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Learning Disabilities and ADHD Resources

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Learning Disabilities and ADHD Resources

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You are not alone! LD OnLine is here to help answer your questions and find the information, resources, and support you need for your child or student with learning disabilities or ADHD.

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Don’t miss out on the latest opportunities to help get the support you need.

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Peter W.D. Wright, Esq. and Pamela Darr Wright, MA, MSW

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Wrightslaw provides free access to articles, cases, resources and training about special education law and advocacy.

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Special Education FAQ: Frequently Asked Questions

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These special education FAQ are the most common questions received from parents on my web site.

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Information about the laws and policies governing special education, including IDEA (the Individuals with Disabilities Education Act), 504 plans, and private school regulations regarding students with disabilities.

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Universal Design for Learning Guidelines (Multiple Means of Engagement, Representation and Expression)

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Universal Design for Learning Guidelines (Multiple Means of Engagement, Representation and Expression)

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Block distractions and increase your focus time

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Block distractions and increase your focus time

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Express and connect your thoughts through Mind Mapping!

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Express and connect your thoughts through Mind Mapping!

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The Mind Map app used by millions The all-in-one mind mapping, collaboration and task management app. See how you can achieve your best work. Watch video Use one of the largest deep learning networks ever created to generate unique and innovative ideas for anything you can think of.

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High-school junior David Webber has two big passions: writing and the Washington Redskins. Nearly six feet tall, he's athletic, musical (he plays piano and clarinet), has a wry sense of humor, and loves those rare times when he beats his dad at Scrabble.

David is a high-achieving, ambitious student, a far cry from his time in fifth grade, when his grades and love of school took a nosedive and he had debilitating headaches that kept him home for days. Until that point, his father says, David was master of his universe - a cheerful child, happy to go to school.

An observant teacher noticed David's school behavior and talked with his mom and dad. So began the family's journey of discovering - and managing - David's ADHD. A doctor diagnosed David with inattentive-type ADD, as well as executive function deficits. His mother worked to get him a 504 designation in the sixth grade, which entitled David to services and accommodations in the classroom.

Despite the doctor's suggestion that David start taking ADHD medication, the Webbers held off. David was already taking migraine medicine, to prevent the headaches. Ginger and Martin didn't want to pile on the meds if there was a chance their son could handle the academic load without them. He couldn't, so they changed their minds.

Educating teachers and administrators about David's condition proved to be challenging as he moved from middle school to high school. Most of them had never heard of executive dysfunction. Some were unwilling to cooperate with the Webbers' requests for extra help for David. Ginger and Martin visited the school often, and followed up visits with e-mails, to get David the accommodations he needed. They insisted on bringing David along when they met with his guidance counselor or 504 team, anticipating that David could take the lead in turning his life around. And he did.
[Could Your Child Have an Executive Function Deficit? Take This Test to Find Out]
With the help of teachers, tutors, and ADHD coach Jodi Sleeper-Triplett, David is again excited about schoolwork, earning good grades, and willing to ask teachers for help. His ability to advocate for himself makes David's parents confident that he will have a bright future.

David: Midway through the fifth grade, I lost interest in school. My teachers in earlier grades knew that something was up. I didn't participate in class, and my grades went down. I thought it was because fifth grade was harder than fourth.

Ginger: David had increasing stress at school. His teachers made a point of not reminding students about turning in homework assignments or upcoming tests. They were preparing them for the rigors of middle school. Until the fifth grade, David was smart enough to compensate for his disorganization, which, we discovered, was due to his ADD.

Martin: He started losing things, and he didn't know why. He worked hard on a science project and stored his work on a disc - only to lose it. The teacher gave him an extension, but he never found the disc. Because we didn't know what was behind his behavior, we got angry with him.

Ginger: One doctor explained executive function deficits this way: It's like an orchestra without a conductor. David had all the instruments - he is smart, works hard, and finishes his homework most of the time - but couldn't put them together. He forgot to hand things in or to ask teachers about something he didn't understand.
[Click to Read: Coaching Through the ADHD Life Cycle - Advice for Each Age and Stage]
We were relieved to learn there was an explanation for David's behavior. The diagnosis confirmed what we had suspected. We knew what he could do, and now we knew what was hard for him to do. It took us until the sixth grade to have him identified as a Section 504 student, so he could receive classroom accommodations.

We started him on medication in the seventh grade, when we realized that he couldn't cope with ADD on his own. Now he takes a low dose of Concerta, and Ritalin in the afternoon to get through the homework hours. The medication, combined with tutoring, coaching, and working with his teachers, has helped David reduce his organization difficulties and inattentiveness. He has been able to begin monitoring his own behavior, which is an important step toward achieving independence.

Jodi: Ginger and Martin found me through CHADD, when David was in eighth grade. They wanted him to be ready to meet the challenges of high school and to learn to advocate for himself.

Ginger: Before Jodi, Martin and I worked with David every day. We talked with him about assignments, and figured out what he needed to get done each night. We also hired a tutor to help David with math and science, subjects he was weaker in. But he resented our involvement.

Jodi: David was determined to play freshman football, but his parents worried that practice would eat into his homework time. He needed a plan - and a plan to stick with it. My job was to get David to answer to himself, instead of to his parents. In the meantime, he was accountable to me. We set up contracts that broke down large goals into smaller, more achievable ones. He earned rewards as he met those goals.

David: I knew back in fifth grade that I wasn't dumb. The problem was, I wasn't turning in all my assignments. I kept forgetting them or putting them in the wrong places. My interest in school started to wane because I was working hard but not getting good grades. I knew I could earn As and Bs, if I could turn in my work on time. I had trouble motivating myself. You lose your fire for school after you've had a few bad grades.

Jodi did a good job motivating me. She helped me set incremental, attainable goals - like shooting for a good grade on a test or quiz and getting grade sheets from my teachers, so I could track how I was doing. If I succeeded, I got a reward, like extra TV or computer time. Jodi encouraged me to set goals outside of school, as well: doing volunteer work and finding a job.

Jodi: David wouldn't get up from his chair until his homework was done. I asked him to take 10-minute breaks every 30 minutes, so he could stretch or grab a snack. He got a dollar for each day he took breaks during homework time.

David: I would lose focus when I'd work straight through. Sometimes, I'd forget to put my finished work in my bag, or I wouldn't finish at all.

Jodi: The large goals were As and Bs on his final report card, but it was the bite-sized goals along the way that helped him achieve those grades. David was great about checking in with me. When he didn't take breaks, he'd tell me so, and we'd discuss whether that choice had been good for him. By his sophomore year, he decided he didn't need the reward system any more.

David: I wasn't always able to motivate myself without Jodi's help. A few times, I tried to make her think everything was OK - even though it wasn't. I wanted to succeed, but I didn't want to work hard enough to achieve success.

Jodi: In his freshman year, David did well with his interim grades, but he wound up with Cs or Ds for final grades. I asked him to explain it, and he said, "You know how I said everything was fine? Well, I forgot to turn in something." David let things slide and then covered it up. He can be charming, and I believed him when he said he had everything under control. And maybe he thought he did. But his parents told me otherwise. I said, "David, I appreciate your enthusiasm, but you need to get back to the plan."

I had David ask his teachers for a grade sheet that charted what he had turned in and what was missing. This tool allowed us to catch his slip-ups quickly. I didn't blame him for slip-ups, but told him to see them as learning experiences.

Ginger: David had his ups and downs. He'd work hard, then he'd let things slide. He'd go back to the contracts he'd agreed to with Jodi, and he'd do well again. David didn't understand that he would probably have to use the skills he was learning throughout his life.

Nancy: When I began tutoring David, we ate up a lot of time looking around for the assignment or materials and then figuring out what the teacher wanted him to do. As the year went on, he spent less time shuffling through papers, and we spent less time figuring out what he had to do. He was more on top of things. By the second year, David would be ready to start when I arrived.

Jodi: David's parents could have micromanaged their son's academic career, but they saw his need for independence. David is self-motivated. When a family comes to meet with me, the student has to want to be coached. I was surprised and heartened by David's enthusiasm for school.

David learned to follow the plan without me, so we stopped working together during the winter of his sophomore year. He checks in with me from time to time, when he has a lapse or needs to tweak the plan.

David: My parents were on my back from the middle of seventh grade to the middle of ninth grade. They looked over my assignments, made me stick to their plan, checked my homework. It became annoying, and we had a couple of big fights over it. Jodi stressed independence, and I knew that's what I wanted, but I wasn't able to achieve it right away.

Ginger: Today, David is the point person with his teachers. Martin and I go in with him to talk with the guidance counselor, but David talks with teachers. They see that he wants to help himself.

David: Two weeks before school starts, I e-mail my teachers, tell them about my 504 Plan, and ask them for help. If I don't hear back, I talk with them at the start of school. Teachers are impressed when kids ask for help. This year, I'm taking classes I want to take, including physics and advanced placement classes - in English and U.S. history.

Ginger: I admire David for what he has accomplished. It's hard to fix something about yourself when it isn't your fault.

David: I'm not perfect. I occasionally avoid things I don't want to do, although I have more self-control, thanks to the coaching and medication. And I haven't fought with my parents about schoolwork for a long time. It's important for me to have a good relationship with my parents. Like any kid, I get annoyed at them sometimes. But I know they are always there for me.
[Read This Next: The 7 Most Essential Functions of an ADHD Coach]

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"How Our Teen Became His Own Best Advocate"

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It takes a village to make sure children and teens with ADHD get the support they need to thrive. With the help of an ADHD coach, 16-year-old David Webber turned his plummeting grades around and improved his school life thanks to stronger executive function skills.

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Personalize Learning with AI-Created Stories

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Personalize Learning with AI-Created Stories

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Create Personalized Stories With AI: Gemini, ChatGPT, Perplexity and Claude

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Young readers benefit from learning through play, and teachers can introduce familiar games to help support students' literacy growth.

Anastassiya Bezhekeneva / iStock

"You can catch more flies with honey than with vinegar." This maxim applies 100-fold to getting beginning readers in kindergarten through second grade to practice new phonics patterns. Vinegar: asking students to read aloud a list of 10 words with the short- a sound. Honey: asking students to play bingo with cards that all have words with the short- a sound.

Along the way, game playing also offers opportunities to teach critical educational lessons-learning rules, following them and asking questions for clarification-and the social skills of turn taking, waiting, and being a good winner as well as a good loser. These can't be practiced too often.

Use a Variety of Fun Games With Small Groups

At a time when phonics is being welcomed back into many classrooms as a proven strategy for developing young students' literacy skills, game playing is a useful tool. Keep in mind, though, that games enhance teaching; they don't replace it. They provide the rote practice that most students need to solidify their recognition of phonics patterns and that some need to an even greater degree.

As a result, most of these games work best in small groups, so that there is plenty of playtime and expert oversight. There could even be several different games going at once in a reading group, to keep the numbers even smaller and the focus even tighter.

Although there are many commercial sources of games, and even free ones to download, often simple-to-make familiar games-card games, format games, and board games-work best. These require little explanation and can be aligned directly to the day's lesson. All you need are index cards and a few formats, including a game board.

For game cards, cut 3½-by-5-inch index cards in half. On one side, write short-vowel words, blends, silent- e words, r-controlled words, or whatever phonics element your students need to practice. Save these decks and make more challenging ones as the students progress. You can create your own templates or the use samples I've created for the format and board games described below.

Incorporate Familiar Card Games

These are best for up to five players, depending on age. The player with the most cards at the end wins. Play time will vary with the size and skill of the group and the number of cards you use.

Go Fish: Make 13 four-card sets or 26 two-card sets. You might not use them all for the youngest students or the smallest groups. Players can "fish" for four words with common phonics elements (e.g., the same short vowel, vowel digraph, silent- e, or r-controlled vowel patterns). They could also fish for contrasting pairs (e.g., matching closed and silent- e syllables, as in "I have cap. Do you have cape?").

Memory: Make 24 pairs of matching words or words with matching pictures. Shuffle as many pairs as you think your students can manage comfortably, and lay them out as a grid. One by one, each player turns two cards faceup. If they match, the player keeps them. If not, they return to their spots facedown. In either case, it's the next player's turn.

Uh-Oh! (with special cards from Uno): Make a deck of 50 cards with words on them; all of which follow the same phonics pattern. Add in 15 special action cards and label them "Uh-Oh!" Five should say "Reverse" (the direction of play reverses), five of them should say "Skip" (play passes to the next player), and five should say "Draw 2" (the player draws two cards; then play passes). Each player, in turn, picks and reads cards until an action card appears.

Offer Format Games

These are usually quick games. Tic-Tac-Toe can take as little as one minute; Bingo can take less than five, though often need to learn how to search for words efficiently. Rockets and Submarines can take five minutes with two players, but play time increases with more.

Tic-Tac-Toe: A game for two players. The goal is to be the first to make a line of three (horizontal, vertical, or diagonal). Write target words in each square of the grid. Taking turns, students read and mark with their initials the words on the squares they choose. If you add lines for writing in the squares, this can also be a whole-class dictation exercise, sweetened by playing the game afterward in pairs.

Fill the boxes on as many boards as there are players with words that have your targeted phonics pattern. The words should be in different places on each board. A rotating caller picks from a stack of cards with those words written on them. Students cross out the words that are called, with the goal of being first to fill a column, row, or diagonal. When the phonics pattern is short vowels, silent- e patterns, vowel- r patterns, or a set of five-vowel digraphs, you can sort them into labeled columns. This reinforces pattern recognition and reduces searching time.

Rockets and Submarines (aka Chutes and Ladders): Students will need tokens and one die to progress from "Go" to "Stop." Fill the spaces with practice words to read aloud when a token lands there. Players shoot up with the rockets and dive down with the subs when they land on the tail squares of each. The first to reach "Stop" (or the one in the lead when time is up) wins.

Create Your Own Board Games

Board games are my personal favorite because they can be tailored by theme as well as phonics concept, and students can participate in the design. The goal is to get from start to end first. Students roll a die to move along the board and then read the word on the space where they land.

I encourage them to add special features as well as bridges back and forth. I added this one: "Read the next three words and move ahead one." A student added: "Do three jumping jacks and move ahead two." Combine game board templates in different ways to create unique-looking games. Mount them on stiff paper or in a file folder. Because the timing of board games is often unpredictable, you can announce in advance when you need to stop and declare the winner then, or mark everyone's place for when you take up the game again later.

Board games can even include aspects of comprehension if they are based on a book or social studies topic. Did you just read about the sled dog Balto, who helped carry the diphtheria vaccine across Alaska in 1925? Instead of "start" and "end," use Anchorage and Nome. Encourage students to add drawings or names of important incidents in the story for traps and shortcuts and to make their own tokens based on the characters.

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Using Games to Help Improve Students' Phonics Skills

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Young readers benefit from learning through play, and teachers can introduce familiar games to help support students' literacy growth. Anastassiya Bezhekeneva / iStock "You can catch more flies with honey than with vinegar." This maxim applies 100-fold to getting beginning readers in kindergarten through second grade to practice new phonics patterns.

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Elementary teachers can use a variety of strategies and exercises to help students build up their spelling skills.

Fecundap stock / Shutterstock

When I was in primary school, I dreaded Fridays because we were usually given a spelling test based on the stories we read during the week or a list of words assigned for memorization. I struggled to remember the words, and invariably my performance was dismal!

While my teachers were well-intentioned, having us study a list of orthographically unrelated words without careful attention to meaning was (and still is) counter to best practices. I quickly forgot most of the words I studied, and as a result, I learned nothing about the English spelling system.

During my first year of teaching, I repeated the same exercises: I gave my students word lists ahead of scheduled spelling tests. After each test, they used a dictionary to self-correct. This was all drill, practice, and repetition, but I thought I was doing the right thing. My former teachers and I didn't realize that spelling shouldn't be practiced and tested only.

In fact, Dr. Richard Gentry -a champion of explicit spelling instruction-stated, "Teachers who simply give students a word list and test on Friday aren't teaching; they are assigning" spelling. Therefore, he, along with other like-minded practitioners, has called for direct, systematic, and connected spelling lessons. Their recommendations have informed my proposals below.

Avoid giving students discrete word lists to study by rote. It's more effective if the target words in any one lesson are related; that is, they reflect the same spelling pattern or principle. For example, you could teach your elementary readersthe silent "e" or long "o" spelling pattern and provide multiple opportunities to analyze, discuss, and study related words.

In separate lessons, you may also explore diphthongs and digraphs. With this strong sound-symbol knowledge base, students would be better positioned to autonomously (and even automatically) encode words they've never seen, heard, or memorized.

2. Differentiate Your Instruction

Be sure to administer a low-stakes, informal pretest before targeting different spelling patterns. Include words that students need for their writing. It's important to know where students are individually so that you can decide on whole class or small group instruction for certain spelling concepts.

You can also study students' writing to identify spelling challenges, address them in focused mini-lessons, and provide corrective feedback. Follow up with interleaving and distributed practice.

3. Accommodate Student Choice

You don't always have to use a predetermined word list. Occasionally, invite students to share words that they wish they knew how to spell. You may also focus on words that align with their personal and social interests, so they are motivated to learn their correct representation.

Michael James's research, from as far back as 1986, provides support for this self-selection method. He practiced this with some of his students, and over time he found that even struggling readers were able to spell longer and more complex words. Just be sure to balance what students want to know and need to know.

4. Contextualize Word-Study Activities

Ensure that words with the spelling pattern under study are meaningfully used in connected sentences, poems, or stories. Texts with catchy rhyming patterns are especially useful for young learners. Prompt students to examine the words in context, and stimulate discussions about the words' parts and the texts' overall meaning.

Your instruction will be less mechanical and more memorable and motivating. Additionally, students will develop a habit of paying close attention to the spelling of words they read in continuous passages.

5. Capitalize on the Language Experience Approach

The language experience approach (LEA) can be strategically used to drive students' orthographic competence. For example, you can encourage students to dictate their story while you write or type on their behalf. After this, you could read the story to the class and pause at intervals to highlight and discuss new or previously taught spelling patterns.

Students can better connect with the words, since they are part of their oral language and convey their lived, vicarious, or imagined experiences.

6. Use Real-World Materials

Consider making your lessons more authentic by using real-world examples of misspellings in community signage. Discuss the potential implications of said errors so that students can recognize and appreciate the value of correct spelling.

You could ask questions such as: Which word is incorrectly spelled here? What might the misspelling make people think? What is the importance of correct spelling?

7. Assign Proofreading Exercises

Instead of only using test-based assessments, you could have students act as editors and proofread short "articles." These may be teacher-created to ensure that students are focused on words with a single spelling pattern or multiple patterns taught in previous lessons.

When writing the misspellings, you can use inventive spellings or phonetic approximations, as students normally do when they don't know how to spell a word: howse [house], fownd [found], grownd [ground], etc. Contrast what students think with how the word is actually spelled.

8. Offer Creative Writing Opportunities

Give students opportunities to write rhyming poems, songs, and other short creative pieces featuring specific spelling patterns. They can be centered around holidays and shared with loved ones. This type of activity is more meaningful and engaging than sentence-formation exercises and isolated rewrites of misspelled words.

9. Assign Word-Search Puzzles

Throughout my years of teaching, I've found that students enjoy doing puzzles. These can be used as follow-up practice activities and work best when they comprise spelling patterns that have been explored in previous sessions.

I used the website TheWordSearch.com to create a puzzle with "ou" words. For increased engagement, you may make the activity competitive by having students work in groups. The group that is first to find all the words wins.

10. Incorporate Movement

Movement-based activities can increase engagement, concentration, and retention. In light of this, get your students up and moving during your spelling lessons. Hopscotch is a popular favorite. Students can take turns tossing a small object into the first square and then hopping through the remaining squares in the designated pattern. If they step on the lines or lose their balance, ask them to spell a word containing the focused spelling pattern. They could also jump rope or twirl a hula hoop to represent the number of sounds perceived in a word, right before spelling it.

11. Adapt Popular Game Shows

You can adapt Wheel of Fortune for engaging spelling practice. You may use a virtual spinning wheel or a teacher-made one. Allow students to work in teams as they spin, and supply letters to complete the spelling of a set of related words.

Who Wants to Be a Millionaire is another option. Give students relevant clues, and ask them to provide the words and the correct spelling (orally and on a portable dry-erase board). For example:

We stand on it. We walk on it. Ground

By its color we can tell the weather. Cloud

I am no longer lost. I have been ________. Found

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11 Ways to Boost Elementary Students' Spelling Skills

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Elementary teachers can use a variety of strategies and exercises to help students build up their spelling skills. Fecundap stock / Shutterstock When I was in primary school, I dreaded Fridays because we were usually given a spelling test based on the stories we read during the week or a list of words assigned for memorization.

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Brain Break Resources and the Research Behind Them

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Brain Break Resources and the Research Behind Them

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A collection of our popular articles and videos illuminating the benefits of taking breaks on student productivity, creativity, well-being, and more!

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Forest App: Increase productivity while growing trees.

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Forest App: Increase productivity while growing trees.

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Forest is an app helping you stay away from your smartphone and stay focused on your work.

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Thinking Time Tracker Chrome Extension visually shows time broken into "get ready," "to do," and "get done" chunks. 

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Thinking Time Tracker Chrome Extension visually shows time broken into "get ready," "to do," and "get done" chunks. 

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This app is a task planning timer for our 360 Thinking Executive Function clinical model (to learn more www.efpractice.com). The…

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Digital Kanban Boards for Organizing and Managing Tasks

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Digital Kanban Boards for Organizing and Managing Tasks

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Insights and strategies for helping children with ADHD

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Insights and strategies for helping children with ADHD

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Helping kids with ADHD improve executive function skills - ADHD Dude - Ryan Wexelblatt

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Developing Executive Function With Priority Lists

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Explicitly modeling the process of prioritizing tasks builds students' ability to organize and manage their time.

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Understood.org article: What is Executive Function?

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Understood.org article: What is Executive Function?

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Executive function includes key skills like attention and working memory. Learn how problems with executive function impact learning, working, and everyday life.

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7 Ways to Support Executive Function in Your Classroom

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How to design your classroom environment and materials to support a wide range of executive function skills, from managing distractions to boosting planning skills.

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Talk out your ideas and Vnote will organize them for you.

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Talk out your ideas and Vnote will organize them for you.

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You talk, we’ll write. The fastest way to communicate your complex ideas.

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OpenDyslexic: A typeface for Dyslexia. Excellent extension!

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OpenDyslexic: A typeface for Dyslexia. Excellent extension!

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OpenDyslexic is a typeface designed against some common symptoms of dyslexia.
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AI Chatbot aligned to Universal Design for Learning guidelines.

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AI Chatbot aligned to Universal Design for Learning guidelines.

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Ludia: Your AI-powered UDL partner. I can help you reduce learning barriers and discover ways to support all learners in reaching their full potential as expert learners.

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LUDIA = UDL + AI Designed by Beth Stark and Jérémie Rostan http://bit.ly/LUDIA_FYI ...Discover the 4T's Process and Learn More About LUDIA. LUDIA, your AI-powered UDL partner, can help you reduce learning barriers and discover ways to support all learners in reaching their full potential as expert learners. Disclaimer: Nobody is perfect. LUDIA's suggestions are here to enhance, not replace, your own professional reflection and judgment. Get in touch! [email protected] Please Note: As the creators of LUDIA, we do not have access to the information generated by the use of LUDIA or any identifying information about users or followers of LUDIA. We receive no financial revenue from LUDIA. Universal Design for Learning. Universally Accessible. That is Our Goal. Accessibility Statement: In anticipation of user variability, we have followed the Web Content Accessibility Guidelines (WCAG 2.0, Level AA), published by the World Wide Web Consortium (W3C), as closely as possible. Conformance with these guidelines will help to reduce barriers and expand web equity worldwide. If you have any comments or suggestions about improving the accessibility of LUDIA, please contact us, or the Platform for Open Exploration (Poe): https://help.poe.com/hc/en-us/requests/new View more

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LUDIA = UDL + AI Designed by Beth Stark and Jérémie Rostan http://bit.ly/LUDIA_FYI ...Discover the 4T's Process and Learn More About LUDIA. LUDIA, your AI-powered UDL partner, can help you reduce learning barriers and discover ways to support all learners in reaching their full potential as expert learners. Disclaimer: Nobody is perfect.

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Wheel of Names: This randomizer can be used to help students choose tasks to start, limiting procrastination.

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Wheel of Names: This randomizer can be used to help students choose tasks to start, limiting procrastination.

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Is the wheel truly random?

Yes, but don't just take our word for it. We are so confident in our code that we built a tool to let you prove it yourself. You can run 10,000 spins in seconds and see the results.
Run 10,000 Spins
How We Guarantee Randomness: To ensure genuinely unpredictable results, this site does not use the standard Math.random() function. Instead, the wheel's physics are driven by crypto.getRandomValues(), a specialized, high-security function built into modern web browsers. This cryptographically secure function uses high-entropy sources from your operating system, like hardware timings, mouse movements, and keyboard delays, to generate truly unpredictable results.

This secure random number isn't just used to pick a winner from a list. It's used within the physics simulation of the wheel, ensuring the outcome is genuinely random and impossible to predict.

How Come I Got the Same Result Twice? This is a great question, and it's actually a normal part of true randomness. Think of it like flipping a fair coin. It's entirely possible to get "Heads" three times in a row. Each spin of the wheel is a completely new, independent event. Past results have zero influence on the next outcome.

If you want to make sure that a winner doesn't get picked again, remove the winner after each spin by clicking the Remove button.

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Free and easy to use spinner. Used by teachers and for raffles. Enter names, spin wheel to pick a random winner. Customize look and feel, save and share wheels.

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Interactive lessons to differentiate learning

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Interactive lessons to differentiate learning

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Generate lessons with AI

Plan and deliver interactive lessons on any topic - with help from AI

I am teacher of 15 years who, until recently, has delved no more deeply into tech in the classroom, and here I am encouraging colleagues to come on in and see Curipod in action and leading CPD sessions. To top it off, I'm spending my evenings playing on my iPad to see how many new lessons I can create, and what new features have been added that week. The time saved, and the improvement in my lesson materials, is tangible.
- Read the full case study with Aileen Wallace

Curious?

Join our online workshop to find out how Curipod can work for you and your students!

Book your spot

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Join the growing movement of teachers using Curipod to make interactive lessons filled with creativity, reflection and critical thinking

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Twee – Tweak your lessons with the power of AI

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🤯 Create questions for any YouTube video in just a few seconds😲 Generate dialogues, stories, letters or articles on any topic and for any level😱 Quickly create multiple choice questions, open questions, and True/False statements🤭 Find interesting discussion questions, facts, and quotes by famous people related to the topic🤩 Brainstorm vocabulary related to the topic and create fill-in-the-gap and open-the-brackets exercisesAnd much more!

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Get “just right” resources for any lesson, helping all students access grade level content

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Get “just right” resources for any lesson, helping all students access grade level content

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Use existing curriculum, or generate standards-aligned content with real, cited sources.

Choose a grade level and language, and watch Diffit create complete, differentiated resources. ✅

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Use existing curriculum, or generate standards-aligned content with real, cited sources. Choose a grade level and language, and watch Diffit create complete, differentiated resources. ✅

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Goblin.tools: An App for Breaking Down & Prioritizing Tasks

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Goblin.tools: An App for Breaking Down & Prioritizing Tasks

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Using Goblin Tools for Overwhelming Tasks

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Comigo is your artificial intelligence companion for ADHD, bridging the brain’s executive function gap for 300M+ adults with ADHD

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Gives specific videos to watch based on what you want to learn.

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Gives specific videos to watch based on what you want to learn.

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Idea Generator gives you ideas and helps you weed through distractions so you can get started executing them.

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Idea Generator gives you ideas and helps you weed through distractions so you can get started executing them.

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Looking for ideas? Try out idea generator and experience boundless creativity!

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Get it off your chest and hear  supportive feedback.

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Get it off your chest and hear  supportive feedback.

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Hey there 👋

Feeling stressed? Frustrated? Or simply need someone to talk to?
I'm your AI confidante - here to listen to your vents and rants, providing thoughtful advice, all while ensuring your anonymity.
No sign up required!

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Venty.chat - a safe space for all your thoughts and rants

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Venty is an AI confidante, a safe space for all your thoughts and rants. No judgement, no criticisms - just active listening, empathy, and thoughtful replies.