III.

PROVIDE MULTIPLE MEANS FOR ENGAGEMENT:

1. Provide options for self-regulation
Name of
Link Discuss how the resource aligns with the guideline.
Resource
Put it Away is an app that helps teach kids how to tidy and clean up a room. The
app can be customized to allow parents and caregivers to simulate their personal
http://cte.jhu.edu/matchup/#page4?
Put it Away living space. The app can be used with young children so they understand the
cat1=8&cat2=2&atech=0
concept of cleaning up and develop a sense of responsibility. It aligns with
Checkpoint 9.3
Faces of Learning is a website that contains stories from a variety of learners. It
tries to answer four fundamental questions: how do people learn; what does an
Faces of ideal learning environment look like; and how do we create more ideal learning
http://www.facesoflearning.net/
Learning environments. This site is helpful for students who are trying to figure out how
they learn best. The stories on the site are personal stories from other students
about how they learn and what works best for them. It aligns with Checkpoint 9.1

2. Provide options for sustaining effort and persistence

Name of
Link Discuss how the resource aligns with the guideline.
Resource
RubiStar is a tool to help the teacher who wants to use rubrics, but does not have
the time to develop them from scratch. The website provides a meaningful way to
RubiStar http://rubistar.4teachers.org/index.php
display expectations to students. This websites heighten salience of goals and
objects and aligns with Checkpoint 8.1
CoSketch is a multi-user online whiteboard designed to give the ability to quickly
CoSketch http://cosketch.com/ visualize and share ideas as images. Co-sketch is a tool that allows students in
various locations to collaborate and share their ideas. It aligns with Checkpoint 8.3
It is an interactive educational website about our universe and planetary systems,
created by the University Corporation for Atmospheric Research and is supported
by NASA and the National Science Foundation (NSF) among others. It provides a
Windows to the
http://www.windows2universe.org/windows.html challenge for students either a beginner, intermediate, or advanced. This allows
Universe
students to only work on the level that is appropriate for them. It aligns with
Checkpoint 8.2
3. Provide options for recruiting interest
Name of
Link Discuss how the resource aligns with the guideline.
Resource
Pace Car is an online reading tool, designed to increase reading rate and decrease
distractions. It masks the distracting elements on the page by creating a reading
window that follows the readers mouse. It helps focus students on what they are
Pace Car http://pacecar.missingmethod.com/
reading. Students might prefer to read on the computer because they can make
the text bigger if needed. The program minimizes threats and distractions. It aligns
with Checkpoint 7.3
The Crayon.net site offers electronic templates for students to create their own
newspapers. The site allows you to bring multiple sources together, thus creating
Crayon http://www.crayon.net/ an individualized and customized newspaper. It offers students choice in layout
and customization, which is an effective way to recruit interest. It aligns with
Checkpoint 7.1

I. PROVIDE MULTIPLE MEANS OF REPRESENTATION:

4. Provide options for comprehension
Name of
Link Discuss how the resource aligns with the guideline.
Resource
Vocab Ahead offers videos that give an active demonstration of vocabulary with
audio repeating the pronunciation, definition, various uses, and synonyms.
Vocab Ahead http://www.vocabahead.com/ Students can also go through flash cards, which give a written definition and visual
representation of the word. The Vocab Ahead tool helps children express their
knowledge in a more visual way which aligns with Checkpoint 3.4
This app offers a wide variety of supports for struggling readers. These include:
Text-to-speech, Word Prediction, Phonetic Spell Checker, Homophone and
http://cte.jhu.edu/matchup/#page4? Confusables Checker, Dictionary, Picture Dictionary, Customizable Background
iReadWrite
cat1=1&cat2=0&atech=7 and Text Colors, and Choice of Voices and Fonts. It helps students look up words
they may not understand and can write complete sentences. It aligns with
Checkpoint 3.3

5. Provide options for language, mathematical expressions, and symbols

Name of Link Discuss how the resource aligns with the guideline.
 Resource
A communication tool for individuals who have difficulty using their natural voice.
Designed for individuals with Autism, Down Syndrome, ALS or other conditions
http://cte.jhu.edu/matchup/#page4?
TouchChat that affect a person from using natural speech. It aligns with the options for
cat1=1&cat2=0&atech=5
language because it gives students with speech delays the option to use their
natural voice. It aligns with Checkpoint 2.3
The LoTTIE Kit for Math includes a plentiful supply of helpful tools, materials, and
resources for teaching math concepts to students of all ages. The Kit materials
LoTTIE Kit for http://cte.jhu.edu/matchup/#page5?
include math templates, math grids, flash cards, graphing tiles, and a variety of
Math cat1=1&cat2=1&atech=9
math manipulatives for helping students better understand math concepts. It
aligns with Checkpoint 2.5

6. Provide options for perception

Name of
Link Discuss how the resource aligns with the guideline.
Resource
The text-to-speech software reads printed text aloud. Words are highlighted as
http://cte.jhu.edu/matchup/#page5?
they are spoken, which readers use to track the text as it is read. Additional
Read Outloud6 cat1=1&cat2=0&atech=23
features include reading internet text aloud and study tools that help users with
reading comprehension. It aligns with Checkpoint 1.2
Color overlays are placed on top of text that will help improve the contract of print
against white backgrounds. Overlays work with both printed and electronic text
http://cte.jhu.edu/matchup/#page5?
Color Overlays and can make reading easier for individuals who find it difficult to read black-on-
cat1=1&cat2=0&atech=8
white print. Gives students different options for perceiving texts both in the
classroom and at home. It aligns with Checkpoint 1.1
The Intel Reader is a portable text reader with a built-in camera for capturing text.
Once captured, printed text is converted to digital text that is read aloud and
highlighted on the screen. It increases reading independence for individuals who
http://cte.jhu.edu/matchup/#page5?
Intel Reader struggle with standard printed text. This provides a student with different options
cat1=1&cat2=0&atech=12
of reading a text within the classroom and could also benefit a student who
struggles with fluency. It aligns with Checkpoint 1.3

II. PROVIDE MULTIPLE MEANS FOR ACTION AND EXPRESSION:

7. Provide options for executive functions
 Name of
Link Discuss how the resource aligns with the guideline.
Resource
Webspiration is used to map out ideas, organize with outlines and collaborate
online with teams or colleagues. Both teachers and students to collaborate their
ideas use Webspiration. It can be helpful for students who are at a lower
Webspiration http://www.mywebspiration.com/
comprehension level then others in the classroom. Collaboration amongst
students covers support planning and strategy development aligns with
Checkpoint 6.2
This site is intended to help students, teachers, and parents become more familiar
with developing students strengths in areas such as organization, study skills, note
The Learning
http://coe.jmu.edu/learningtoolbox/index.html taking, and more. The specific section on organization offers excellent strategies
Toolbox
supporting students in planning and strategy development. It aligns with
Checkpoint 6.2

8. Provide options for expression and communication

Name of
Link Discuss how the resource aligns with the guideline.
Resource
Animoto provides tools for making videos by using animation to pull together a
series of images and combining with audio. Animoto videos or presentations are
Animoto https://animoto.com/
easy to publish and share. Provides students with multiple ways to express their
knowledge and be creative and aligns with Checkpoint 5.1.
ToonDoo is a website that allows users to generate their own comic strips.
Students can create their own characters by selecting basic traits from an
extensive list. Can also upload their own images. ToonDoo also offers excellent
ToonDoo http://www.toondoo.com/
community features such as voting, commenting, and sharing. Its a creative way
for students to express their ideas. Students can share their comics with each other
for collaboration on projects or feedback. It aligns with Checkpoint 5.1
GrammarCheck is a free online grammar and spell checker with explanations,
suggested changes and examples. It helps students understand how to revise
GrammarCheck https://www.grammarcheck.net compositions. If demonstrating knowledge of grammar of spelling rules is not the
primary goal of the lesson, consider providing this scaffold to students. It aligns
with Checkpoint 5.2

9. Provide options for physical action

 Name of
Link Discuss how the resource aligns with the guideline.
Resource
The M3 by DynaVox is a durable augmentative and alternative communication
(AAC) device for emergent communicators. The symbol sets are limited to specific
http://cte.jhu.edu/matchup/#page5? environments and situations to help the user establish the context or topic of an
M3
cat1=5&cat2=1&atech=13 interaction. This tool is helpful for some individuals who are developing
communication and interaction skills. A great tool for emergent communicators,
which would align with Checkpoint 4.1
Tapspeak Button is an app designed to help people with disabilities to
http://cte.jhu.edu/matchup/#page4?
Tapspeak Button communicate through a simple interface that records and plays messages. It aligns
cat1=5&cat2=1&atech=4
with Checkpoint 4.2
No-Keys is a computer software program that displays an on screen keyboard, also
known as a virtual keyboard. Users can type on the onscreen keyboard using a
No Keys Virtual
http://www.leithauserresearch.com/nokeys.html mouse, trackball, or similar pointing device. This allows students to operate the
Keyboard
computer entirely with the mouse or other pointing device. It is intended primarily
for computer users who have limited mobility. It aligns with Checkpoint 4.1