Image 2: Font and image adaptations for Feast for 10 by Cathryn Falwell.
books, making them easier for readers to manipulate indepen- dently. Books in a digital format can be made to read aloud automatically using text-to-speech software. A reader can ad- vance through the pages of a digital book with a switch and switch interface on the computer. For our students who have visual processing or acuity needs, modifications to the visual appearance of the book may be necessary. Adjusting the font size, color/contrast and spacing may help a reader visually track text more easily. Reducing or eliminating the background of more complex images may help some individuals visually attend to a book and process the im- ages presented to them (Image 2). Tactile supports, such as the addition of textured details on pictures, provides the necessary sensory input for an individual who is blind to interact with and comprehend the information presented. Many students with disabilities struggle to comprehend grade level text and vocabulary. Providing text-to-speech sup- ports within digital formats allows students to participate in reading activities more independently. Additionally, for stu- dents who require both auditory and visual supports, many text-to-speech technologies provide these accommodations simultaneously with dual highlighting features. Simplifying the language of the text either in length or vocabulary usage helps to reduce the cognitive load placed on struggling stu- dents or English Language Learners, making novel concepts easier to understand. For students who may struggle with un- derstanding abstract representations or concepts, changing the visuals to real photographs or actual objects may increase motivation and engagement with the text. For students who have complex communication needs or for students who are English Language Learners, adding visual supports provides additional meaning to unfamiliar vocabulary or concepts. For augmentative and alternative communication (AAC) users, these visuals can be tied directly to their language systems, supporting both receptive and expressive language goals (Image 3). With each of our book adaptations, we include
a standard, low-tech communication board that includes core vocabulary that can be used with any book or reading activ- ity. Providing access to these high frequency words across a variety of contexts supports development of sight word vo- cabulary and word meaning. Additionally, students with com- plex communication needs have a way to interact with the text without requiring access to unique or specialized vocabulary that is specific to the activity. Moving Forward: Adapted Literacy Kits In working with teachers and therapists across our district, we frequently found ourselves repeatedly making the same recommendations for adapting materials. While everyone ap- peared receptive to our suggestions, we found that no matter what grade level or population they were working with, teach- ers were facing the same issues of not enough time or resources to implement the tools and strategies we suggested. To better support our staff and students, and to take the idea of adapted books even further, we began creating adapted literacy kits. Given the problems we were encountering, we had several goals in mind, specifically: • Provide a rigorous curriculum supported by accessible edu- cation materials for all students • Provide a variety of tools and strategies to promote mastery of individual IEP goals • Increase classroom engagement and participation, particu- larly for our students with disabilities in the general educa- tion setting • Build capacity and create a collaborative environment be- tween professionals. An adapted literacy kit is simply a unit in a bag! In our kits, you will typically find several books (original copies and adapt- ed versions), communication supports that include access to core vocabulary, story props and a variety of learning activities (e.g. file folder games, fine motor tasks, writing prompts, etc.) (Image 4). The books we select are often popular children’s ti-
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