EDU620Wk4DQ1-UDL Guidelines

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EDU620Wk4DQ1-UDL Guidelines

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  1. UDL Guidelines: Examples and Resources

    Slide 1 - UDL Guidelines: Examples and Resources

    • EDU 620
    • Week 4 DQ1
    • Pamela Martin
  2. State the principle and checkpoint analyzed

    Slide 2 - State the principle and checkpoint analyzed

    • Principle II: Provide Multiple Means of Action and Expression.
    • Physical Action
    • Checkpoint 4.1: Vary the methods for response and navigation.
  3. Describe the specific example/resource selected, the age group intended for, and the content area it covers.

    Slide 3 - Describe the specific example/resource selected, the age group intended for, and the content area it covers.

    • Paralyzed Graffiti Artist Draws with His Eyes
    • Age group intended for: All ages
    • Content area it covers: All areas
  4. Describe the example/resource explaining how it works.

    Slide 4 - Describe the example/resource explaining how it works.

    • The Eye Writer was created out of a pair of sunglasses used as the prototype in which a wire frame holds a webcam, a small camera is mounted close to the eye and software that tracks the eye is then calibrated with Quan’s eye movements and the computer screen. Tony Quan is a Los Angeles-based artist that uses a tool called “The Eye Writer” to create art using his eyes rather than his hands (Hansen, 2010). According to Hansen (2010) Lieberman and developers from Free Art and Technology, OpenFrameworks and the Ebeling Group created eye-tracking technology, in which a computer and small cameras harness eye movements for writing, highlighting Website text and other tasks, has led to digital tools for users with disabilities.
  5. Address each of the “Key Considerations” for the checkpoint

    Slide 5 - Address each of the “Key Considerations” for the checkpoint

    • How does this help learners meet the goal? This tool can help all learners communicate effectively with others.
    • How does this account for the variability of all learners? All learners can use this tool to communicate through dictation, surf the Web, make phone calls, send text messages and emails, play games, control their physical environment, and stay connected with family and friends on social media networks.
    • Can the learner navigate their physical environment? Yes, the learner can navigate his or her physical environment.
  6. Share an idea you have for how this resource might be used effectively during instruction or assessment opportunities in your current classroom or your future practice.

    Slide 6 - Share an idea you have for how this resource might be used effectively during instruction or assessment opportunities in your current classroom or your future practice.

    • I believe that this tool can be used during instruction for all students especially rehabilitative and mobility disabled learners to express their understanding of the lesson and provide their physical response of the lesson.
  7. References

    Slide 7 - References

    • Hansen, L. (2010). Paralyzed graffiti artist draws with his eyes.
    • Retrieved from www.npr.org/templates/story/story.php?storyId
    • =124980282.
    • National Center on Universal Design for Learning. (n. d.). UDL
    • guidelines – version 2.0: Examples and resources. Retrieved
    • from http://www.udlcenter.org/implementation/examples.