1. UDL Guidelines: Examples and Resources Twanna Bradford EDU:620 Meeting Individuals Student Needs with Technology Professor Williams May 19, 2016

2. Principle 1: provide Multiple Means of Representation A. State the principle and checkpoint(number and description) analyzed. Guideline 1: provide options for perception Checkpoint:1:1 offer ways of customizing the display of information.

3. B: Describe the specific example or resources selected (title given), the age group intended for, and the content area it covers. Aim Navigator: All ages, all content, free: internet connection. A free tool that facilitates the process of decision- making and accessible for instructional materials for an individual student. AIM Navigator has 1) decision points 2) determination of need 3) selection of format 4) acquisition of formats and selection of supports for use. AIM Navigator provides the reflect on decision making, guiding questions, and useful resources.

4. Aim Navigator: Aim navigator specializes in formats of curricular content that can be used by anyone; even students that have disabilities. When it comes to students with disabilities, the Braille is provided for them. This is a tool that has audio, large print, and electronic text formats. It also provides options that customized the display of information.

5. C: Describe the example/resource explored explaining how it works The Zen Garden: This goal to inspire and encourage students participation. When viewing you can start by clicking on the existing design in the list. When you click on anyone it will load the style sheet into its on page. The HTLM will stay the same however the GSS file will change. This tool allows you to take control over the hypertext document. To get excited about creating the document you will be able to illustrate it the way you want it to be illustrated by using your own creativity.

6. Address each key considerations for the checkpoint. How does this account for the variability of all learners. Can learners customize the display The key considerations for this checkpoint is to have students use different ways or techniques when processing information or making decisions when implementing or integrating information. This accounts for variability for all learners because they have free access analyzed materials. Yes, all learner can customize the display of displaying information.

7. Share an idea you have for how this resources might be used effectively during instruction or assessment opportunities in your current classroom or your future practice One idea that I would implement into my future practice would be to implement free applications on the computer to my students and my parents so that they can work together to create different kinds of videos such as an I-Movie. Using this free application will allow you to make your own movie by uploading pictures from the computer animation drawing or even sketch drawing.

8. References: Center for Applied Special Technology.(2007). Principles of universal design. Retrieved from http://www.cast.org/library/UDLguidelines/ http://www.cast.org/library/UDLguidelines/ CAST (2008). Universal design for learning guidelines version 1.0 Wakefield, MA.