A.I.

Technology Resource Guide Organizer

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III. PROVIDE MULTIPLE MEANS FOR ENGAGEMENT:
1. Provide options for self-regulation
Name of Resource Link Discuss how the resource aligns with the guideline.
This app allows users to quickly create visual guides, daily routines,
Stepping Stones https://www.autismspeaks.org/autism-apps/stepping-stones schedules, and outline steps using their own photos. Students can use this
app to focus on self-regulatory goals and build independence.
This software guides writers through the writing process: brainstorming,
note taking, and writing a first draft. Students who have trouble organizing
Draft Builder http://donjohnston.com/draftbuilder/
their ideas and managing steps can use this software to aid their self-
regulation.

2. Provide options for sustaining effort and persistence

Name of Resource Link Discuss how the resource aligns with the guideline.

3. Provide options for recruiting interest

Name of Resource Link Discuss how the resource aligns with the guideline.
An app that encourages young users to create their own picture books and
Story Patch http://www.storypatch.com express their creativity and interests. This app provides students with a
safe, easy, and fun way to create a story that is relevant to their interests.
An app that allows users to create custom storybooks containing photos,
https://www.commonsensemedia.org/app-reviews/the- videos, text, and audio and provides multiple ways to engage learners. This
Story Creator
story-creator-easy-story-book-maker-for-kids app optimizes student choice as well as focuses on their interests and
values by allowing them to express their creativity.
This software helps young learners make visual connections between ideas
and concepts and develop graphic organizers to better interest students. It
Kidspiration http://www.inspiration.com/Kidspiration also includes text-to-speech software. This software optimizes students
individual choice and autonomy by allowing them to express their ideas
and knowledge.
 I. PROVIDE MULTIPLE MEANS OF REPRESENTATION:
4. Provide options for comprehension
Name of Resource Link Discuss how the resource aligns with the guideline.
Provide visual cues and interrelationships of information. Can be used to
represent steps in a sequence, and how ideas, information, and concepts
Graphic Organizer http://cte.jhu.edu/matchup/#page5?cat1=4&cat2=0&atech=5
relate to one another. Graphic organizers guide students in information
processing by using visualization and organization.
This software is used to create graphic organizers and mind maps
https://imindmap.com/?utm_expid=26055997-
personalized to various students needs. The various forms of graphic
iMindMap 11.BMscGby2ScaNdKYN6x-
organizers allow for students to better highlight patterns, discover critical
BGA.0&utm_referrer=https%3A%2F%2Fimindmap.com%2F
features, find big ideas, and build relationships.

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

Name of Resource Link Discuss how the resource aligns with the guideline.
A mobile application that provides visual supports to users while
https://www.commonsensemedia.org/app-reviews/math-
Math Magic performing simple to more advanced calculations. This app provides
magic
students with math practice by using visuals and symbols.
This website with videos on a wide range of math concepts is a venue for
Brightstorm Math https://www.brightstorm.com/math/ reviewing and reinforcing high level math concepts. This site supports
mathematical notation and provides visuals for students.
A portable, electronic dictionary which includes a Grammar Guide and
Franklin Speaking http://citadel.sjfc.edu/students/naa07113/e-port/Franklin- helps users check spelling, word definition, synonyms, and antonyms.
Language Master %20Speaking%20Language%20Master.html Students use this device to clarify vocabulary, syntax, structure, and
symbols when learning.

6. Provide options for perception

Name of Resource Link Discuss how the resource aligns with the guideline.
For readers with print disabilities, Bookshare is a digital source for digital
books, newspapers, and magazines which readers download and then read
BookShare https://www.bookshare.org/cms/
using a computer or adaptive technology. This software provides
alternatives for auditory and visual information.
 Color overlays are placed on top of printed or electronic texts to improve
contrast of print against white backgrounds and help students track lines
Color Overlays https://www.dyslexic.com/product/eye-lighter-reading-ruler/
of the text. These devices customize information to certain students visual
needs.
A software that uses a scan and read system which converts text-to-
speech. Also includes studying and learning tools to help students bypass
Kurzweil 3000 https://www.kurzweiledu.com/individuals.html
barriers. This software offers ways to customize the display of information
for students.

II. PROVIDE MULTIPLE MEANS FOR ACTION AND EXPRESSION:

7. Provide options for executive functions
Name of Resource Link Discuss how the resource aligns with the guideline.

8. Provide options for expression and communication

Name of Resource Link Discuss how the resource aligns with the guideline.
Boardmaker software is used to create low tech communication boards
and books with picture symbols. This technology allows for personalized
Boardmaker https://www.boardmakeronline.com
communication to be created as well as builds a fluency with graduated
levels of support on the device.
A new technology platform for students with autism spectrum disorder to
help develop and build life skills, communication, and learning by using
h https://www.autismspeaks.org/autism-apps/autismate-
AutisMate personalized visual tools and supports. Specifically, for students with
ipad-app-autism
Autism, this app integrates communication with life skills to better aid
overall communication.
Type-and-talk augmentative and alternative communication device rates
enhancement that allows users to communicate effectively and efficiently
DynaWrite http://www.spectronics.com.au/product/dynawrite
without picture symbols. Any student familiar with a standard keyboard
can use this device to construct responses and communicate better.
A communication training system based on applied behavior analysis.
PECS https://www.tacanow.org/family-resources/pecs/
Pictures are used to visually support language aids or communication. This
 device gives students the option of multiple media for communication in
an easy, organized way.
9. Provide options for physical action
Name of Resource Link Discuss how the resource aligns with the guideline.
Used to control computers or other devices for individuals with limited
motor control. Switches allow for optimized access to tools and vary the
Switch https://www.ablenetinc.com/technology/switches
methods in which students respond. Switches allow students to easily
choose an answer or respond to a question.
An alternative keyboard that features extra-large, one inch keys on a
https://www.ablenetinc.com/technology/computer-tablet-
Big Keys Keyboard standard keyboard to make it easier for users to type. Larger keyboards
access/bigkeys-lx-keyboard
aid students who lack fine motor skills/movement making it easier to type.
A customizable keyboard and adaptive notepad that includes word
prediction and text-to-speech functions. These customizable keyboards
Abilipad https://appytherapy.com/abilipad/
and word prediction better aid students methods for response in the
classroom.
Handy document holders that accommodate up to 20 sheets of paper in an
Page Up http://cte.jhu.edu/matchup/#page5?cat1=1&cat2=0&atech=9 upright position for improved viewing and reading. This device aids
students who lack fine motor skills and cannot hold up a book or paper.