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Provide multiple means of

Engagement

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Provide multiple means of

Representation

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Provide multiple means of

Action & Expression

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Affective Networks:

The "WHY" of learning

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Recognition Networks:

The "WHAT" of learning

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Strategic Networks:

The "HOW" of learning

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Knowing the many different teaching ways so that all students understand the content being taught, is highly important! Although teachers put a lot of time and effort into making sure they have the learners attention, it is hard for some students that don't learn the same as others, losing their focus and attention.

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Provide learners with as much discretion and autonomy as possible by providing choices in such things like the level of perceived challenge, the context or content used for practicing and assessing skills, the color, design, or graphics of layouts, etc. and the sequence or timing for completion of subcomponents of tasks.

Allowing learners to participate in the design of classroom activities and academic tasks.

Finally by involve learners, where and whenever possible, in setting their own personal academic and behavioral goals.

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Optimize relevance, value, and authenticity

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Optimize relevance, value, and authenticity

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Vary activities and sources of information so that they can be things like personalized and contextualized to learners’ lives, culturally relevant and responsive. appropriate for different age, ability, racial, cultural, ethnic, and gender groups.

Design activities so that learning outcomes are authentic, communicate to real audiences, and reflect a purpose that is clear to the participants

Provide tasks that allow for active participation, exploration and experimentation

Invite personal response, evaluation and self-reflection to content and activities

Include activities that foster the use of imagination to solve novel and relevant problems, or make sense of complex ideas in creative ways

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Learners are different in the ways that they they percieve and comprehend information presented to them.

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Create an accepting and supportive classroom climate

Vary the level of novelty or risk, charts, calendars, schedules, visible timers, cues, etc. that can increase the predictability of daily activities and transitions.

Alerts and previews that can help learners anticipate and prepare for changes in activities, schedules, and novel events

Options that can, in contrast to the above, maximize the unexpected, surprising, or novel in highly routinized activities

Vary the level of sensory stimulation (In the presence of background noise or visual stimulation, noise buffers, number of features or items presented at a time.)

Variation in pace of work, length of work sessions, availability of breaks or time-outs, or timing or sequence of activities

Vary the social demands required for learning or performance, the perceived level of support and protection and the requirements for public display and evaluation

Involve all participants in whole class discussions

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The teaching environment is trying make learning more accessible by providing work that ALL learners can comprehend. This is for learners of any disability or learners of different skills.

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Heighten salience of goals and objectives

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Heighten salience of goals and objectives

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Prompt or require learners to explicitly formulate or restate goal

Display the goal in multiple ways

Encourage division of long-term goals into short-term objectives

Demonstrate the use of hand-held or computer-based scheduling tools

Use prompts or scaffolds for visualizing desired outcome

Engage learners in assessment discussions of what constitutes excellence and generate relevant examples that connect to their cultural background and interests

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Vary demands and resources to optimize challenge

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Vary demands and resources to optimize challenge

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Differentiate the degree of difficulty or complexity within which core activities can be completed

Provide alternatives in the permissible tools and scaffolds

Vary the degrees of freedom for acceptable performance

Emphasize process, effort, improvement in meeting standards as alternatives to external evaluation and competition

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Create cooperative learning groups with clear goals, roles, and responsibilities

Create school-wide programs of positive behavior support with differentiated objectives and supports

Provide prompts that guide learners in when and how to ask peers and/or teachers for help

Encourage and support opportunities for peer interactions and supports (e.g., peer-tutors)

Construct communities of learners engaged in common interests or activities

Create expectations for group work (e.g., rubrics, norms, etc.)

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Provide feedback that encourages perseverance, focuses on development of efficacy and self-awareness, and encourages the use of specific supports and strategies in the face of challenge

Provide feedback that emphasizes effort, improvement, and achieving a standard rather than on relative performance

Provide feedback that is frequent, timely, and specific

Provide feedback that is substantive and informative rather than comparative or competitive

Provide feedback that models how to incorporate evaluation, including identifying patterns of errors and wrong answers, into positive strategies for future success

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Being able to strategically modulate one's emotional reactions or states in order to be more effective at engaging with the environment.

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Promote expectations and beliefs that optimize motivation

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Promote expectations and beliefs that optimize motivation

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Provide prompts, reminders, guides, rubrics, checklists that focus on self-regulatory goals like reducing the frequency of aggressive outbursts in response to frustration, increasing the length of on-task orientation in the face of distractions and elevating the frequency of self-reflection and self-reinforcements.

Provide coaches, mentors, or agents that model the process of setting personally appropriate goals that take into account both strengths and weaknesses.

Support activities that encourage self-reflection and identification of personal goals.

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Facilitate personal coping skills and strategies

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Facilitate personal coping skills and strategies

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Provide differentiated models, scaffolds and feedback for:

Seeking external emotional support

Developing internal controls and coping skills

Appropriately handling subject specific phobias and judgments of “natural” aptitude (e.g., “how can I improve on the areas I am struggling in?” rather than “I am not good at math”)

Use real life situations or simulations to demonstrate coping skills

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Offer devices, aids, or charts to assist individuals in learning to collect, chart and display data from their own behavior for the purpose of monitoring changes in those behaviors

Use activities that include a means by which learners get feedback and have access to alternative scaffolds (e.g., charts, templates, feedback displays) that support understanding progress in a manner that is understandable and timely

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It is important to ensure that key information is equally perceptible to all learners.

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Offer ways of customizing the display of information 

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Offer ways of customizing the display of information 

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Display information in a flexible format so that the following perceptual features can be varied:

The size of text, images, graphs, tables, or other visual content

The contrast between background and text or image

The color used for information or emphasis

The volume or rate of speech or sound

The speed or timing of video, animation, sound, simulations, etc.

The layout of visual or other elements

The font used for print materials

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Offer alternatives for auditory information

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Offer alternatives for auditory information

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Use text equivalents in the form of captions or automated speech-to-text (voice recognition) for spoken language

Provide visual diagrams, charts, notations of music or sound

Provide American Sign Language (ASL) for spoken English

Use visual analogues to represent emphasis and prosody

Provide visual or tactile equivalents for sound effects or alerts

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Offer alternatives for visual information

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Offer alternatives for visual information

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Provide descriptions for all images, graphics, video, or animations

Use touch equivalents for key visuals that represent concepts

Provide physical objects and spatial models to convey perspective or interaction

Provide auditory cues for key concepts and transitions in visual information

Follow accessibility standards when creating digital text

Allow for a competent aide, partner, or “intervener” to read text aloud

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When information is presented to all learners through a single form of representation, inequalities arise.

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Pre-teach vocabulary and symbols, especially in ways that promote connection to the learners’ experience and prior knowledge.

Provide graphic symbols with alternative text descriptions.

Highlight how complex terms, expressions, or equations are composed of simpler words or symbols.

Embed support for vocabulary and symbols within the text.

Embed support for unfamiliar references within the text.

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Clarify unfamiliar syntax or underlying structure through alternatives that:

Highlight structural relations or make them more explicit.

Make connections to previously learned structures.

Make relationships between elements explicit.

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Support decoding of text, mathematical notation, and symbols

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Support decoding of text, mathematical notation, and symbols

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Allow the use of Text-to-Speech

Use automatic voicing with digital mathematical notation

Use digital text with an accompanying human voice recording

Allow for flexibility and easy access to multiple representations of notation where appropriate

Offer clarification of notation through lists of key terms

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Make all key information in the dominant language also available in first languages for learners with limited-English proficiency and in ASL for learners who are deaf

Link key vocabulary words to definitions and pronunciations in both dominant and heritage languages

Provide electronic translation tools or links to multilingual glossaries on the web

Embed visual, non-linguistic supports for vocabulary clarification

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Present key concepts in one form of symbolic representation with an alternative form.

Make explicit links between information provided in texts and any accompanying representation of that information in illustrations, equations, charts, or diagrams.

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Constructing useable knowledge that is accessible for future decision-making, depends not upon merely perceiving information.

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Anchor instruction by linking to and activating relevant prior knowledge

Pre-teach critical prerequisite concepts through demonstration or models

Bridge concepts with relevant analogies and metaphors

Make explicit cross-curricular connections

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Highlight patterns, critical features, big ideas, and relationships

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Highlight patterns, critical features, big ideas, and relationships

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Highlight or emphasize key elements in text, graphics, diagrams, formulas

Use outlines, graphic organizers, unit organizer routines, concept organizer routines, and concept mastery routines to emphasize key ideas and relationships

Use multiple examples and non-examples to emphasize critical features

Use cues and prompts to draw attention to critical features

Highlight previously learned skills that can be used to solve unfamiliar problems

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Guide information processing and visualization

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Guide information processing and visualization

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Give explicit prompts for each step in a sequential process

Provide options for organizational methods and approaches

Introduce graduated scaffolds that support information processing strategies

Provide multiple entry points to a lesson and optional pathways through content

Progressively release information

Remove unnecessary distractions unless they are essential to the instructional goal

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Provide checklists, organizers, sticky notes, electronic reminders

Prompt the use of mnemonic strategies and devices

Provide templates, graphic organizers, concept maps to support note-taking

Provide scaffolds that connect new information to prior knowledge

Provide explicit, supported opportunities to generalize learning to new situations

Offer opportunities over time to revisit key ideas and linkages between ideas

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Learners differ in the ways that they can navigate a learning environment and express what they know.

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Provide materials so all learners can interact. Also properly designed curricular materials provide a seamless interface with common assistive technologies

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Vary the methods for responsive and navigation

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Vary the methods for responsive and navigation

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Provide alternatives in the requirements for rate, timing, speed, and range of motor action required to interact with instructional materials, physical manipulatives, and technologies

Provide alternatives for physically responding or indicating selections

Provide alternatives for physically interacting with materials by hand, voice, single switch, joystick, keyboard, or adapted keyboard

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Optimize access to tools and assistive technologies

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Optimize access to tools and assistive technologies

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Provide alternate keyboard commands for mouse action

Build switch and scanning options for increased independent access and keyboard alternatives

Customize overlays for touch screens and keyboards

Select software that works seamlessly with keyboard alternatives and alt keys

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Provide alternative modalities for expression, both to the level the playing field among learners and to allow the learners to easily express knowledge, ideas and concepts in the learning environment.

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Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, video, etc.

Use physical manipulatives

Use social media and interactive web tools

Solve problems using a variety of strategies

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Use multiple tools for construction and composition

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Use multiple tools for construction and composition

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Provide spellcheckers, grammar checkers, word prediction software

Provide calculators, graphing calculators, geometric sketchpads, or pre-formatted graph paper

Use story webs, outlining tools, or concept mapping tools

Provide Computer-Aided-Design (CAD), music notation (writing) software, or mathematical notation software

Provide virtual or concrete mathematics manipulatives

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Build fluencies with graduated levels of support for practice and performance

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Build fluencies with graduated levels of support for practice and performance

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Provide differentiated models to emulate

Provide differentiated mentors

Provide differentiated feedback

Provide multiple examples of novel solutions to authentic problems

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Associated with networks that include the prefrontal cortex, these capabilities allow humans to overcome impulsive, short-term reactions to their environment and instead to set long-term goals, plan effective strategies for reaching those goals, monitor their progress, and modify strategies as needed.

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Provide prompts and scaffolds to estimate effort, resources, and difficulty

Provide models or examples of the process and product of goal-setting

Provide guides and checklists for scaffolding goal-setting

Post goals, objectives, and schedules in an obvious place

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Support planning and strategy development

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Support planning and strategy development

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Embed prompts to “stop and think” before acting as well as adequate space

Embed prompts to “show and explain your work"

Provide checklists and project planning templates for understanding the problem, setting up prioritization, sequences, and schedules of steps

Provide guides for breaking long-term goals into reachable short-term objectives

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Facilitate managing information and resources

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Facilitate managing information and resources

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Provide graphic organizers and templates for data collection and organizing information

Embed prompts for categorizing and systematizing

Provide checklists and guides for note-taking

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Enhance capacity for monitoring progress

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Enhance capacity for monitoring progress

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Ask questions to guide self-monitoring and reflection

Show representations of progress

Prompt learners to identify the type of feedback or advice that they are seeking

Provide differentiated models of self-assessment strategies

Use of assessment checklists, scoring rubrics, and multiple examples of annotated student work/performance examples

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Why consider Text-to-speech (TTS)? Two reasons - 1. It is essential for struggling readers; when text is digital it is now accessible and removes decoding issues. 2. it supports the writing process, especially when editing and revising work

iOS Devices have Speak Selection (TTS) with highlighting built in for iPads running iOS 6 or 7. You must turn it on. Settings > General > Accessibility > Speak Selection > On > Highlight Words. Adjust the "Speaking Rate" to what works

For "on-the-fly" immediate Optical Recognition of Text and then use text to speech, check out:

Speechify - developed by a Brown University Graduate who is dyslexic.

Seeing AI - Developed by Microsoft for the dyslexic and visually impaired

Office Lens ---> Immersive Reader Feature, also developed by Microsoft

One of the BEST options is the Read and Write for Google Chrome extension if your school uses Chromebooks. It's the reason to use Chrome. Show every student! They can listen to their work as part of the editing process. AND, it adds a browser add-on which allows you to listen to any text read to you, single words, paragraphs or whole pages. (And the premium version is ALWAYS free for teachers)

Immersive Reader/Learning Tools by Microsoft - This is awesome since Microsoft now offers Office 365 and OneNote free to students and teachers. Many languages and options available.

Speechify - Check this out - developed by a Brown University Graduate who is dyslexic. It is device agnostic and worth exploring. My son, who is dyslexic, loves this tool.

Capti - Explore the free option. Can save an Add to Capti bookmark and then open the text on your mobile device.

Announcify - a Google Chrome Extension which reads any website. One unique feature - it blurs the paragraphs that aren't being read so you can focus on the paragraph that you are listening to.

SpeakIt!-free for the Google Chrome browser. Supports multiple languages

Balabolka- Free text-to-speech download, can also download a portable version that runs off a USB thumb drive.can save as wav or MP3 file.

DSpeech- scroll down for a very cool free text-to-speech AND speech-to-text tool. PC only

My Study Bar - includes text to speech features, PC only.

Natural Reader - another free text-to-speech software program which converts any written text to speech (Word, pdf, websites, emails)

Orato - (scroll to the free download) PC only. allow for color choices, highlighting of words or sentences as they are read.

PowerTalk - free text-to-speech for PowerPoint presentations

Read The Words - Register first, upload file or choose text or website to read, a recording is generated which you can listen to online or download to an mp3 player, upload to a blog, etc. Very Cool tool worth letting your students explore.

Spoken Text - online text-to-speech MP3 converter

ReadPlease- there is a free version and a pay version.

Voki - a free program that allows educators and students to create and share online avatars using text-to-speech technology. Voki works from any and anyone can place a voki in a blog, website, or send in an email. Voki is being relaunched now (late 2010) and is offering more tools for educators.

WordTalk - a free text-to-speech program for the PC that works within WORD and Outlook and highlights each word that is read. Includes a talking spell checker and a talking thesaurus. WordTalk was upgraded in January 2009 and now includes the ability to save, and you can convert your text file to a wav or MP3 file. Makes this free download even more valuable. (Seems to be trickier with Office 2010 and Vista or Windows 7)

Free Speech-to-Text (Speech Recognition)

It is built into Windows and Mac Operating Systems.

It is built into Google Docs. Toolbar > Tools > Voice Typing

It is built into Word for Office 365 which is free for students and teachers.

If your student has a Smartphone, it is built in. When you are connected to wifi, use the microphone key on the keyboard to use it. To turn on speech recognition, go to Settings > General > Siri > ON

With Google Search on smart devices, Google Voice is available - allows you to speak your search.

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Free text to speech Text-to-Speech
Why consider Text-to-speech (TTS)? Two reasons -
1. It is essential for struggling readers; when text is digital it is now accessible and removes decoding issues. 2. it supports the writing process, especially when editing and revising work
Mobile Devices
iOS

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App Organizers Popplet Lite - Great for brainstorming, organizing, mind mapping. Easy to use. SimpleMInd + - mind mapping app Chrome Extensions Mind Mup - Easy to use mind mapping/brainstorming tool, offers Google Drive or Dropbox storage Lucid Chart - collaborative diagrams for mind mapping,

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Audio books are a great way to increase access in your classroom. Providing a selection of audio books for all students can support fluency, expression, and comprehension.

- a free subscription is provided with proof of a print disability

- Audio books in the public domain with human narration

Signed Stories- free audio books designed for elementary readers that are also signed

60 Second Recap- a 60-second audio/video presentation of classic works of literature. Mute the Ad that plays as soon as you open the link and scroll below that to access a number of videos recapping classic works.

Online Audio Stories- a collection of elementary audio books

Storyline Online - online stories read by Screen Actors Guild members.

The Mother Goose Club has a number of rhymes and songs that provide audio support for the text.

Learn Out Loud - over 2000 free audio and video titles including books, lectures, speeches and interviews.

- free online book library with over 8,000 titles that can be read using any free text reader (tested with Natural Reader).

Nook Online StoryTime - A list of online stories read by the authors (remember to turn on Closed Captioning)

Project Gutenberg- Text of books in the public domain, also available for mobile devices. Attach text-to-speech and can convert to MP3 format

- classic literature in video format, syncs human voiced audio with text. Check out their YouTube Channel.

- an online collection of stories and poems in MP3 format

CAST UDL Bookbuilder- Interactive book maker and reader

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AudioBooks Audio books are a great way to increase access in your classroom. Providing a selection of audio books for all students can support fluency, expression, and comprehension. Bookshare- a free subscription is provided with proof of a print disability Librivox - Audio books in the