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Website: https://otsimo.com/en/
Description: This is an app that is designed for kids with autism. It provides over 50 games for kids to play. Games focus on concepts such as numbers, coins, writing/drawing, weather, sounds, shapes, time, matching, and actions/emotions. This app keeps track of data and provides families with a report card of how the child is performing.
UDL Guidelines and Checkpoints:
Checkpoint 4.2 - Optimize access to tools and assistive technologies: Because this app works with the iPad and students select responses by touching, it is easier to physically access and participate than other computer-based programs.
Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance
Checkpoint 6.4 - Enhance capacity for progress monitoring: Student responses and progress are recorded so that parents and teachers can monitor student progress.
Checkpoint 7.1 - Optimize individual choice and autonomy: Students can choose from over 50 games to play to work on vocabulary and basic skills concepts.
Checkpoint 7.2 - Optimize relevance, value, and authenticity
Examples: This could be used in the classroom as a review/independent work center. Because it is on the iPad, it will likely be motivating for students. Students will be able to choose which game they would like. Although they are working independently, the app tracks progress so teachers can go back and review student responses.

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Website: https://tarheelreader.org/
Description: This website provides online books for students to read. Each page in the book has a picture and simple text underneath. There are back and forward arrows in the corners for students to use to turn pages. This website has fiction books, nonfiction books, biographies, and more. You can search for books by topic, category, or keyword. You can also create your own books.
UDL Guidelines and Checkpoints:
Checkpoint 4.1 - Vary the methods for response and navigation: These books can be accessed using a computer mouse, alternative pointing device, touch screen, switches, or IntelliKeys from IntelliTools (an alternative keyboard).
Checkpoint 4.2 - Optimize access to tools and assistive technologies
Checkpoint 5.1 - Use multiple media for communication
Checkpoint 5.2 - Use multiple tools for construction and composition: Students could use this website to create their own book for a writing project.
Checkpoint 7.1 - Optimize individual choice and autonomy: this website provides students with the choice of reading a physical book or reading a book online. In addition, there are a great number of books and topics to choose from. This could be highly motivating for students who have difficulty reading, because there are topics that may be of interest to them (such as books about celebrities).
Checkpoint 7.2 - Optimize relevance, value, and authenticity
Example: This would be a great website to use with students with limited physical abilities to make them more independent in reading and writing. Students with physical disabilities would be able to access the books using switches or pointing devices, and they could write using the alternative keyboard.

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Website: https://jr.brainpop.com/

Description: This website provides brief videos on various topics across subject areas. For example, some science topics include habitats, life cycles, animals, space, and matter. The videos have the same two characters (Annie and Moby) who explore the topics and write notes on a notepad. The website also had quizzes and activities following the videos.

UDL Guidelines and Checkpoints:

Checkpoint 2.1 - Clarify vocabulary and symbols: One of the things I really like about these videos are that they define the vocabulary words related to each topic. When they reach a word that students might not know, it is written on the notepad to the side of the video so that students are able to read it, and then the definition is written and given verbally. This helps my students remember vocabulary, and we can reference back to the video when these words come up again in our units.

Checkpoint 2.5 - Illustrate through multiple media

Checkpoint 3.1 - Activate or supply background knowledge: These videos can be a great way to activate or supply background knowledge. They usually start with Annie and Moby doing a common activity (such as throwing a ball or building a snowman) and then asking a question about it. These videos also help supply vocabulary and ideas that may be used throughout a unit.

Checkpoint 3.2 - Highlight patterns, critical features, big ideas, and relationships

Checkpoint 5.1 - Use multiple media for communication

Example: I often use these videos to introduce a new science or social studies topic. They are highly engaging and the language is explicit and clear, making them very helpful for my students who have difficulty with receptive communication. These videos are great for activating background knowledge or for reinforcing already taught concepts through another mode of media.

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Website: http://www.fotobabble.com/
Description: This is a website where you can upload photos and add an audio narration to the photo.
UDL Guidelines and Checkpoints:
Checkpoint 4.1 - Vary the methods for response and navigation: this program allows students record an audio description of a picture instead of writing.
Checkpoint 5.1 - Use multiple media for communication: students can create projects on the computer or iPad instead of only creating written work.
Checkpoint 5.2 - Use multiple tools for construction and composition.
Example: This would be a great tool to use with students who have difficulty with written composition. Students would find it motivating to add a narration and hear their voice. It would also help eliminate some of the barriers involved in writing (physically forming letters, spelling words, etc.). I imagine using this tool for students who are really struggle with generating ideas and writing sentences. I would use this as a first step. I would give them a picture and they would have to "write" a sentence about the picture. They could narrate their sentence. Afterwards, I could write down exactly what they narrated and they could copy the sentence. This way they have generated their own writing but have the supports they need to be successful.

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Website: https://littlebirdtales.com/
Description: This is an app that can be used to create reports, stories, journals, drawings, timelines, and commercials. Students can draw pictures or upload pictures. They can write and record their voice to create text.
UDL Guidelines and Checkpoints:
Checkpoint 2.3 - Support decoding of text, mathematical notation, and symbols: voice recording can allow teachers to provide auditory directions along with written directions, or students can narrate their story or project which can then be viewed by other students.
Checkpoint 5.1 - Use multiple media for communication
Checkpoint 7.1 - Optimize individual choice and autonomy
Checkpoint 8.3 - Foster collaboration and community: This would be a great program to use for partner or group projects. Students could work on collaboration skills while making a creative and fun project to display their knowledge.
Checkpoint 9.2 - Facilitate personal coping skills and strategies: This could be a good program to use to create digital social stories. Real student/classroom pictures can be uploaded and narration can be added, so that students are able to read through the social stories independently to remind them of various strategies or expected behaviors.
Example: This would be a great program to use for class projects. For example, students could use this to create how-to books. Students who have trouble with the physical aspect of writing would be able to either type their text or record their voice to create compositions. Students could also upload real pictures of the steps involved in their how-to assignment to help make their writing more concrete. This may help certain students understand the amount of detail needed to write an accurate how-to book.

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Website: http://www.inspiration.com/Kidspiration
Description: This is a computer program that can be used to support all school subjects (reading, writing, math, science, and social studies) through visual supports and interactive tools. In math, for example, students are able to use digital manipulatives to help them solve math problems and understand math concepts.
UDL Guidelines and Checkpoints:
Checkpoint 2.4 - Promote understanding across languages
Checkpoint 3.1 - Activate or supply background knowledge
Checkpoint 3.2 - Highlight patterns, critical features, big ideas, and relationships
Checkpoint 3.3 - Guide information processing and visualization: this product can be used to aid processing by using the manipulatives. For example, students can understand ten ones blocks can be grouped together to become a tens block by highlighting them and clicking a button to turn them into a single tens block.
Checkpoint 4.2 - Optimize access to tools and assistive technology
Checkpoint 6.1 - Use multiple media for communication
Checkpoint 7.1 - Optimize individual choice and autonomy
Checkpoint 8.2 - Vary demands and resources to optimize challenge: teachers could create various sets of math problems and assign them to students based on ability level. The scaffolds could also be varied by student.
Example: In math, Kidspiration could be used to help students understand concepts by using visuals. This would help learners who need to interact with tools and manipulatives to understand concepts. Students can use fraction blocks to better understand adding fractions. Students can understand composing and decomposing numbers better by providing students with multiple 5s frames, for example, and letting them use different colored blocks to fill in the 5s frames with various combinations. Finally, this is a way for students to use multiple media to show what they know. Students can demonstrate strategies they used to solve math problems. This could be especially helpful for students with limited language who understand concepts but have trouble explaining their thinking.

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Website: http://sciencewriter.cast.org/details?audience=teacher%20
Description: This is a website designed to help students write a science report. After creating an account, students are walked through the process of writing a science report. There are characters (Max, Sam, and Eko) who provide verbal directions of what is expected and give examples. The program also walks students through a checklist before moving on to each section of the science report. Other supports include spell check, sentence frames to help generate ideas, and a text to speech reader.
UDL Guidelines and Checkpoints:
Checkpoint 2.3 - Support decoding of text, mathematical notation, and symbols
Checkpoint 3.3 - Guide information processing and visualization: This program prompts students to complete each step of the science report writing process. It provides additional supports when needed by giving students sentence frames and examples to help them get started.
Checkpoint 3.4 - Maximize transfer and generalization: This program walks students through the editing process with the use of a checklist for each section of the report. This helps students generalize editing skills used in writing and apply it to their science report.
Checkpoint 5.2 - Use multiple tools for construction and composition
Checkpoint 6.2 - Support planning and strategy development
Checkpoint 6.3 - Facilitate Managing Information and Resources: This program helps students organize their thinking by providing a section for each step of the science report writing process.
Examples: This program could be implemented in a science class to provide students who have difficulty with independent writing or organizing their ideas. This would provide students with prompts without the teacher being required to work with them on the entire assignment, which would help build success and independence.

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Website: https://apps.mathlearningcenter.org/geoboard/
Description: This is an online Geoboard that replicates the physical Geoboards often used in math. Students can put various colored rubber bands on the Geoboard and move them around to create different lines and shapes. A grid can also be added to the Geoboard, which could then allow it to be used to create a line graph. Different size Geoboard are available for use. There is also a "math expressions" feature that allows numbers and symbols to be added to the Geoboard.
UDL Guidelines and Checkpoints:
Checkpoint 1.1 - Offer ways of customizing the display of information
Checkpoint 5.2 - Use multiple tools for construction and composition: this is an example of a virtual math manipulative that can be used to help students understand and create shapes.
Checkpoint 7.1 - Optimize individual choice and autonomy: this tool allows students to choose between creating shapes on a physical Geoboard or a virtual Geoboard. There is also choice within activities. For example, if the teacher asks students to make a rectangle, they can decide to make a small rectangle or one that takes up most of the Geoboard.
Example: This could be used for students to practice making shapes on the computer. It would be highly motivating for students who enjoy using technology, and may be easier to manipulate than a physical Geoboard, which can be very challenging for students with limited fine motor skills.

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Website: https://itunes.apple.com/gb/app/scene-heard/id423528276#?platform=ipad
Description: This is an app that can be used as an augmentative communication aid. It can be used to create communication books by importing photos. These books can also be printed so that a low-tech back-up is available if needed. The app has a task prompting feature where the user can upload pictures, videos, and audio to create directions for each step to complete a task (i.e. brushing teeth). It has a built-in timer that can be used in conjunction with this. Finally, there is a scene builder that can be used for working on vocabulary or creating social stories.
UDL Guidelines and Checkpoints:
Checkpoint 1.1 - Offer ways of customizing the display of information
Checkpoint 2.1 - Clarify vocabulary and symbols
Checkpoint 2.5 - Illustrate through multiple media
Checkpoint 3.4 - Maximize transfer and generalization: Uploading personal pictures helps students to understand language by seeing multiple examples from their daily life. Using scenes to discuss language helps them to transfer the use of individual words used for labeling to labeling items in a picture scene.
Checkpoint 4.1 - Vary the methods for response and navigation: This app can be used in conjunction with certain switches to make it more accessible.
Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance
Checkpoint 7.2 - Optimize relevance, value, and authenticity: Personal pictures and videos can be uploaded into the app and used to create scenes to help develop communication. Because the scene can be something directly out of the student's life (i.e. from the classroom, their home, or a common place they frequently go), it is relevant to the student.
Checkpoint 9.2 - Facilitate personal coping skills and strategies
Examples: This app could be used with students who have limited vocal communication skills, as they can use the communication book to communicate at home and school. The task prompter would be especially helpful for building independence and breaking down tasks so that students understand expectations and can complete tasks and assignments. This could be used both at home and at school.

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Website: http://www.popplet.com/
Description: This is an app that can be used on the iPad or computer. Students can create webs or organizers by adding "Popples". You are able to upload pictures or videos, draw, or type. You can also change the color of the popples and move them around. This could be used for brainstorming, showing what you know about certain topics, or to help with lessons involving organizing ideas or categorizing.
UDL Guidelines and Checkpoints:
Checkpoint 1.1 - Offer ways of customizing the display of information
Checkpoint 3.2 - Highlight patterns, critical features, big ideas, and relationships: This resource can be used to help students highlight ideas and relationships by having them complete a project. They could use it with nonfiction texts to provide main idea/details, or they could create a project about a famous person, a character from a book, or a historical event. They could also use it to categorize, such as looking at different habitats and the animals that live there.
Checkpoint 5.1 - Use multiple media for communication
Checkpoint 6.1 - Guide appropriate goal-setting: This program could be used, with teacher support, to help students think through their own goals and objectives and create a visual reminder for them. For example, I am thinking of a student who is working on "being flexible". This tool would be helpful to brainstorm examples of times he may need to practice being flexible, and then we could post it somewhere in the classroom as a reminder of his goal.
Checkpoint 6.3 - Facilitate managing information and resources: this program could be used to support students with organizing thoughts or information by starting a Popplet with a main idea and certain topics that need to be addressed, and having the students finish filling in the Popples. Popplet could also be used as a method for students to take notes.
Checkpoint 8.3 - Foster collaboration and community
Example: This tool would be great for students who have trouble organizing ideas or expressing themselves in writing. For students with difficulty organizing ideas, this could be used to help them understand relationships better or highlight details about a topic by using it in some of the ways listed above. For students who have trouble with written work, they would be able to describe a topic using pictures and/or single words or phrases.