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Students with ASD often lack a sense of context or relevance for their experience. The use of visual tools (video, photos) to scaffold their experience has a profound affect on supporting their learning

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Bridge concepts with relevant analogies and metaphors

In PD when first talking about UDL, we often use a comparison to red high heels and Shelley Moore's bowling analogy to bridge the link from theory to practice.

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Graphic organizers for maximizing transfer and generalization

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Quickly add pictures, text, drawing, video, and audio. It is super intuitive and my students use this independently all the time to create their own books. http://bookcreator.com

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Illustrative Mathematics provides resources and support for giving their students an enduring understanding of mathematics.

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A visual search engine

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A website that gives brief videos to teach word definitions

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gre vocabulary preparation. middle school vocabulary

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Multi-sensory approach to learning new words. Vocabulary building content for middle and high school students. English Language learners will find it extremely useful as well.

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Use High or low tech dictionaries (click highlighted words to visit page)

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Watch a video to learn about how to use the Read and Write Toolbar

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Read & Write for Google - Everything You Need to Know

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                                                                                                                                                     Provide Options for Comprehension (3.0)

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                                                                                                                                                     Provide Options for Comprehension (3.0)

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                                                                                                                                                  Provide Options for Language and Symbols (2.0)

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                                                                                                                                                  Provide Options for Language and Symbols (2.0)

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                                                                                                                                                   Provide Options for Perception (1.0)

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                                                                                                                                                   Provide Options for Perception (1.0)

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Post your artifacts, thoughts and reflections related to multiple means of representation.

Click below to access the UDL t Guidelines online

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Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.

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Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content.