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Use
> Helps students work according to his/her own pace
> Gives students a constant reminder of their progress
> Encourages the student to receive and clarify difficult learning areas
> Focuses on a students perspective while understanding the material
> Provides organized math setting for students to learn
> Allows students to have access when and where they want, on the go, on their phone, in library...

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Engagement
Checkpoint 7.1 Optimize individual choice and autonomy: Students get to choose how they want to learn the topic and at what pace.
Checkpoint 7.3 Minimize threats and distractions: In a classroom setting every student should sit a few feet away from each other in order to focus on their work.

Checkpoint 8.4 Increase mastery-oriented feedback: Professionals should constantly provide feedback, that brings out the confidence in children.
Checkpoint 9.1 Promote expectations and beliefs that optimize motivation: Being able to provide motivation to students such as making games, using music, providing access to tablets etc..
Checkpoint 9.2 Facilitate personal coping skills and strategies: Every student has a different way of coping, understand or accepting new information, therefore teachers should facilitate individual attention for students who have trouble. Such as providing one on one time.

Representation
Checkpoint 1.2 Offer alternatives for auditory information: Teachers should be allowed to present tablets, videos, pictures, graphs during class time in order to incorporate an easier learning environment for students.
Checkpoint 2.5 Illustrate through multiple media: Teaching math is difficult however teachers should be able to assist students and thats why providing a smart board during math class is appropriate.

Action and Expression
Checkpoint 4.2 Optimize access to tools and assistive technologies: For a child to communicate during hard times, they should be able to use technology ex: like the All-in-one talk tablet.
Checkpoint 5.1 Use multiple media for communication: Students should have access to resources using technology. Especially in math class students can use mathematical cubes or popsicle sticks to count add or subtract but using a mathematical tablet where they can draw out what they need can also be extremely useful.
Checkpoint 6.4 Enhance capacity for monitoring progress: Teachers shall often track where a students level sits and how long will it take for a student to get to a certain point, like graphing for the teacher so it will be easier.

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Use
> Gives access to read on your  own level
> Eliminates distractions because the child is so focused on the app
> Allows a child to work on matching letters, numbers, and much more
> Offers the opportunity to engage with a talking mouse
> Makes children repeat after the mouse does

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Engagement
Checkpoint 7.2 Optimize relevance, value, and authenticity:  Allows children to create their own page and understand on their own time.
Checkpoint 8.1 Heighten salience of goals and objectives: Gives kids a good amount of practice on what they need to know.
Checkpoint 8.2 Vary demands and resources to optimize challenge: This app provides challenges for children to create and master different levels of abc123.
Checkpoint 9.2 Facilitate personal coping skills and strategies: Provides access for children to have a strategy of how they will work and at what level they will proceed playing the game.

Representation
Checkpoint 1.1 Offer ways of customizing the display of information: Abcmouse provides customizing your own game method which letters or numbers you put together is your choice.
Checkpoint 2.1 Clarify vocabulary and symbols: This app allows children anywhere to guide themselves into the reading comprehension section, matching letters section, identifying what belongs and what doesn't.
Checkpoint 3.3 Guide information processing and visualization:  ABCmouse lets kids with autism or without to collaborate with other children through the app educational uses only.

Action and Expression
Checkpoint 4.1 Vary the methods for response and navigation: Specifically this app allows anyone who is using it to have the advantage of answering the mouse out loud for the correct answers, which allows children to use their brain and think about what the answer might be.
Checkpoint 5.3 Build fluencies with graduated levels of support for practice and performance: Given the chance to respond back on an app is useful for students of all ages, because this is what a working progress must do. They practice and get answers right or wrong and the understand why because the app explains it.
Checkpoint 6.1 Guide appropriate goal-setting: Abcmouse guides the appropriate age group according to your Childs age and level of education.

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Use
> Manages certain learning skills for children of all ages
> Discoveries can be made constantly
> New information is always being provided
> The website is updating non stop due to new discoveries
> Children can watch videos, understand, and manage what they see

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Engagement
Checkpoint 7.3 Minimize threats and distractions: Being that this website is constantly sharing something interesting its very unlikely for kids to get distracted.
Checkpoint 8.2 Vary demands and resources to optimize challenge: Lets students give themselves challenges and work through the difficulty of science with videos, designs, and many more interesting facts.
Checkpoint 9.1 Promote expectations and beliefs that
optimize motivation: Anyone using this website can easily have different expectations or working through what they believed about science and what it actually is.
Checkpoint 9.3 Develop self-assessment and reflection: Being able to be on a website which provides feedback is great for children, because this allows them to see and understand their mistakes.

Representation
Checkpoint 1.1 Offer ways of customizing the display of information: Children are able to customize how they want to learn their science.
Checkpoint 2.2 Clarify syntax and structure: Websites like Alma-kids science is known for structuring and formatting learning skills on different levels of education.
Checkpoint 3.1 Activate or supply background knowledge: Implements skills which allows students to identify what they are learning and provides background knowledge about science. Checkpoint 3.3 Guide information processing and visualization: Children need to see it in order to believe it and thats the main thing that they can do on Alma-Kids science.

Action and Expression
Checkpoint 5.2 Use multiple tools for construction and composition: Allows children or students to have a useful program to work with and understand the format of science even when its broken down.
Checkpoint 6.3 Facilitate managing information and resources: This website lets kids manage their own information while its in the process of being taught to children.

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Use
> Provides options for which subject you choose to work on
> Once you click the topic you may begin
> Learning English has a high percentage of what children mainly use
> You can facilitate how and what you want to work on
> Allows students to pick which part of English they want to begin working with

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Engagement
Checkpoint 7.1 Optimize individual choice and autonomy: Brain-pop allows children or students to have access to any subject they want however I chose English.
Checkpoint 7.2 Optimize relevance, value, and authenticity:
This UDL checkpoint in specific lets students feel like they have the control over what they are doing but the catch is that students will still be tested on the website according to what they choose.
Checkpoint 9.1 Promote expectations and beliefs that
optimize motivation: Grants children access to be able to have challenges which keeps them motivated enough to work on this website.
Checkpoint 9.3 Develop self-assessment and reflection: Children need to know that there is a feedback, because if they are working on a website and it does not provide feedback then they are most likely to give up. They need feedback as well as advantages they can take like extra credit for a bonus on the website itself.

Representation
Checkpoint 1.2 Offer alternatives for auditory information: This website implements talking strategies and offers auditory options. Ex: the website can read the page your on out loud and tell you whats next.
Checkpoint 2.1 Clarify vocabulary and symbols: The website allows students to clarify and clear wrong vocabulary symbols when necessary.
Checkpoint 2.4 Promote understanding across languages:
If a child does not understand the language that is being provided on the website they can easily change it, it gives that option as well.
Checkpoint 3.3 Guide information processing and visualization: Children believe something when they can visualize it, therefore they must have the option of seeing the process of their work being done and that can lead them to being on this website successfully.

Action and Expression Checkpoint 4.1 Vary the methods for response and navigation: Many websites do not allow children to respond back, however brain-pop does. When a child does work or a program from this website, they get automatic feedback, and they are able to respond throughout the working progress of the website.
Checkpoint 6.1 Guide appropriate goal-setting: Brain-pop has a strategy to let children/ students choose which subject they would like to work on as well as which goal they want to accomplish while they are logged in.