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Website: https://www.flocabulary.com/
Description: Flocabulary is an interactive learning program that uses music to help children learn across all subject areas in addition to social and emotional skills.
UDL guidelines and checkpoints:
Guideline 1: Provide options for perception

 Checkpoint 1.2 - Offer alternatives for auditory information

Flocabulary uses music as a means of representing information in addition to captions to ensure that all learners have access.

Guideline 3: Provide options for comprehension

Checkpoint 3.1 - Activate or supply background knowledge

This program displays vocabulary in multiple ways and repeated so that comprehension of material is accessible.

Guideline 5: Provide options for expression and communication

 Checkpoint 5.1 - Use multiple media for communication

This program provides the opportunity for students to sing and dance along with the lesson being presented.

Guideline 7: Provide options for recruiting interest

 Checkpoint 7.2 - Optimize relevance, value, and authenticity

Students typically relate to music and they can often remember material when put into song form. Flocabulary offers music because it is relevant to how children learn as they can easier relate to it.

Addressing learner variability: Flocabulary approaches learning in a multidimensional way. Thsis program offers ways that students can learn in small and large group. Students can also receive auditory and visual information as well as physical instruction. Flocabulary also has text to speech, discussion mode, and vocabulary cards. This can be very helpful for students who have SLD or are ELL.

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Educational Hip-Hop Songs & Videos for All Subjects, K-12

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Flocabulary is a library of songs, videos and activities for K-12 online learning. Hundreds of thousands of teachers use Flocabulary’s educational raps and teaching lesson plans to supplement their instruction and engage students. Our team of artists and educators is not only committed to raising test scores, but also to fostering a love of learning in every child.

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Website: www.starfall.com
Description: Starfall is an interactive learning program for students K-2. It is used to advance reading comprehension skills.
UDL guidelines and checkpoints:
Guideline 1: Provide options for perception
Guideline 2: Provide options for language, mathematical expressions, and symbols

Checkpoint 1.2 - Offer alternatives for auditory information & Checkpoint 2.4 - Promote understanding across language

Starfall offers the option of ASL in addition to automated speech for recognition of letters.

Starfall offers songs to help students remember the sounds of letters to assist in reading.

Checkpoint 1.3 - Offer alternatives for visual information  & Checkpoint 2.1 - Clarify vocabulary and symbols

Starfall offers multiple means of visual representation by having the letter in a bubble and a character who signs the letter at the same time. Starfall also displays images in relation to letters.
Addressing learner variability: Starfall offers many ways for students to access to reading material. Students who are visual and auditory learners can choose how they would like to learn, as well as those who are more hands on who can practice learning alphabet in addition to sign language. It can also teach students alternative ways of communication who are unable to communicate in addition to situations where they may have to remain quiet such as during testing.

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Website: https://www.therapyshoppe.com/specials/P3745-slant-board-for-writing-tool-pencil-grips-occupational-therapy-toys-products
Description: The dry-erase handwriting paddle is a low-tech item to assist students with handwriting difficulties. This board is similar to a piece of paper as it has lines on it, but they are wider. This device is beneficial to help students communicate as well.
UDL guidelines and checkpoints:
Guideline 4: Provide options for physical action

Checkpoint 4.1 - Vary the methods for response and navigation

By allowing students to use this low -tech device you offer an alternative to paper which most students use and allow them a way to physically respond.

Guideline 5: Provide options for expression and communication

 Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance.

Students are using this device to express their answers which is like using pen and paper. Students are also building handwriting skills at the same time by being able to articulate their responses on this pen and paper.

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dry erase handwriting paddle from therapy shoppe

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paper money saver dry erase hand writing boards paddle keep students alert engaged hold up answers writing paddles fun facilitate communication rectangular innovative dry erase boards.

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Dry Erase Handwriting Paddle | Discontinued Products | Dry Erase Handwriting Paddle from Therapy Shoppe Dry Erase Writing Paddle | Slant Board for Writing | Pencil Grips | Writing Tools

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Dry Erase Handwriting Paddle - Discontinued Products - Dry Erase Handwriting Paddle from Therapy Shoppe Favorite occupational therapy toys, tools, products! Slant board for writing, pencil grips, raised line paper, fidgets, figits, chewy pencil toppers, writing paddle, more!

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Website: https://www.therapyshoppe.com/specials/P2547-bookmark-reading-guides-windows-tool-highlight-strips-fidget-figit-fiddle-tool
Description: A reading guide is a low-tech assistive technology device that functions as a highlighter. This device is meant to help students stay on track as they read.
UDL guidelines and checkpoints: 1)     Guideline 1: Provide options for perception.

Checkpoint 1.1 – Offer ways of customizing the display of information:

Reading guides make text accessible to students. Print materials can be hard for some students with disabilities to access, and this tool allows for the student to have better control of the perception of material that they are reading.

Guideline 3: Provide options for comprehension.

Checkpoint 3.3 - Guide information processing, visualization, and manipulation.

This assistive technology device can highlight a line of text while blocking out surrounding content that could be distracting to the reader.

Guideline 8: Provide options for sustaining effort and persistence.

Checkpoint 8.2 - Vary demands and resources to optimize challenge

By offering a student a reading guide, they can utilize this resource to demonstrate their ability to complete assigned tasks. If a student with dyslexia is asked to read a textbook, they may not be able to demonstrate due to barrier of how they perceive the words.

Addressing learner variability: All students can benefit from this assistive technology device. Specifically those with disabilities such s dyslexia and visual impairments will also have access to assignments which may consist of printed text. This tool allows for those individuals to have the ability to focus on relevant information and process it.

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bookmark size reading guides from therapy shoppe

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bookmark size reading guides help readers stay focused colored reading windows highlighter excellent for visual perceptual challenges difficulty with focusing

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Bookmark Size Reading Guides | 175+ Fun Products Under $5.00 | Bookmark Size Reading Guides from Therapy Shoppe Bookmark Reading Guides-Windows | Highlighter-Highlight Strips | Focus Tool

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Bookmark Size Reading Guides - 175+ Fun Products Under $5.00 - Bookmark Size Reading Guides from Therapy Shoppe Your one-stop-shop for silent fidgets, pre-writing skills, and other school tools like: reading guides, magnifying bars, stress balls, writing slant boards, pencil grips, more!

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Website: http://www.achieve3000.com/
Description: Smarty Ants is a program for younger learners grades Pre-k – 2 teaching students foundational literacy skills. Smarty Ants PRO is for grades 2-12 which offers assistance with language arts, science, and social studies.
UDL guidelines and checkpoints
Guideline 2: Provide options for language, mathematical expressions, and symbols.

Checkpoint 2.3 - Support decoding of text, mathematical notation, and symbols

Smarty Ants has activities which assist with decoding by offering multiple means of representation. At the top of the screen learners will see the word broken down phonetically in addition to hearing the word.

Guideline 5: Provide options for expression and communication.

Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance

After receiving instructions of how decoding works students are able to build words by playing a game. This assists and measures how well the students can demonstrate their knowledge via gaming assessment. Students are given multiple letter options and choose the appropriate one. Students will also receive feedback from the game as well.

Guideline 9: Provide options for self-regulation

Checkpoint 9.1 - Promote expectations and beliefs that optimize motivation

Students receive “words” when they get them correct in addition to coins. They can also spend the coins how they would like. As they are engaged and motivated by coins they are also viewing a timer which demonstrates how much time they have left.

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Founded with the mission to transform literacy one student, one teacher, and one district at a time, Achieve3000 has been unlocking potential and accelerating learning for over 21 years.

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Achieve3000 - Achieve3000 | Differentiated Instruction. Accelerated Learning. | Grades PreK-12

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Founded with the mission to transform literacy one student, one teacher, and one district at a time, Achieve3000 has been unlocking potential and accelerating learning for over 21 years.

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Website: https://www.naturalreaders.com/
Description: Natural Reader is a text-to-speech program that converts text from files such as Word, PDF,  and e-books by making it accessible using auditory input.
UDL guidelines and checkpoints:
Guideline 1: Provide options for perception
Guideline 5: Provide options for expression and communication

Checkpoint 1.1 – Offer ways of customizing the display of information

Individuals have the option of pasting text into a text box and are able to control the language, speaker, and speed of the text they have provided.

Checkpoint 1.2 - Offer alternatives for auditory information Guideline 5: Provide options for expression and communication

This program has text-to-speech to assist those who have difficulty accessing information.

Checkpoint 5.2 - Use multiple tools for construction and composition

Natural Reader has the option of word prediction and spell check which can be beneficial to individuals who have difficulty with forming sentences and spelling. Typing echo is another feature within this program which can aid individuals with familiarity of forming words and sentences.

Addressing learner variability: As this program is a TTS program, it can serve many purposes to help multiple individuals. For example, it can assist individuals with disabilities related to reading, it can also serve as a proofreading tool for those who do not have disabilities. This program has a wide range of variability as it can be used for reading, proofreading, spelling and many more.

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Dyslexia and other reading-based learning disabilities are most common among students. NaturalReader text-to-speech makes learning more accessible by assisting with any reading, taking tests and promoting independence.

Students can have any text they need to read, read aloud to them so they can read along. Having the text provided both visually and auditory, allows the student to focus less on the act of reading, and more on the comprehension of the content. Other features like dyslexia font, flexible reading speeds, and highlighted text also ease the task of finishing readings.

For most students, learning does not stop when school ends. NaturalReader EDU enables students to be more independent and assists with learning at home. Whether they're doing homework, reading at home, or just surfing the web, our Chrome Extension and Mobile Application are always available.

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NaturalReader: Free Text to Speech for Online, Mobile App, Commercial license and Education with AI voices.

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Website: https://snapandread.com/
Description: Snap and Read is a program which allows users accessibility to text that may already be accessible in addition to inaccessible text giving individuals the opportunity to experience the text in a manner suitable for their needs.
UDL guidelines and checkpoints:
Guideline 1: Provide options for perception.

Checkpoint 1.2 - Offer alternatives for auditory information

Snap and read offer an alternative for auditory accessibility by reading text from websites, pdfs, and google drive.

Individuals have the option of having the text read in 100+ languages on any webpage.

Guideline 3: Provide options for comprehension

Checkpoint 3.1 - Activate or supply background knowledge

Dynamic text leveling is an option within this program by adjusting readability without changing the definition of the words allowing the user to understand content in alternative ways that they may understand.

Addressing learner variability: Many students benefit from text-to-speech (TTS) programs, such as students with learning disabilities English language learners, and those with visual impairments. By being able to access TTS users can experience information in meaningful ways. For example, the barrier of not comprehending material due to focusing on decoding can be addressed, as well as frustration. TTS highlights and reads information as it provides both visual and auditory information.

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Organization:
University, School(s), or School District

Add the ability to manage your entire organization.

Get everyone on the same page with access to shared data.

Make your life easy with optional domain & subdomain licensing.

Includes access to our deployment and support specialists.

Plans vary so get in touch!

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Read aloud (TTS) accessible and inaccessible text (OCR), simplify difficult vocabulary, and translate English into other languages.

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Website: https://www.istation.com/
Description: I-Station is a program assisting students with deficits and provides computer-based assessment and instruction in reading and writing for grades Pre-k – 12 students.
UDL guidelines and checkpoints:
Guideline 8: Provide options for sustaining effort and persistence.

Checkpoint 8.2 - Vary demands and resources to optimize challenge

Students participate in a game-like assessment to measure the students learning path.

Guideline 5: Provide options for expression and communication

Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance

This program is individually tailored to the student’s specific needs and based upon their performance. Students receive additional assistance electronically when students appear to be struggling on content.

Guideline 2: Provide options for language, mathematical expressions, and symbols

Checkpoint 2.3 - Support decoding of text, mathematical notation, and symbols

Students have access to digital text books with text to speech features to assist them with decoding and reading words.

Addressing learner variability: The reading curriculum within this program includes explicit instruction, guided practice, and interests students according to their reading ability rather than their age or grade level. Students are able to access material in multiple ways as they are given preference in the way that they access the material.

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Istation | PK-8 Educational Software - Reading, Math & Spanish

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Istation is an award-winning, comprehensive e-learning program for Reading, Math and Spanish Literacy used by millions of students around the world.

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Website: http://www.dreambox.com/
Description: Dreambox is an adaptive online K-8 software math and reading program designed to complement instruction and deliver academic gain results.
UDL guidelines and checkpoints:
Guideline 2: Provide options for language, mathematical expressions, and symbols

Checkpoint 3.3 - Guide information processing, visualization, and manipulation

This program allows individuals to view different ways to solve and approach problems by choosing different interactive visuals to guide learning.

Guideline 7: Provide options for recruiting interest.

Checkpoint 7.1 - Optimize individual choice and autonomy

Students can choose their character, what type of activity that they would like to complete, as well as personalize the theme of their game. Students also receive incentives such as badges, coins, and mini games upon mastery of content.

Guideline 4: Provide options for physical action.

Checkpoint 5.2 - Use multiple tools for construction and composition

Students are provided with digital manipulatives that they can choose from in order to solve problems other than using solely a pen and paper.

Addressing learner variability: Dreambox allows learner variability by allowing students the option of using multiple tools such as offering virtual manipulatives to assist them in processing information. The program also access an individualized path as no students are the same. Students are typically working on different content as their peers within this program.

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DreamBox Learning - Online Math & Reading Solutions for Students K-12

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DreamBox personalized math and reading solutions are proven to rapidly accelerate learning for K-12 students

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Website: www.fastforwordhome.com/
Description: Fast ForWord is an online language and reading intervention software for readers who struggle in addition to English learners. This program was designed to help individuals who struggle with learning. The approach is based upon the principles of neuroplasticity as it targets the brain and how the individual takes in information to enhance skills in all subject areas. Fast ForWord can be used for individuals in kindergarten and beyond.
UDL guidelines and checkpoints:

Guideline 6: Provide options for executive functions
Guideline 7: Provide options for recruiting interest

 Checkpoint 6.4 - Enhance capacity for monitoring progress & Checkpoint 7.1 - Optimize individual choice and autonomy

The program has features consisting of a built in progress meter, completion station, and a streak counter which allows students to see a visual representation of their progress daily by earning points.

Guideline 2: Provide options for language, mathematical expressions, and symbols

Checkpoint 2.1 - Clarify vocabulary and symbols Principle Representation

The program has a feature that allows comprehensive access to an online guided reading tool called “reading assistant” which helps improve vocabulary, fluency, comprehension and prosody.

The program has a feature called a “word wall” which pre-teaches students academic vocabulary before they begin reading passages which offers practice in a wide range of phonetics,, grammar, morphology, and reading comprehension skills.

Addressing learner variability: Fast forward allows access for students who have difficulty with reading. This program addresses these difficulties by assisting learners with decoding, fluency, and comprehension. Students who are English language learners also benefit from this program as they may have issues comprehending, decoding, or even have learning disabilities also.

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Reading Intervention for Struggling Readers - Fast ForWord Home

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Reading Intervention for Struggling Readers - Fast ForWord Home

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Fast ForWord Home reading intervention helps make learning easier for your child with auditory processing, dyslexia, autism, ADD/ADHD, and learning disabilities.