics
QWERTY may still impact their ability to use the device. This
http://bigkeys.com/productcart/pc/viewPrd.asp?idcategory=2&idproduct=3 assistive technology device allows students to use a
computer or tablet with an alternate form of a keyboard
that supports their motor functioning.
This device aligns with the checkpoints for varying the
methods for response and navigation and optimizing access
Description: The Big Beamer switch is a large wireless switch that provides to tools and assistive technology. The switch can be used
Big Beamer options for physical action. to optimize access to assistive technology by providing an
Transmitter alternate means of operating a device. The device also
https://www.ablenetinc.com/big-beamer-transmitter provides for alternate ways of response and navigation by
limiting the physical movement necessary to provide a
response.
This assistive technology aligns with the UDL guideline of
Description: This tablet is designed to be operated using eye gaze providing options for physical action by varying the
technology. the monitor can be attached to a surface or wheelchair and can methods for response and navigation. The device provides
Eyegaze Edge Tablet be adjusted to fit the needs of the student. an alternative method for interacting with assistive
technology software by allowing users with limited physical
http://www.eyegaze.com/eyegaze-assistive-technology-products/ movement to use eye gaze to operate the tablet keyboard
and mouse.

This arm mount aligns with the UDL guideline of providing


Description: This device holds tablets of varying sizes to support users who
options for physical action by optimizing access to assistive
Articulating Arm have a physical disability that impacts their ability to hold and manipulate
technology. This device holds tablets of varying sizes to
Mount for iPad their tablet.
support users who have a physical disability that impacts
their ability to hold and manipulate their tablet.
https://store.rjcooper.com/products/articulating-arm-w-holder

Você também pode gostar