# data[].attributes.body
Graphic organizers are a great tool for Action & Expression. It is way to keep learners organized.

# data[].attributes.attachment_link.description
App Organizers
Popplet Lite - Great for brainstorming, organizing, mind mapping. Easy to use.
SimpleMInd + - mind mapping app
Chrome Extensions
Mind Mup - Easy to use mind mapping/brainstorming tool, offers Google Drive or Dropbox storage
Lucid Chart - collaborative diagrams for mind mapping,

# data[].attributes.body
Text to speech software is a great representation alternative to visual in formation. This is a type of assistive technology that reads text aloud.

# data[].attributes.attachment_link.readable_text
Why consider Text-to-speech (TTS)? Two reasons - 1. It is essential for struggling readers; when text is digital it is now accessible and removes decoding issues. 2. it supports the writing process, especially when editing and revising work

iOS Devices have Speak Selection (TTS) with highlighting built in for iPads running iOS 6 or 7. You must turn it on. Settings > General > Accessibility > Speak Selection > On > Highlight Words. Adjust the "Speaking Rate" to what works

For "on-the-fly" immediate Optical Recognition of Text and then use text to speech, check out:

Speechify - developed by a Brown University Graduate who is dyslexic.

Seeing AI - Developed by Microsoft for the dyslexic and visually impaired

Office Lens ---> Immersive Reader Feature, also developed by Microsoft

One of the BEST options is the Read and Write for Google Chrome extension if your school uses Chromebooks. It's the reason to use Chrome. Show every student! They can listen to their work as part of the editing process. AND, it adds a browser add-on which allows you to listen to any text read to you, single words, paragraphs or whole pages. (And the premium version is ALWAYS free for teachers)

Immersive Reader/Learning Tools by Microsoft - This is awesome since Microsoft now offers Office 365 and OneNote free to students and teachers. Many languages and options available.

Speechify - Check this out - developed by a Brown University Graduate who is dyslexic. It is device agnostic and worth exploring. My son, who is dyslexic, loves this tool.

Capti - Explore the free option. Can save an Add to Capti bookmark and then open the text on your mobile device.

Announcify - a Google Chrome Extension which reads any website. One unique feature - it blurs the paragraphs that aren't being read so you can focus on the paragraph that you are listening to.

SpeakIt!-free for the Google Chrome browser. Supports multiple languages

Balabolka- Free text-to-speech download, can also download a portable version that runs off a USB thumb drive.can save as wav or MP3 file.

DSpeech- scroll down for a very cool free text-to-speech AND speech-to-text tool. PC only

My Study Bar - includes text to speech features, PC only.

Natural Reader - another free text-to-speech software program which converts any written text to speech (Word, pdf, websites, emails)

Orato - (scroll to the free download) PC only. allow for color choices, highlighting of words or sentences as they are read.

PowerTalk - free text-to-speech for PowerPoint presentations

Read The Words - Register first, upload file or choose text or website to read, a recording is generated which you can listen to online or download to an mp3 player, upload to a blog, etc. Very Cool tool worth letting your students explore.

Spoken Text - online text-to-speech MP3 converter

ReadPlease- there is a free version and a pay version.

Voki - a free program that allows educators and students to create and share online avatars using text-to-speech technology. Voki works from any and anyone can place a voki in a blog, website, or send in an email. Voki is being relaunched now (late 2010) and is offering more tools for educators.

WordTalk - a free text-to-speech program for the PC that works within WORD and Outlook and highlights each word that is read. Includes a talking spell checker and a talking thesaurus. WordTalk was upgraded in January 2009 and now includes the ability to save, and you can convert your text file to a wav or MP3 file. Makes this free download even more valuable. (Seems to be trickier with Office 2010 and Vista or Windows 7)

Free Speech-to-Text (Speech Recognition)

It is built into Windows and Mac Operating Systems.

It is built into Google Docs. Toolbar > Tools > Voice Typing

It is built into Word for Office 365 which is free for students and teachers.

If your student has a Smartphone, it is built in. When you are connected to wifi, use the microphone key on the keyboard to use it. To turn on speech recognition, go to Settings > General > Siri > ON

With Google Search on smart devices, Google Voice is available - allows you to speak your search.

# data[].attributes.attachment_link.description
Free text to speech Text-to-Speech Why consider Text-to-speech (TTS)? Two reasons - 1. It is essential for struggling readers; when text is digital it is now accessible and removes decoding issues. 2. it supports the writing process, especially when editing and revising work Mobile Devices iOS

# data[].attributes.body
Multimedia and Digital Storytelling Tools are a great way to engage learners. They are fun and interactive and have the ability to easily create content or creations which offer students alternative ways to demonstrate their learning.

# data[].attributes.attachment_link.readable_text
One of the most amazing things about tablets is the ability to easily create content or creations which offer students alternative ways to demonstrate their learning. There are many free options that take advantage of this capability.

StoryBoard That - Fun, storyboard creation site. Add scenes, props, characters with facial expressions and poses. Plan and organize your writing with this interactive graphic organizer. Teacher Guides and Resources here.

Voice Thread- capture audio for online digital storytelling.This is a great tool for reaching the needs of all the learners in our classrooms, for all content areas from K-12. The pro version is free to K-12 educators. Make sure you watch the excellent tutorials to take advantage of all the features this tool has to offer. A free iPad app is now available which is a fantastic, easy tool. It's a must have

Click the link for some examples to show you how other educators are using Voice Thread for Education.

FotoBabble examples (Click the Play button to hear the audio):

# data[].attributes.attachment_link.title
UDL Tech Toolkit - Multimedia and Digital Story Telling Tools

# data[].attributes.attachment_link.description
Multimedia and Digital Storytelling Tools One of the most amazing things about tablets is the ability to easily create content or creations which offer students alternative ways to demonstrate their learning. There are many free options that take advantage of this capability. iOS

# data[].attributes.headline
Provide Multiple means of Action & Expression

# data[].attributes.subject
Provide Multiple means of Action & Expression

# data[].attributes.body
Learners are different in the ways they navigate a learning environment and express what they know. Providing options for action and expression is essential.

Guidelines:

Physical Action- Some learners may be limited in the way they move. To prevent barriers, allow navigation or interaction with a single switch, through voice activated switches, expanded keyboards, etc.

Checkpoints:

Vary the methods for response and navigation: Provide alternative means for response, selection, and composition, such as, alternatives in the requirements for rate, timing, speed, and range of motor action required to interact with instructional materials, as well as alternatives to marking with a pen and pencil, or mouse control.

Optimize access to tools and assistive technologies: Providing a tool or assistive technology is not enough. We also need to provide the support to use the tools effectively.

Expression & Communication- It is important to provide different modalities for expression. For example, some may excel at story-telling in conversation rather than in writing.

Checkpoints:

Use multiple media for communication: Learners should use different types of media for composition. Text, speech, drawing, illustration, comics, storyboards, film, music, dance, etc.

Use multiple tools for construction and composition: Spellcheckers, grammar checkers, word prediction software, text to speech software, calculators, graph paper, sentence starters, story webs, etc.

Build fluencies with graduated levels of support for practice and performance: A variety of fluencies include visual, audio, mathematical, reading, etc. Fluency is also built through opportunities for performance whether that is an essay or dramatic performance.

Executive Functions- The part of the brain responsible for this is what allows humans to to overcome impulsive, short-term reactions to their environment and instead to set long-term goals, plan effective strategies for reaching those goals, monitor their progress, and modify strategies as needed.

Checkpoints:

Guide appropriate goal-setting: Learners should develop the skill of effective goal setting. You could provide prompts to estimate effort, resources and difficulty, provide examples of goal setting, and post goals and objectives in an obvious place.

Support planning and strategy development: Once a goal is set, a strategy needs to be in place for reaching that goal. To help learners plan a strategy, there are a variety of options, such as cognitive “speed bumps” that prompt them to “stop and think;” graduated scaffolds that help them actually implement strategies; or engagement in decision-making with competent mentors.

Facilitate managing information and resources: Provide organizational aids to keep information organized.

Enhance capacity for monitoring progress: Feedback is needed so that learners get a clear picture of their progress.

# data[].attributes.headline
Provide Multiple Means of Representation

# data[].attributes.subject
Provide Multiple Means of Representation

# data[].attributes.body
Learners will differ in the ways they comprehend information. Those with a sensory disability, learning disability, or language and cultural differences may require different ways of approaching content. Some may grasp information quicker through visual means, and some may grasp information quicker through auditory means. Because there isn't one way that works for everyone, providing options for representation is essential.

Guidelines:

Perception- It is important that information can be perceived by all learners. Information can be provided through different modalities and can be in a format that is adjustable to the user.

Checkpoints:

Offer ways of customizing the display of information: Display information in a flexible format. This can be the or font of the text or images, the contrast between background and text, the color used for information, or the volume or rate of speech and sound.

Offer alternatives for auditory information: Captions for automated speech, visual diagrams or charts, written transcripts for videos, ASL for spoken English, etc.

Offer alternatives for visual information: Text to speech software, competent aide to read text aloud, etc.

Language & Symbols- An image that means something to one individual may mean something different to another. It is important that alternative representation is provided.

Checkpoints:

Clarify Vocabulary and Symbols: Key vocabulary, labels, icons and symbols should be linked to alternate representations of their meaning, such as, embedded glossary or definition, a graphic equivalent, etc.

Clarify Syntax and Structure: Use alternatives that highlight structural relations, make connections to previously learned structures, and make relationships between elements explicit.

Support decoding of text, mathematical notation, and symbols: Provide options that reduce the barriers that decoding raises.

Promote understanding across languages: Make information in the dominant language also available in first languages and ASL.

Illustrate through multiple media: Provide alternatives in the form of illustrations, simulations, images or interactive graphics.

Comprehension- Transforming accessible information into useable knowledge.

Checkpoints:

Activate or supply background knowledge: Barriers exist when learners lack the background knowledge that helps with comprehending new information. Barriers can be reduced when options are available that supply prior knowledge.

Highlight patterns, critical features, big ideas, and relationships: Provide cues or prompts that help learners in attending to those features that matter most while avoiding those that matter least.

Guide information processing and visualization: Mental strategies and skills are used for processing information. This comes easier to some learners. Well-designed materials can help learners who have very diverse abilities in using those strategies.

Maximize transfer and generalization: This assists learners in transferring knowledge they have to other situations.

# data[].attributes.body
Learners will differ in the ways they engage or the ways they are motivated to learn. There are multiple factors that can influence this from culture to neurology to subjectivity to name a few. Some learners may prefer strict routine while others prefer spontaneity and novelty. Some may prefer to work alone and some prefer to work in groups. Because there is not one means of engagement that will work for everyone it is important to provide multiple options for engagement.

Guidelines:

Recruiting Interest- Learners differ in what attracts their attention and engages their interest. Over time their interests can change. Because of this it is important to have alternative ways to recruit their interest.

Checkpoints:

Optimize Individual Choice and Autonomy: Provide a choice of the learning objective as well as choices on how to achieve the objective.

Optimize Relevance, Value and Authenticity: To recruit all learners equally, it is important to provide options that are relevant, valuable and meaningful to the learner.

Minimize Threats and Distractions: It is important to create a safe space for learners. This can be done by reducing potential threats and distractions in the learning environment.

Sustaining Effort & Persistence- When motivated, many learners can regulate their attention to sustain the effort and concentration required.

Checkpoints:

Heighten Salience of Goals and Objectives: Some learners will need support to remember the initial goal, or they need a reminder of the reward for reaching that goal.

Vary Demands and Resources to Optimize Challenge: Providing different demands and flexible resources allows learners to find challenges that are motivating.

Foster Collaboration and Community: Learners should be able to communicate and collaborate with others.

Increase mastery-oriented feedback: Mastery-oriented feedback guides learners toward mastery. It also emphasizes effort and practice instead of "intelligence" or "ability".

Self Regulation- It is important to develop a learner's ability to regulate their own emotions.

Checkpoints:

Promote Expectations and Beliefs that Optimize Motivation: Multiple options should be given to learners to help them stay motivated. Learners also need positive beliefs that their goals can be met.

Facilitate Personal Coping Skills and Strategies: Provide feedback on managing frustration, seeking external emotional support, and developing internal coping skills.

Develop Self-Assessment and Reflection: Offer different ways to assist learners in ways to collect and display data from their own behavior for the purpose of monitoring changes in their behavior.