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Magnifiers are available in various forms to magnify text and overall media. This includes through windows, macs, ipads, special software such as zoomtext and physical technology such as portable magnifiers. This tool helps students through the following UDL checkpoints:
Checkpoint 1:1: Students can customize the display of visual aspects of information to make it easier to read or less straining on their vision.
Checkpoint 1.3: allows student to modify the visual representation of the text to make it bigger and easier to access.
Checkpoint 7.3
Checkpoint 4.2

Magnifiers can be used when engaging with written material in any academic subject, and also for leisure. Depending on the type of magnifier they can be used for media on the computer but also to magnify physical text. It expands the types of media that students with visual impairments can access and allows the teacher to better use UDL checkpoint 2.5 and display information through multiple types of media. Specifically in reading and writing the magnifiers help students both read their own work and read and media materials including stories and articles for background knowledge and research.

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Various reading pens are sold online for a range of prices. Reading pens have various functions including providing audio, definitions, and synonyms. Students can use them independently and get additional assistance and information while reading a variety of written material. This tool helps students through the following UDL checkpoints:
Checkpoint 1.1
Checkpoint 1.3 & 1.4
Checkpoint 7.3: Students' threats are reduced by having potential access to translations, definitions, synonyms, etc.
Checkpoint 4.2
Checkpoint 6.3
Checkpoint 3.3
Checkpoint 3.1: Students can get definitions for words to have more background knowledge at their fingertips while reading.

For reading and writing the reading pens help students decode and gain background knowledge when reading passages, stories, articles, etc. This expands the types of media that the teacher can assign and in turn increases the teacher's use of checkpoint 2.5.

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Refreshable braille displays translate type into braille for those with visual impairments. They can be bought online, and can be expensive, but are also able to drastically widen the range of material that braille readers are able to access. This tool helps students through the following UDL checkpoints:
Checkpoint 1:1: Students are able to customize the information and turn text into braille in order to access it.
Checkpoint 7.3: Braille displays help minimize threats to those with visual impairments so that they can more easily access the same information as their peers.
Checkpoint 1.3: Students can change visual representation into physical input to use their strengths.
Checkpoint 4.2
Checkpoint 6.3

Refreshable braille displays are yet another way to allow teachers to expend the types of media that they use in class, but also allow independence and remove threats for students with visual impairments. These tools could also be used in conjunction with online media software such as bookshare to open up the students' access to an entire library of various media including books, magazines, articles, etc.

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http://bookbuilder.cast.org/
This tool can both be used by students to create projects and express their knowledge, but also by teachers to incorporate various media. This tool helps students through the following UDL checkpoints:
Checkpoint 8.2 and 7.1: If students were taught to use this tool to display their knowledge it would be a different resource at their disposal and could be an option for students that find to be a good way to communicate.
Checkpoint 2.5: The UDL book, along with any types of media incorporated, can increase the multiple forms information is represented.
Checkpoint 5.2

Book builder could be used as a tool for a student project. The student would be able to include multiple forms of media and express themself in a unique way. It would be a great opportunity for a teacher to allow options for expression and also increase motivation through autonomy and choice. The activity could be to summarize a novel or re-write a fable in the form of a book incorporating writing, video, and audio.

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Page fluffers and page turners can be low-tech solutions to give students with physical disabilities more independent access to the same written materials that other students access. These tools can even be hand made using every day items such as popsicle sticks or paperclips. This tool helps students through the following UDL checkpoints:
Checkpoint 7.3: These simple tools can decrease threats to students with physical disabilities. It removes the physical barrier these students face when accessing physical written material.
Checkpoint 4.2: These fluffers are an easy way to provide students who need them with a helpful tool to help them participate independently.
Checkpoint 6.3
Checkpoint 1:1
Checkpoint 3.3

Page fluffers, such as paper clips, can be added to books ahead of time to reduce the threat of physically turning pages for students with physical challenges. This could particularly be used with early learners so that reading books is less physically challenging and they are able to do so more independently. This increases motivation and engagement to increase overall opportunity for learning from written text/books then and as they get older.

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https://www.amazon.com/s?k=whisper+phones&hvadid=229057344147&hvdev=c&hvlocphy=9008124&hvnetw=g&hvpos=1t1&hvqmt=e&hvrand=7446722322296130686&hvtargid=kwd-302192026464&tag=googhydr-20&ref=pd_sl_39daueu6pi_e_p38
This is a low-tech tool for students to be able to get audio feedback from their own voice by reading out loud quietly into it and the sound being magnified directly into their ear. This tool helps students through the following UDL checkpoints:
Checkpoint 1.4
Checkpoint 7.3
Checkpoint 3.3: This simple tool helps students who process information better with audio input access it when engaging with their own writing or any written media.
Checkpoint 6.3
Checkpoint 9.2: Students can read out loud to themselves as a personal strategy to better process the information they are reading.

Whisper phones can be used when students are reviewing their own written work (whether it was typed or hand written), practicing for a presentation, or reading teaching materials. The audio input could assist any and all students during a variety of activities and give them independence and autonomy in an affordable way. This tool could be helpful if provided to all students in the class as an option to review materials and work.

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https://www.bookshare.org/cms/
Bookshare gives online access to various types of written media, and with that, makes written media more accessible. It can highlight words as they are read, reads the media out loud, and can work compatibly with other tools such as magnifiers. This tool helps students through the following UDL checkpoints:
Checkpoint 1.1
Checkpoint 1.2: Bookshare provides alternatives for auditory information (text to speech can be used and volume can be adjusted to specifically cater to students).
Checkpoint 1.3
Checkpoint 7.1: This tool could provide more autonomy while they are learning by giving students the ability to read independently.
Checkpoint 7.3

Bookshare can be used to assign books for specific projects or assignments, but also gives students the ability to choose books and other media on their own while still being able to engage with accessible text. They have a whole library accessible to them so they can find their own resources for assignments and to further their knowledge.

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This low-tech solution removes threats to students with physical difficulty writing. It allows them to better express their knowledge through written word. This tool helps students through the following UDL checkpoints:
Checkpoint 4.2: For students who find gripping and writing with a pencil or pen difficult, these simple and often inexpensive tools can easily be provided to allow them a easier way to express themselves in this way.
Checkpoint 7.3: These tools decrease the threats to students with physical difficulties holding them back from writing their thoughts out by hand.
Checkpoint 5.1: These tools can open up written communication as an additional form of expression to those who are not able to access it otherwise.
Checkpoint 4.1

Adaptive pencil grips can be used to improve handwriting and allow students with physical disabilities to access the same writing and reading worksheets and activities as their peers. The student using one of these grips can express themself in written word without high-tech or high-cost tools. They can also more easily circle, trace, and draw to express their knowledge in more forms than handwritten word. This opens up multiple forms of and choices for expression to motivate and involve the student.

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https://screencast-o-matic.com/
Screencast-o-matic is a software that students can use to record and demonstrate their skills and knowledge, but it is also another way for teachers to record and display information to their students. This tool helps students through the following UDL checkpoints:
Checkpoint 7.3
Checkpoint 2.5: This tool allows teachers to show media,  and walk students through it,  in a different way incorporating visual and audio input.
Checkpoint 3.3
Checkpoint 4.1: If used as a tool for students to express themselves screencast-o-matic could give students a unique was to respond and navigate the educational materials.
Checkpoint 5.1
Checkpoint 5.2

Screencasst-o-matic can be used for teachers to review written work for their students. Instead of writing out feedback, they can record their feedback while going through written assignments to better explain improvements that could be made.

Students can also use screencast-o-matic as an option for expression of their knowledge. They can use is to present their ideas and expand on their written word in order to use their strengths and reduce threat.

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https://www.grammarly.com/
Grammarly is a tool that can assist students with spelling, grammar, etc. to help with writing and editing so students can best represent and express their knowledge. This tool helps students through the following UDL checkpoints:
Checkpoint 4.2
Checkpoint 5.3: This tool can be used as a way to give graduated support to students while writing.
Checkpoint 7.1: Autonomy is increased alongside independence with writing and editing through this tool.
Checkpoint 7.3
Checkpoint 9.2

Grammarly can be used for any assignment that involves typing including writing essays, practice writing e-mails, and doing creative writing. It increases motivation and reduces effort. It could specifically be useful for students with learning disabilities such as dyslexia. When writing is easier and the threats are removed the student may write more, and more often, and is able to better express their thoughts and demonstrate their knowledge.