1. Kimberly Hannon-Diczhazy EDU620 Instructor: Deborah Moerland

2. Principle I. Provide Multiple Means of Representation Checkpoint 1.1 Offer ways of customizing the display of information: Effective educators will ensure that all classroom children receive information and concepts in the method that is successful for each of them;. Inclusion of these strategies can consist of ELLs and children with special needs and abilities.

3. Specific Examples/Resources for Pre-School-Aged Children An important factor when considering UDL for students of all ages, is the “Element that students are not the issue; but rather, the materials that can be utilized to assist in complete representation. “We need to change the materials rather than change the students” ( CAST, 2010). Numerous and varied materials can include: Textured, sensitive to the touch implementations. Technological media that caters to sight, hearing, and ability impaired children.

4. How it Works The variable methods and strategies of this guideline UDL is evident in that display and representation choices allow: Users to explore their strength and interest preferences. Flexibility of color and contrast can ensure all learners have Clear and concise understanding. Flexibility of media, as well as choices of font, spacing and size.

5. Key Considerations Considerations of guideline 1.1 include the following: All learners can meet their goals due to implementations that cater to their specific learning styles. The variability of all learners can indeed be on a wide spectrum;; therefore, effective educators will ensure they have clear and concise awareness of each child. Student customizations of displays should be welcome to encourage child-initiation and teacher/guidance.

6. Effective Ideas Strategies and methods for this guideline can consist of “ Magnification, custom text and background colors, text-to-speech (synthetic and human), text highlighting, and layout options are presented in a logical sequence’” (NCUDL, n.d.). A specific idea within the classroom can include: A storybook that is available in dual languages, audio form, and braille. To enhance the experience, puppets, felt characters, and graphic organizers can be utilized.

7. References CAST. (2010, January 6). UDL at a glance [Video file]. Retrieved from http://youtu.be/bDvKnY0g6e4 UDL at a glance National Center on Universal Design for Learning. (n.d.). UDL guidelines - version 2.0: Examples and resources. Retrieved from http://www.udlcenter.org/implementation/examplesUDL guidelines - version 2.0: Examples and resourceshttp://www.udlcenter.org/implementation/examples