Standard Focus

A.FGR.7.3: Graph and analyze the key characteristics of quadratic functions.

Mild Intellectual Impairment

Low Tech Tool Options

Whiteboard - Allowing students to use a whiteboard to attempt to draw the graph gives them
a physical space to work with. Even if they make a mistake, they can erase or change their
graph and make changes. The ability to make modifications promotes the idea of ‘not yet’ and
encourages them to keep trying until they achieve comprehension.

Graph Paper - Using paper that is printed with fine lines making up a regular grid makes it
easier for students to plot precise points and graph lines and curves. This is helpful for
students who may have difficulty drawing. It also makes it easier for students to refer back to
their graph and identify characteristics of the graph.

High-Tech Tool Options

Graphing Calculator - A graphing calculator allows students to input the quadratic function
and get a clear image of what the graph should look like. Graphing calculators are also
equipped with tools that allow students to explore the graph and its characteristics. Having the
calculator draw the graph for them makes it easier to avoid mistakes that arise from poor
graphing skills.

Interactive Whiteboard - An interactive whiteboard serves a similar purpose to a physical

whiteboard, but can incorporate some tools that allow for a greater analysis of the graph.
Teachers and students can easily switch between colors for graphing or easily clear lines
without the need for an eraser and making a mess. This allows for an overall smoother
experience for both the teacher and the student.

App Options

Desmos - Desmos is an online graphing tool. It functions very similarly to a graphing

calculator by allowing students to input functions and have the computer create the graph for
them. Unlike a graphing calculator, Desmos is a free tool available on computers that is more
accessible to students. Additionally, students are not limited to the small screen most
graphing calculators are limited to, and may have an easier time using its tools to analyze the
graph.

GeoGebra - GeoGebra is an online graphing tool very similar to Desmos. It may be preferred
over Desmos depending on the layout students prefer. It has more tools available, however,
they tend to be more focused on geometry than they do graphing. These tools may
overwhelm students, so which tool is better suited for the lesson must be considered prior to
use in the classroom/

Universal Design Ideas

Options for Perception - These tools and apps fit the Options for Perception guidelines for
UDL. They provide visual diagrams for students and allow for a varied display of information.
Teachers have the ability to alter the way graphs are presented to students, allowing them to
create graphs that are best suited for the whole class.

Options for Comprehension - These tools and apps fit the Options for comprehension
guidelines for UDL. They emphasize key elements in graphs and use visual imagery to
activate students’ prior knowledge. All of these tools are available to students and allow them
to organize their information into clean graphics to help them understand how to graph these
functions.

Attention Disorder

Low Tech Tool Options

Fidget Toys- When it comes to students with an attention disorder, it can be very hard to
focus in class. When we provide students with something to fidget with (e.g. silly putty, leg
bounce bands on desks, fidget cube) it allows them to keep their body busy so they aren’t as
distracted by their restlessness. It is important to pick fidgets that are appropriate for the
classroom as fidgets that make noise can be distracting to their peers.

Guided Notes- For students with attention disorders, it can be hard to listen to a lecture and
discern which parts are important and which are not. If we provide our students with guided
notes, we can guide them towards important topics. Providing guided notes instead of a copy
of our notes can also encourage students to pay attention to the class rather than not paying
attention because they don’t have to have a copy of the notes.

High Tech Tool Options

Simulations and Models- Simulations and models are a resource that allows our students to
explore things more thoroughly than they could from only reading the text. A resource like this
can be beneficial to a student with an attention disorder because it will give them something to
explore, rather than having to sit still and read. With digital simulations, students are engaging
with the content in a way that can help them stay more focused.

Gamification Platforms- Gamification platforms are a tool that allows us to present content in
the form of games. Often, these games have many different aspects as well as the option for
competition. Playing games based on course content is a great way to help students stay
engaged in a lesson when normally they may struggle.

App Options

Natural Reader- Natural reader is a phone app that allows students to have pdf files read out
loud. By being able to have text read allowed as they read along, students can be helped with
pacing as well as not having to focus as hard to process the text. These things combined can
help students with attention issues complete their course reading.

Postlight Reader- Postlight reader is a web-based app that can help students focus when
reading articles on Chrome. It does this by removing distracting ads and links to other articles.
By doing this, it allows students to look at a still screen with easy to read text which helps
minimize distraction in students with attention disorders.

Universal Design Ideas

Options for Perception- These tools will help meet the universal design idea of options for
perception by providing students with multiple ways to interact with the content. For example,
simulations give students a chance to manipulate the thing they are learning about which can
help some students picture what they are learning. Another example is the option to use text
to speech for your reading or to use a tool to make sure you have minimal distractions while
reading.

Options for Self Regulation- These tools will help with options for self regulation because
students are able to choose what feels doable to them. If they don’t feel they can pay
attention to a reading, they can read along. If they can’t picture something, they are able to
explore it differently. Additionally, allowing or providing fidgets in your classroom can allow
students with hyperactivity to keep themselves focused.

Physical Impairment

Low Tech Tool Options

Visuals - Clear visuals such as images printed, or displayed on the board, allowing the
student to have a good view and being able to identify what the teacher is talking about.

Adapted classroom setting - Make space or move table to allow the student to move
throughout the classroom in case he moves with tools for his mobility, like a wheelchair.

High Tech Tool Options

Computer with adapted technology - like a keyboard and mouse adapted for the disability,
this allows students to not rely on a tierce person to work on their own.

Eye tracker - An eye tracker track the orientation of the eyes being able to manipulate the
tracker of a computer with your eyes, when someone is physically impaired and cannot use
their hands for a computer, eye tracker are necessary to allow student to have autonomy.

App Options

Desmos - Desmos is an online graphing tool. It functions very similarly to a graphing

calculator by allowing students to input functions and have the computer create the graph for
them. Unlike a graphing calculator, Desmos is a free tool available on computers that is more
accessible to students. Additionally, students are not limited to the small screen most
graphing calculators are limited to, and may have an easier time using it’s tools to analyze the
graph. When a student with physical impairment cannot draw a graph on paper, desmos
allows him to do it with few inputs via a computer.

GeoGebra - GeoGebra is an online graphing tool very similar to Desmos. It may be preferred
over Desmos depending on the layout students prefer. It has more tools available, however
they tend to me more focused on geometry than they do graphing. This tools may overwhelm
students, so which tool is better suited for the lesson must be considred prior to use in the
classroom.

Universal Design Ideas

Option for perception - These tools help the student perceive the information according to
their disability.

Option for physical action - These tools provide alternatives to learn and work for the
student. Desmos allows the student to see and understand how function behave depending
of their inputs. For a student who cannot graph something on a board,a being included in a
classroom lesson by doing the practice in the same time as the other is important.

Auditory Sensory Impairment

Low Tech Tool Options

Charts and Visuals- Charts and visuals can be used in class to help arrange information and
display it clearly. In a math class, sometimes we say a lot of information out loud that is crucial
for solving a problem. If we write the data into a clear chart, we can ensure our students with
auditory sensory impairment have access to it as well.

Models and Maipulatives- When working in a math classroom, students with auditory
sensory impairment can have a hard time hearing and conceptualizing things during
discussions. By providing models and manipulatives, we can ensure that our students don’t
have to rely on a verbal description of something in order to understand it.

High Tech Tool Options

Online Mind Mapping Tools- When we have students talk to each other and present in
class, it’s important that their peers can follow their ideas. By using an online mind mapping
tool, students can clearly lay out their flow of thought. This can help our students with auditory
sensory impairment follow their peers’ presentations in class.

Online Collaboration Tools- An example of an online collaboration could be something like

google docs. It allows students to work on a project together and leave comments without
even having to leave the room. For a student with auditory sensory impairment, it can be
especially hard to hear in a classroom with many people doing group work. By using this tool,
students can collaborate and communicate about the project without having to be heard out
loud.

App Options

Otter- Otter is an app that transcribes speech into text. This can be useful for students with
auditory sensory impairment as it allows them to have a transcript of the class to review after
as well as follow along in real time. This allows students to ensure they aren’t missing material
as well as being able to look back at and revisit what they learned in class.
Google’s Live Caption- Google’s live caption is an app that allows android users as well as
users of google chrome to add captions to any video. This is an incredibly useful tool because
sometimes you find a video you’d like to show in class and then find out there aren’t captions.
By giving access to captions, we make sure every student is able to understand the content of
the video.

Universal Design Ideas

Options for Recruiting Interest- When we provide things like charts, visuals, and
manipulatives, we invite our students to explore a subject. By giving students things to touch,
look at, and manipulate, they are more engaged in the work. This can also help students with
visual sensory impairments specifically by giving them materials they can process more easily
that can peak their interest.

Options for Perception- By giving students the ability to have transcripts and captions, we
allow different options for perception. We do this by making it so the students are able to
either listen or read the material they are provided with. By giving our students this option, we
allow students with auditory sensory impairment to choose the path that will help them
succeed.

Visual Sensory Impairment

Low Tech Tool Options

Braille Graph - For students proficient in Braille, you can create Braille versions of the
equations and labels. You can also emboss Braille graphs on paper to represent the
coordinate plane. This allows students with visual impairment to get a image of what the
graph looks like.

Graph Templates - Provide students with tactile templates of a quadratic graph. These
templates can include a cut-out parabola that they can overlay on a tactile coordinate plane to
understand how the graph fits. Similarly to braille graphs, this allows for students with visual
impairment to get an image of what the graph looks like. This tool may also be useful for
students without a visual impairment.

High Tech Tool Options

Screen Reader - Using a computer’s screen reader function can allow for the text that is
displayed to be read out to students who may not be able to read what is on screen. Caution
must be used to ensure that this does not distract students who are able to read what is on
screen. It may be useful to supply specific students with earbuds so that only those who need
the screen reader function will hear it.

Screen Filters - Students who may have a specific color blindness can benefit from a
computer’s screen filter function. This function alters the colors of images on the screen to be
more suited for people who possess a particular color blindness. This function also does not
usually detract from other's ability to perceive the information on screen.

App Options
Desmos - Desmos allows for students and teachers to adjust the size and color of the graphs
on the screen. They can make the graph much larger as well as zoom in on particular parts of
the graph. This allows for a much petter perception of the graph that is accessible to all
students.

ReadAloud - ReadAloud is a text-to-speech voice reader for Google Chrome. It allows

students to convert webpage text into audio, and it works on a variety of websites. It also
supports several languages, meaning it can be especially useful for visually impaired students
who are also ESL learners.

Universal Design Ideas

Options for Perception - These tools and apps fit the Options for Perception guidelines for
UDL. They provide varied ways for teachers to deliver information to students. Teachers have
the ability to alter the way graphs are presented to students, as well as present them in non-
text-based formats.

Options for Comprehension - These tools and apps fit the Options for comprehension
guidelines for UDL. They allow teachers to emphasize key elements in graphs in order to
activate students’ prior knowledge. They also allow teachers to bridge the gap between
certain concepts using non-visual information, a method that is useful for both visually and
non visually impaired students.

Second Language Learners

Low Tech Tool Options

Google Image - Allows the student to picture a word they did not understand, when for
example a student doesn’t understand what “an elephant” is they can type it and have a
picture of it, enabling the association between the word and the image.

Lesson/Test translated - Giving a test or a lesson printed in the students main language
allows them to fully understand what the teacher is asking them to do. These test can be
translated before hand and printed.

High Tech Tool Options

Online Translator - Online translator allows the student and the teacher to communicate to
each other, moreover, it allows the student to not rely on a tierce person, giving him autonomy
on his work.

Smart Board - the use of smart board is very efficient with ELL, it allows the teache to display
several images or graphs to help the student understand, as ELL’s struggle to understand
english, relying on visual is very important .

App Options

DeepL - A online translator very advanced, enabling the student and the teacher to
communicate with each other. Moreover, it can correct certain mistakes on texts.
Matecat - A web app capable of translating entire document to another language, very useful
to translate whole lessons or test for ELL’s

Universal Design Ideas

Option for language and symbols - Allows the student to understand complex term or
vocabulary they don’t have access to. Allows the student a better global understanding.

Option for comprehension - These tool provide support for decoding text to students who
need it the most, allowing them to understand the materials without relying on a tierce person.
It also activate their prior knowledge via access to imagery.