UDL Guidelines: Examples and Resources Stephanie Allen EDU 620: Meeting Individual Student Needs with Technology Dr. Amy Gray

Multiple means of representation Multiple means of representation is providing students with alternatives to learning information beyond just using a textbook (Edyburn, 2013). Presenting information in multiple forms of media and providing several supports. This may occur by using graphics and animation to highlight specific features for students. Previous knowledge should be activated and vocabulary should be supported so that students can attain new knowledge (UDL at a Glance).

Checkpoint 1.2 Offer alternatives for auditory information. Key Considerations How does this help learners meet the goal? How does this account for the variability of all learners? Is information being presented only using audio? National Center on Universal Design for Learning. (n.d.). UDL Guidelines - Version 2.0: Examples and Resources. Retrieved from Guidelines - Version 2.0: Examples and Resources

Signed Braille Stories Age: Kindergarten-4 th Grade Content Area: Literacy This is a library of digital books available for those who are deaf and hearing. Each story is signed to the audience using British Sign Language, captioning in English, and read aloud. UDL: This resource provides options to auditory information by using captioning and sign language for both deaf and hearing audiences. National Center on Universal Design for Learning. (n.d.). UDL Guidelines - Version 2.0: Examples and Resources. Retrieved from Guidelines - Version 2.0: Examples and Resources

Key Considerations How does this help learners meet the goal? This resource provides learners who are deaf and hearing the opportunity to attain information specific to their need. Vocabulary and interactive games are incorporated with each story to support engagement. Students who are deaf can view the videos and comprehend through sign language. Students who are hearing, have the opportunity to view and understand the information being presented as a visual support. How does this account for the variability of all learners? This accounts for the variability of all learners in that it is a resource which can be used for all learners specific to their need. This resource can be used for visual, auditory, read/write, and kinesthetic learners. Learning can be motivated using this resource. It is a form of technology which can also be used to differentiate instruction.

Key Considerations Cont. Is information being presented only using audio? This information is being presented using visual and audio. Each story is signed to the audience using British sign language and English.

How might this resource be used effectively? This resource could be used in my future classroom to support students who may be deaf or who are visual and auditory learners. This would support students who are deaf through the use of sign language. For students who are visual learners, the videos and use of English would motivate their learning. For students who are auditory learners, this would support their learning because they are able to hear the stories. I believe that this would be great a resource differentiation in my classroom to meet the needs of students.

References CAST. (2010, June 6). UDL at a glance [Video file]. Retrieved from at a glance Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. Retrieved from technologies: Tools for helping diverse learners achieve academic successhttps://content.ashford.edu/ National Center on Universal Design for Learning. (n.d.). UDL Guidelines - Version 2.0: Examples and Resources. Retrieved from Guidelines - Version 2.0: Examples and Resources