literacy
Check It Out: Renew Your Literacy Instruction with Adapted Books
What is an adapted book? The idea of adapting books is not a new concept. For years, people with visual impairments have had access to books in braille or large print formats. Books on tape have frequently been used with individuals who require auditory supports while reading. But what about our students with more complex needs? What sort of adaptations might we offer them beyond adjusting the text? An adapted book is one that is made accessible to a read- er by reducing or eliminating obstacles that may inhibit their ability to access a book in a traditional print format. Adapted books include modifications that address a variety of print dis- abilities and barriers, including, but not limited to:
Everyone has the right to access print in order to learn, share experiences and improve overall quality of life. When we read, we gain a sense of independence, allowing us to actively par- ticipate in daily routines and activities within our communi- ties. Literature is deeply woven into our society, and positive reading and learning experiences occur when readily available tools and supports are used to create meaningful and engag- ing learning opportunities. However, educators are often faced with time constraints and limited resources while trying to ad- dress the diverse needs present in today’s classroom. How do we ensure that we are providing proper access to print in a way that meets the unique learning styles and needs of all learners?
Hannah J. Moffitt, M.Ed. Hannah has a Master’s Degree in Special Education K-12 from James Madison University and has 12 years of experience in the education field. She previously taught special educa - tion for five years in Loudoun County Public Schools in Virginia. She has worked in both team-taught and self- contained settings across a variety of grade levels. Hannah also spent five years on the Assistive Technology Team in Loudoun, providing consultative and evaluation services, professional development, and training and support for students and families. She is currently in her second year as an Assistive Technology Specialist for Weld County School District 6. Hannah is passionate about AAC, core vocabulary, and the link between language/communication and literacy skills. Additionally, she works hard to promote the theory and practice behind Universal Design for Learning within her school district in order to make learning engaging and accessible for all. While Hannah spends a great deal of time exploring high-tech tools, she also enjoys opportunities to be creative with low-tech/no-tech supports as well. She is currently in her second year as an Assistive Technology Specialist for Weld County School District 6 in Greeley, Colorado. Jamie D. Olson, OTR/L Originally from South Dakota, Jamie attended the University of Sioux Falls as an undergraduate for exercise science and psychology. She relocated to the suburbs of Milwaukee, Wisconsin where she attended Concordia University Wisconsin and earned her Master’s Degree in Occupational Therapy. She moved to Colorado seven years ago to practice as a school-based occupational therapist. Jamie is passionate about working with students with disabilities and maximizing their independence, and assis - tive technology provides a natural solution. Certified in Assistive Technology, she has been an AT Specialist and Occupational Therapist in Weld County School District 6 for six years.
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