1. Multiple Means of Representation Karla Almaguer Piedra EDU 620 Instructor: Deborah Moerland May 25,2016

2. State the principle and checkpoint (number and description) analyzed. Principle: Multiple Means of Representation. Checkpoint 1.3: Offer alternatives for visual information A great deal of Science, Technology, Engineering and Math (STEM) content comes in the form of graphs, tables, diagrams, and math equations. This visual information is inaccessible to individuals who are blind or visually impaired. WGBH's Guidelines are a great example of providing alternatives for visual information.

3. Describe the specific example or resource selected (title given), the age group intended for, and the content area it covers. WGBH's Guidelines for Describing STEM Images WGBH's Guidelines for Describing STEM Images Age Group: All ages Content Area: STEM (Science, Technology, Engineering and Math) Cost: Free Technology Involved: Internet connection This website provides both general guidelines that should be followed when describing Science, Technology, Engineering and Math (STEM) images for people who are blind or who have visual impairments and many examples of how the guidelines can be implemented.

4. Describe the example/resource explored explaining how it works This resource is for students who have a visual impairment. This resource is used to visually present Science, Technology, Engineering and Math (STEM) by using graphs and tables to diagrams and math equations. Students and professionals in the STEM fields who are blind or visually impaired can find methods of accessing the data published in visual format. They can also use digital talking books (DTB), in order for this program to describe the diagram in full detail. For example, teachers are given a diagram that has multiple parts. Teachers will describe the entire diagram, but just the information on it. It is important to “paint a picture” in the students imagination of what this diagram does look like, along with explaining the information on it at well.

5. Address each of the “Key Considerations” for the checkpoint. Key Considerations 1.How does this help learners meet the goal? 2.How does this account for the variability of all learners? 3.Is information only being presented in a visual way? 1.The way that this helps learners meet the goal is by teachers using this resource in the classroom who may have visually impaired students to imagine the diagram, graph or chart that the teacher is describing. 2.I think that this can help every student in the classroom even though they might not have a visual impairment. Since they can hear the information more clearly and in a more descriptive way. 3.No, the information is being presented orally by the teacher describing the information in a detailed way that is on the diagrams, charts, visuals. Students’ can process the information in different ways.

6. I think that the way that this resource can be used in the classroom is by using diagrams that are published within the digital talking books (DTB). The digital talking book will then provide the student with a detailed description of the diagram, chart, table. Teachers can have a math, science center and have these in there so the students can go independently to be able to listen to what information do the diagrams or charts provide and what they have to do in order to complete their activity. Share an idea you have for how this resource might be used effectively during instruction or assessment opportunities in your current classroom or your future practice.

7. References CAST. (2014, 06 11). UDL Guidelines - Version 2.0: Examples and Resources. Retrieved from National Center on Universal Design for Learning: http://www.udlcenter.org/implementation/examples/examples1_3