were used to help teach the steps of the laundry process with videos. In the laundry unit, a worksheet project required them to do laundry at home and was adapted using only pictures. Directions were provided on an interactive thinkglink which had links to videos for pouring detergent, loading, sorting and folding laundry. This allowed the assignment to be completed independently. To complete a resume assignment in FACS, low tech and mid tech solutions were implemented. The assignment was to re- search a career of interest. This was adapted using a slide deck of job preferences. There were two pictures on the slide and the preferred activity was chosen. The picture may be some- one working outside in a garden or someone working inside an office. It was in a “Would You Rather?” game format such as “Would you rather work inside or outside?” A picture of the response was glued on a large poster board creating a job pref- erence resume for self-determination. A healthy eating unit in FACS was adapted. A slide deck was made of healthy and unhealthy eating options with audio inserts. Healthy and un-
Figure 31. Using the ozobot to make a path on map of the school where specific jobs are performed to learn navigation skills, an IADL, instead of coding and programming more challenging robots.
Figure 32. Using the Beebot in Tech Ed to learn programming and coding in an adapted way on a grid that had school jobs on it along with the supplies the job needed on the other side of the grid.
Figure 30. Adapting the architecture assignment by using Tinker Toys to create a 3-D house in the architecture unit using step by step visual sequencing cards instead of a computer aided designed program.
February / March, 2026 | https://www.closingthegap.com/benefits-of-membership/ 13 Closing The Gap © 2026 Closing The Gap, Inc. All rights reserved.
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