Examples of Adaptations, Modifications and Use of Assistive Technologies for students who are struggling with Language Arts activities

No Tech/Light Tech
  • To assist with turning the pages while reading, use page fluffers (made with small pieces of foam, glue dots) page turners and page extenders (made with Emory boards or tongue depressors attached to the sides of the pages)
  • Enlarge the text of any written materials 
  • Highlight words of written materials to emphasize important words, concepts, vocabulary 
  • While reading use an index card with a cut out window to assist with tracking for easier reading 
  • Use plastic page protectors for easier turning of pages in books
  • Use slant boards, wedges, or easels for easier viewing of materials
  • Laminate pages of books or any paper materials for easier turning 
  • Use a 3 ring binder for page turning – also gives a hard surface for slanting
  • Use visual aides (ex. pictures) to help stimulate ideas for discussion or for project 
  • Peer read materials to student 
  • Secure books and other reading materials to student’s desk with clamps, bungee cords, tape, or Velcro 
  • Use adapted writing tools for any writing assignments (i.e. slant boards, pencil grips, pencils on splints, wrist supporters, arm stabilizers)
  • For easier writing, use letter stamps 
  • Use word magnets to develop sentences, phrases, or titles 
  • Use banks of communication symbols or words to assist with sentence development, answering questions, asking questions, discussion with peers 
  • Use small post-it notes to mark paragraphs for reading – then use corresponding stickers on squares on overlay or augmentative communication device with pre-recorded reading of the paragraph 
  • Use colored strips of plastic (such as colored overhead sheets) and cut into strips to assist with tracking
  • Use mnemonic strategies to assist with memorization of important facts
  • Provide multiple practice opportunities such as oral reading, role playing
Mid Tech/High Tech
  • Enable student to record his/her thoughts on a tape recorder and write them down while listening to the audiotape
  • Provide voice output communication aids (VOCA) for students with little or no verbal communication system 
  • Provide a computer for writing
  • Student can provide a presentation by putting his/her pictures/notes on adapted slide projector; student can display slides by using a switch 
  • Have materials available on filmstrips for students who have difficulty reading
  • Have reading materials available on CD Rom for students with difficulty reading 
  • Provide an alternate keyboard access for computers – use storybook software
  • Reproduce reading materials and reduce the size to fit on augmentative communication device or alternate keyboard
  • Use multimedia software such as Hyperstudio, IntelliPics, or Imagination Express to author own ballads, poems, or stories – these can be read on screen with and without voice output
  • Download other stories, ballads, poems from the Internet, then upload them into a talking word processor
  • Use a screen reader to help with reading
  • Use supplemental overlays using “go to” features or linking (Dynamyte) or levels (Voice-in-a-box)
  • Use word prediction software for writing assignments
  • Create overlays with phrases and/or words for to answer comprehension questions, ask questions, or for peer test review sessions 
  • Create “revision” overlays that allow students to participate in peer revisions for group projects
    • Place the mouse pointer on page turning arrow on the computer screen
    • Secure the mouse where the student can click to turn the pages
    • Use a switch adapted mouse
    • Use a mouse with the ball removed
  • Create overlays that included the phrases and words needed for story frames, frame sentences, and other types of modeled writing
Resources on the Internet