# data[].attributes.body
www.bookbuilder.cast.org/

This website lets you create digital books with audio and video attachments. Any book can be adapted or created with this program. Books can then be shared or published as digital books.

UDL Checkpoints it supports:
-Checkpoint 1.1: Offer ways of customizing the display for information
Text fonts, color and images can all be altered to create your book.

-Checkpoint 2.5: Illustrate through multiple media
The user can add tables, graphics and animation.

-Checkpoint 7.2: Optimize relevance, value and authenticity
The UDL book can be created to fit any classroom.

I would use this in the classroom to simplify a story or book. It could be beneficial to create social stories for upcoming events. The students could read about what is expected of them, (i.e. at a birthday party).

# data[].attributes.body
www.assistiveware.com

Proloquo2Go is a program used as a way to communicate. When icons are pressed, the program will speak the word(s). It can be used to speak just one word, or whole sentences. Proloquo2Go is user friendly and easy to alter.

UDL Checkpoints it supports:
-Checkpoint 4.2: Optimize access to tools and assistive technologies
Proloquo2Go uses a touch screen when downloaded on a computer or tablet device. They carry the device with them into all settings; it acts like their 'voice.'
-Checkpoint 5.1: Use of multiple media for communication
It can be used as an AAC device for communicating with others.

-Checkpoint 5.3: Build fluencies with graduated levels of support for practice and performance
The teacher can alter the pages so that the user can easily access words based on the subject or setting.

I have many students in my classroom use this program. When they want or need something, they find the icon and simply press it. The device speaks what they want and the teacher hands them the object.

# data[].attributes.body
www.texthelp.com

Read & Write speaks text on any computer or device it is downloaded on. Students can have papers read aloud for them with a variety of voices.

UDL Checkpoints it supports:
-Checkpoint 1.3: Offer alternatives for visual information
The reader can change the voice heard or the speed of speech spoken.
-Checkpoint 5.2: Use of multiple tools for construction and composition
The student can have their work read back to them so they can proofread the text.

-Checkpoint 7.1: Optimize individual choice and autonomy
Read&Write gives students a choices through the lesson so they feel more involved.

This program could be used for readers who are not yet fluent in reading. It would be great to use in a  group where students could listen to the book read to them.

# data[].attributes.body
Penpalschools.com

Students share ideas in a global, virtual classroom.  By connecting with diverse students and solving real-life problems, students feel more engaged.

UDL Checkpoints it supports:
-Checkpoint 2.4: Promote understanding across languages
Students can communicate in English, Spanish, French and Mandarin.
-Checkpoint 7.2:  Optimize relevance, value and authenticity
Students write to real students from across the country.
-Checkpoint 8.3: Foster collaboration and community
Students can communicate with others on projects in 140 countries during weekly sessions.

Penpal Schools connect students who are similar  age/grade. The program seems secure with the teachers oversight. Students are free to communicate to others across the globe to solve relevant problems.

# data[].attributes.body
www.weareteachers.com

A fidget can be any small object that a student can manipulate in their hands. These can help them better focus during class. Fidgets can help students with ADD or ADHD who might need extra support self-regulating.

UDL Checkpoints it supports:
-Checkpoint 7.3: Minimize threats and distractions
Fidgets give the student a way to take a break from the stimulus presented.
-Checkpoint 9.1: Promote expectations and beliefs that optimize motivation
Fidgets help students stay motivated on goals. They can help relieve anxiety  or frustration.

-Checkpoint 9.2: Facilitate personal coping skills and strategies

Students can self-regulate their level of frustration.

In my classroom, we use fidgets when transitioning form one activity to another. At times, the students are apprehensive of upcoming events in their schedules. Fidgets can give them something familiar to keep in their pocket when they feel anxious.

# data[].attributes.body
gonoodle.com

GoNoddle offers free songs and videos that line up with school curriculum. The videos model fun, energetic dance moves that can be done in the classroom.

UDL Checkpoint it supports:
-Checkpoint 4.1: Vary the methods for response and navigation
The students engage in movement breaks while interacting with classmates.
-Checkpoint 9.1: Promote expectations and beliefs that optimize motivation
Movement breaks can change the pace of the day and get re-focused.
-Checkpoint 9.2: Facilitate personal coping skills and strategies
Students can use the movement break to relieve their anxiety and frustration.

I personally use GoNoodle almost daily in my preschool classroom. The students are excited to hear familiar songs and get their "wiggles" out. It is a great way to re-focus the classroom or to transition into a new lesson.

# data[].attributes.body
abcya.com

Educational games geared to grades K-6. The games follow the Common Core Standards for each grade.

UDL Checkpoints it supports:
-Checkpoint 1.3: Offer alternatives for visual information
ABCya.com offers many games with interactive graphics, sounds and animations. They can be played using a keyboard or a touchscreen.
-Checkpoint 7.1: Optimize Individual Choice and Autonomy
The students can practice the skills they are learning in class in fun games. There are over 400 games to choose from.
-Checkpoint 9.2: Facilitate Personal Coping Skills and Strategies
The games have fun, reinforcing sounds and songs when answers are correct. The student can easily correct any wrong answer.

By playing games on ABCya, it can strengthen skills learned in the classroom. Students are reinforced when they get a correct answer. This helps them become more independent as they learn the skill.

# data[].attributes.body
www.ixl.com

IXL has interactive lessons and games for Pre-K through high school students. The program will chart progress and suggest new material.

UDL Checkpoints it supports:
-Checkpoint 1.3 Offer alternatives for visual information
This program speaks the word problem to the student. IXL uses both pictures and words throughout.
-Checkpoint 4.1: Vary the methods for response and navigation
This program uses a computer instead of pen/paper to create math lessons
-Checkpoint 7.1 Optimize individual choice and autonomy
Students can choose the games they play within the program level.

IXL is interactive and fun. The students don't even feel like they are learning while playing the games. The program also recommends lessons based on each students skill level.

# data[].attributes.body
funandfunctional.com

Weighted vests can be used for students with ADD or ADHD. They help to make the students more aware of their setting and those around them.

UDL Checkpoints it supports:
-Checkpoint 5.3: Build fluencies with graduated levels of support for practice and performance
The student wears the weighted vest for a prescribed amount of time, per the occupation therapist.
(i.e., 20 minutes per day).
-Checkpoint 7.3: Minimize threats and distractions
The weighted vest helps the students with sensory issues. They become more self-aware.
-Checkpoint 9.2: Facilitate personal coping skills and strategies
The student learns how to calm themselves down and have better focus in class.

A weighted vest gives the student a feeling of a hug so they can begin to regulate their emotions. They can wear the weighted vest at times that they feel frustrated. Because the vests come in different colors and sizes, they are easy to customize.

# data[].attributes.body
displays2go.com

Book holders help students keep the book open while reading.  Some students need extra support to handle heavy textbooks.

UDL Checkpoints it supports:
-Checkpoint 1.1: Offer ways of customizing the display of information
Book holders provide a way for the reader to visually track print on the page.
-Checkpoint 7.3:  Minimize threats and distractions
Book holders give support needed to students with low muscle tone.
-Checkpoint 9.2: Facilitate personal coping skills and strategies
Book holders provide the reader with the support they need to handle the book independently.

The students can better manipulate textbooks with the use of a book holder. They feel more independent because they don't have to ask for help. The student can adjust the book holder so that it suits their needs.