foam, etc. to make them easier to feel and grasp. Dice can be enlarged and “shaken” using a digital pair or rolled inside a jar to prevent them from scattering. Game or playing cards can be held and arranged for viewing by placing them in the teeth of a hairbrush, in slits cut in egg cartons or cardboard shoebox lids, in a large chip bag clip and any number of other items found around the house (Image 8). PUZZLES Puzzles provide learning and enjoyable experiences for children of all ages and abilities and may increase eye-hand coordination and dexterity skills. Assembling puzzles helps to develop learning skills through repetition and problem solv- ing. By carefully choosing and adapting puzzles, a varied as- sortment can be available to meet the needs of all students. Sometimes simply cutting notches in the side of each of the puzzle pieces may make them easier to grasp, or adding han- dles such as knobs, thread spools, PVC pipe sections or joints. If the child cannot grasp a handle, a small piece of loop Velcro can be placed on the top of each puzzle piece and a mitt or cuff with hook Velcro can be placed on the child’s hand. Magnets can also work. A metal thumbtack can be pounded into each puzzle piece. Then, the child can use a mitt, strap, or stick with a magnet on it to remove the puzzle pieces. To keep the puzzle from sliding around during play, attach suction cups to the bottom of the puzzle, use a non-slip mate- rial such as shelf liner, or Velcro the puzzle to a carpet square to keep it in place. A spring clamp or C-clamp can also be used to hold the puzzle on a table or tray. Puzzle pieces can also be attached to the puzzle using lengths of elastic to keep them within reach (Image 9). Add additional sensory features to puzzle pieces by glu- ing on buttons, knobs, fabric, and other items. Caution and frequent inspection should be conducted to ensure such ad- aptations are firmly secured to eliminate potential choking hazards. Use black cloth or white cloth on the table under the puzzle pieces to provide contrast between the pieces and the background. If the child has trouble visually discriminating the edges of puzzle pieces that are very similar when in the puzzle, outline each piece using a permanent marker in a high contrast color to make the edge more visible, or outline the edge of the top surface of each piece with clear glue to create a slightly raised edge to help the child discriminate the shape by touch. ADAPTING BOOKS Adapting books can enhance literacy experiences and ex- emplifies the UDL principle of providing multiple means of representation. Adaptations include making books easier to manipulate (turning pages or holding) and text easier to un- derstand (simplified, changed) and remember. The original idea of the story is maintained but may include altered text,
Image 9: Puzzle pieces with enlarged knobs are fastened to puzzle with lengths of elastic. Puzzle is tabilized on carpet square.
clear visual representations, and manageable page layouts to increase the potential for participation. Book adaptations can be prop- or paper-based or created electronically using soft- ware programs or apps. Scaffolds designed or displayed with “everyday technologies” such as mobile technology, common- ly used software such as PowerPoint, web-based tools such as Google slides, Tar Heel Reader, Tar Heel Shared Reader, Book Creator, and classroom manipulatives provide a multitude of creative opportunities for everyone to engage in reading ac- tivities (Schoonover & Norton Darr 2016). Copyright laws allow for the creation and use of books in an alternate format solely to make the book accessible to persons with disabilities. A copy of the original book is required when using an adapted book. Consider also developing original stories with the child as the “star” or main character. Photos and items experienced by the child and familiar family voices narrating may also pique inter- est. Much like potential accessibility solutions for board game pieces and toys, here are suggestions for simple adaptations that work well for providing access to hard copies of books: • Create space between pages with page “fluffers” (foam, weather stripping, sponges, giant paper clips, clothes- pins) to make them easier to turn. A trip to the office sup- ply store can provide you with many possibilities. Decora- tive plastic clips and the assorted sizes of bulldog clips are just two that can be used straight out of the package. Clip “fluffers” of your choice to the pages of the book at inter- vals starting near the bottom of the first page and plac- ing them an inch or two higher on each page progressing through the book. • Use book holders for stabilization (recipe book holders, card holders, acrylic display frames, easels), or place hoop Velcro on the outside covers of the book and attach to a carpet square.
27
February / March, 2022 | www.closingthegap.com/membership Closing The Gap © 2022 Closing The Gap, Inc. All rights reserved.
BACK TO CONTENTS
Made with FlippingBook Ebook Creator