1. UDL Guidelines: Examples and Resources Cynthia McCoy EDU620 Sherry Leialoha-Waipa 12/6/2018

2. INTRODUCTION The universal design for learning is a essentially a fundamental strategy that offers flexibility in which learners access materials, engage with it and demonstrate what they already know. Basically, this approach provides students with an equitable and equal opportunity to effectively learn regardless of their different learning styles and abilities. Moreover, the universal design for learning facilitates the proper development of instructional plans and assessments based on the three main principles as follows; Representation, Action and expression and Engagement (. The universal design for learning is a essentially a fundamental strategy that offers flexibility in which learners access materials, engage with it and demonstrate what they already know. Basically, this approach provides students with an equitable and equal opportunity to effectively learn regardless of their different learning styles and abilities. Moreover, the universal design for learning facilitates the proper development of instructional plans and assessments based on the three main principles as follows; Representation, Action and expression and Engagement (CAST, 2010).

3. PRINCIPLE II: ACTION & EXPRESSION Since my last name begins with K-O (McCoy), I would like to discuss about principle II of UDL dealing with action and expression. Here the “how” question of learning is answered because of the multiple means of expression. As educators, we ought to understand that students are quite different particularly in the ways they can navigate learning in any learning environment and be able to express what they already know. Guidelines 4,5 and 6 are meant to enhance and facilitate an effective learning environment. For instance, guideline 4 is all about provision of options for physical action, 5 is for providing options for expressive skills and fluency and 5 is for providing options for executive functions (. Since my last name begins with K-O (McCoy), I would like to discuss about principle II of UDL dealing with action and expression. Here the “how” question of learning is answered because of the multiple means of expression. As educators, we ought to understand that students are quite different particularly in the ways they can navigate learning in any learning environment and be able to express what they already know. Guidelines 4,5 and 6 are meant to enhance and facilitate an effective learning environment. For instance, guideline 4 is all about provision of options for physical action, 5 is for providing options for expressive skills and fluency and 5 is for providing options for executive functions (Center for Applied Special Technology, 2007).

4. OPTIONS IN THE MEANS OF NAVIGATION This particular checkpoint is meant to enable virtually ALL students to navigate through different information and activities. Therefore, to provide and equal and equity for interaction with learning experiences, I would have to ensure that there are multiple ways of navigation. This checkpoint is of paramount importance because it will allow ALL students regardless of their different learning styles and abilities to enhance and facilitate effective navigation and control of information meant to help them champion academic success (. This particular checkpoint is meant to enable virtually ALL students to navigate through different information and activities. Therefore, to provide and equal and equity for interaction with learning experiences, I would have to ensure that there are multiple ways of navigation. This checkpoint is of paramount importance because it will allow ALL students regardless of their different learning styles and abilities to enhance and facilitate effective navigation and control of information meant to help them champion academic success (CAST, 2008).

5. CHECKPOINT EXAMPLES As educators, we have a responsibility of embracing equity in learning for all students. Therefore, we should provide alternatives for physically interacting with materials by either single switch, keyboard or adapted keyboard, DreamBox, voice or hand. Technology integration in learning has made education be easier and fun. This is because even the special needs students can now equitably navigate through specific information and activities (. As educators, we have a responsibility of embracing equity in learning for all students. Therefore, we should provide alternatives for physically interacting with materials by either single switch, keyboard or adapted keyboard, DreamBox, voice or hand. Technology integration in learning has made education be easier and fun. This is because even the special needs students can now equitably navigate through specific information and activities (Edyburn, 2013). Age group K-3 Age group K-3 Content area: Early Literacy Content area: Early Literacy Availability: Desktop or Google app for smartphone Availability: Desktop or Google app for smartphone Cost: free materials posted on site Cost: free materials posted on site Technology Involved: No internet connection required. Technology Involved: No internet connection required.

6. KEY CONSIDERATIONS Apparently, there are so many educational and entertainment choices for the 21 st century students. With appropriate and systematic approach and methodological motivation allows students to champion effective learning. For instance, the teacher guided and student centered approach will always facilitate student equity in learning thus making the ELLs and ADHD students being able to succeed like other students with no difficulties (. Apparently, there are so many educational and entertainment choices for the 21 st century students. With appropriate and systematic approach and methodological motivation allows students to champion effective learning. For instance, the teacher guided and student centered approach will always facilitate student equity in learning thus making the ELLs and ADHD students being able to succeed like other students with no difficulties (CAST, 2010).

7. IN THE CLASSROOM This is one of the fundamental online resources, which effectively engage students in their own learning process thus demonstrating better performance in the long run. These computer games are meant to help earlier learners to critically navigate through various available online information and activities towards better understanding of the lesson. Essentially, all these resources enable learners to learn, develop and use critical thinking, problem solving, and decision making skills that will eventually promote individualized learning thus the ability of students working on their own pace and abilities (. This is one of the fundamental online resources, which effectively engage students in their own learning process thus demonstrating better performance in the long run. These computer games are meant to help earlier learners to critically navigate through various available online information and activities towards better understanding of the lesson. Essentially, all these resources enable learners to learn, develop and use critical thinking, problem solving, and decision making skills that will eventually promote individualized learning thus the ability of students working on their own pace and abilities (Edyburn, 2013).

8. REFERENCES CAST (2008). Universal design for learning guidelines version 1.0 Wakefield, MA. CAST. (2010, June 6). UDL at a glance (Links to an external site.)Links to an external site. [Video file]. Retrieved from http://youtu.be/bDvKnY0g6e4UDL at a glance (Links to an external site.)Links to an external site.http://youtu.be/bDvKnY0g6e4 Center for Applied Special Technology. (2007). Principles of universal design. Retrieved from http://www.cast.org/library/UDLguidelines/http://www.cast.org/library/UDLguidelines/ Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success [Electronic Version]. Retrieved from https://content.ashford.edu/Inclusive technologies: Tools for helping diverse learners achieve academic successhttps://content.ashford.edu/