script was enlarged for easier reading ability due to visual acu- ity. In computer science, there were typing lessons and lessons on how to create documents, slide shows and other computer skills. All students had access to Read & Write with lessons on word prediction and text to speech for reading access and ed- iting. Low tech visual step by step directions were provided to set up digital presentations. Lessons were taught on: cut and paste, font size and color, and insert pictures. Access to applications such as Brain Pop and audiobooks was provided for accessing content in other classes. For typing, there were untimed tests and the keyboard was not occluded. The BBC Dance Mat Typing program was used with vocabulary, read- ing and spelling aligned with abilities. Low tech keyboard puzzles were created by the OTP to build keyboard awareness and memory of key location (Figure 23). The keyboard puzzle was used to spell words related to school jobs and academic vocabulary words Low tech AT solutions and UDL principles were used in the inclusive FACS class where functional living skills were taught such as laundry, cooking and sewing. Visual recipes were pro- vided with pictures and words aligned with reading levels (Fig- ure 24). Color coded measuring cups and measuring spoons were used as low-tech solutions since fractions were not read yet. Slide decks with audio inserted directions and video links to demonstrate projects were provided. There was explicit in- struction on how to access these mid-tech solutions. A visual choice board was utilized for decision making about knowl- edge demonstration with options such as creating a video, drawing a picture, typing, writing or doing a digital book or cartoon (Figure 25).
Figure 22: Adapted card game to learn the musical notes in band.
Figure 23: A keyboard puzzle created to teach keyboard awareness and key location. Words related to her school jobs were spelled using this puzzle.
Figure 25: A choice board that she used to decide how she wanted to express her knowledge and to learn new jobs or knowledge.
Mobile technology and low-tech tool adaptations were provided. Apps on the tablet for visual recipes and grocery shopping were utilized. An adapted stylus holder was created using a milk jug handle (Figure 26) for accuracy with icon selec- tion and drag and drop features on the touchscreen. Art tools
Figure 24: A visual step-by-step recipe to make dog treats created with LessonPix.
February / March, 2026 | https://www.closingthegap.com/benefits-of-membership/ 11 Closing The Gap © 2026 Closing The Gap, Inc. All rights reserved.
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