Write down the examples of modification developed during adaptation
Answers
Answer:
No Tech/Light Tech
To assist with turning the pages while reading, use page fluffers (made with small pieces of foam, glue dots) page turners and page extenders (made with Emory boards or tongue depressors attached to the sides of the pages)
Enlarge the text of any written materials
Highlight words of written materials to emphasize important words, concepts, vocabulary
While reading use an index card with a cut out window to assist with tracking for easier reading
Use plastic page protectors for easier turning of pages in books
Use slant boards, wedges, or easels for easier viewing of materials
Laminate pages of books or any paper materials for easier turning
Use a 3 ring binder for page turning – also gives a hard surface for slanting
Use visual aides (ex. pictures) to help stimulate ideas for discussion or for project
Peer read materials to student
Secure books and other reading materials to student’s desk with clamps, bungee cords, tape, or Velcro
Use adapted writing tools for any writing assignments (i.e. slant boards, pencil grips, pencils on splints, wrist supporters, arm stabilizers)
For easier writing, use letter stamps
Use word magnets to develop sentences, phrases, or titles
Use banks of communication symbols or words to assist with sentence development, answering questions, asking questions, discussion with peers
Use small post-it notes to mark paragraphs for reading – then use corresponding stickers on squares on overlay or augmentative communication device with pre-recorded reading of the paragraph
Use colored strips of plastic (such as colored overhead sheets) and cut into strips to assist with tracking
Use mnemonic strategies to assist with memorization of important facts
Provide multiple practice opportunities such as oral reading, role playing
Answer:
No Tech/Light Tech
To assist with turning the pages while reading, use page fluffers (made with small pieces of foam, glue dots) page turners and page extenders (made with Emory boards or tongue depressors attached to the sides of the pages)
Enlarge the text of any written materials
Highlight words of written materials to emphasize important words, concepts, vocabulary
While reading use an index card with a cut out window to assist with tracking for easier reading
Use plastic page protectors for easier turning of pages in books
Use slant boards, wedges, or easels for easier viewing of materials
Laminate pages of books or any paper materials for easier turning
Use a 3 ring binder for page turning – also gives a hard surface for slanting
Use visual aides (ex. pictures) to help stimulate ideas for discussion or for project
Peer read materials to student
Secure books and other reading materials to student’s desk with clamps, bungee cords, tape, or Velcro
Use adapted writing tools for any writing assignments (i.e. slant boards, pencil grips, pencils on splints, wrist supporters, arm stabilizers)
For easier writing, use letter stamps
Use word magnets to develop sentences, phrases, or titles
Use banks of communication symbols or words to assist with sentence development, answering questions, asking questions, discussion with peers
Use small post-it notes to mark paragraphs for reading – then use corresponding stickers on squares on overlay or augmentative communication device with pre-recorded reading of the paragraph
Use colored strips of plastic (such as colored overhead sheets) and cut into strips to assist with tracking
Use mnemonic strategies to assist with memorization of important facts
Provide multiple practice opportunities such as oral reading, role playing
Mid Tech/High Tech
Enable student to record his/her thoughts on a tape recorder and write them down while listening to the audiotape
Provide voice output communication aids (VOCA) for students with little or no verbal communication system
Provide a computer for writing
Student can provide a presentation by putting his/her pictures/notes on adapted slide projector; student can display slides by using a switch
Have materials available on filmstrips for students who have difficulty reading
Have reading materials available on CD Rom for students with difficulty reading
Provide an alternate keyboard access for computers – use storybook software
Reproduce reading materials and reduce the size to fit on augmentative communication device or alternate keyboard
Use multimedia software such as Hyperstudio, IntelliPics, or Imagination Express to author own ballads, poems, or stories – these can be read on screen with and without voice output
Download other stories, ballads, poems from the Internet, then upload them into a talking word processor
Use a screen reader to help with reading
Use supplemental overlays using “go to” features or linking (Dynamyte) or levels (Voice-in-a-box)
Use word prediction software for writing assignments
Create overlays with phrases and/or words for to answer comprehension questions, ask questions, or for peer test review sessions
Create “revision” overlays that allow students to participate in peer revisions for group projects
Place the mouse pointer on page turning arrow on the computer screen
Secure the mouse where the student can click to turn the pages
Use a switch adapted mouse
Use a mouse with the ball removed
Create overlays that included the phrases and words needed for story frames, frame sentences, and other types of modeled writing
Explanation:
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