Accessible
Instructional
Materials
Resources for Adapted Books and Other
Accessible Text for Students with Intellectual
and Other Developmental Disabilities
Assembled by Cheryl M. Jorgensen, Ph.D.
Inclusive Education Consultant
http://www.cherylmjorgensen.com
2015
Creating Adapted Books
by Cheryl M. Jorgensen, Ph.D.
Inclusive Education Consultant
http://www.cherylmjorgensen.com
The Individuals with Disabilities Education Act (IDEA) of 2004 requires that schools
provide accessible materials to students with disabilities in a timely manner so that those
materials are available at the same time as materials are provided to students without
disabilities.
What is described below is a “low tech” way to create adapted books. You can also use Pictello
http://www.assistiveware.com/product/pictello or one of the many available apps for creating adapted
books for an iPod, iPad, or laptop computer. This summary does not address the issue of switch access for
students with significant movement difficulties but you can go to Caroline Musselwhite
http://www.aacintervention.com/ or Linda Burkhart’s http://www.lburkhart.com/ websites for info on
that topic.
First, determine if someone else has already adapted a particular book. I search sites such as Tar
Heel Reader, CAST, Paul Sherlock Center for Disabilities and the British Columbia Assistive Technology as
well as do a general Google search (see links to these and other adapted text resources at the end of this
document) "Title of book + adapted" or "modified" or "accessible."
Second, if I don't find a version that works for the particular student, here are instructions for
creating one.
Step 1: Go onto Google Images and copy and paste into a Microsoft Word document all the
images you can find for a particular book. I suggest you do this at the beginning of every unit of
study (e.g., solar system, water cycle, Civil War, Romeo and Juliet, etc.) if your student benefits
from visual supports. You will find endless uses for these images.
Step 2: Re-write the story in Microsoft Word keeping most or all of the essential story elements
such as characters, settings, and major events. Some tools that can help:
Spark Notes http://www.sparknotes.com/ has chapter summaries and others are available. Use Google
to search for "Title of Book + Chapter Summaries."
Auto Summarize can be used to reduce the length of the text from many pages to 10 sentences, for
example http://www.tools4noobs.com/summarize/.
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Then use Rewordify to substitute some "easier" vocabulary https://rewordify.com/ Browse the whole
Rewordify site because it has some other great resources.
Create each page/chapter of the adapted book based on your student’s learning needs. She or he may
need more white space between letters, words, or lines. Be sure to leave line spaces to insert pictures
above the words the student doesn't know. Please note that this adapted version is to promote
READING ALOUD and COMPREHENSION not decoding of individual words. Research shows that when
you are teaching individual word decoding you should not use picture supports.
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Considerations & Tips for Simplifying Texts
Source: Gretchen Hanser, Ph.D., OTR
Introduction
It is well known that students who use augmentative & alternative communication (AAC) have
significant language challenges that directly impact their literacy skills (Sturm & Clendon,
2003). Some of these language challenges consist of: understanding of vocabulary,
understanding of different sounds, understanding of different tenses, complex sentences,
figurative language, metaphors, making inferences, considering another’s perspective…
These skills are integral to literacy and directly impact students’ abilities to read a complete
story, chapter or text with comprehension. As such, easing the language demands in a text
may make the text and plot more available to students.
When modifying texts, it is important to have enough content so as to not water text down.
Too much simplification might result in the loss of key themes, details, plot, dialogue and/or
voice of the author. Not enough simplification could result in too many language demands
that might keep students from getting at the deeper meanings in the text.
1. Breakdown compound and complex sentences.
Remove transition/connecting words and make them into 2 separate sentences.
Example:
Unsimplified: A shiver convulsed Joel, though the sun was still bright and hot, and he
began to move woodenly toward the spot where he had left his clothes.
Simplified: Joel shivered. He walked to the place where he left his clothes.
2. Watch the pronoun use
Try not to have too many pronouns where it may not be confusing who/what it might be
referring to. Make sure that the pronoun has what it is referring to right before it or in the
preceding sentence. When using character names/dialogue, try to not have too many: he,
she, they, we. Use them but sparingly—try to use the actual name while not making it so
mechanical. This might make it easier to follow the conversation.
Example:
Unsimplified: Maybe Tony could still be saved if he got help.
Simplified: Maybe Tony could be saved if Joel got help.
3. Simplify vocabulary words
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Keep some rich vocabulary words to explain and teach. But, will want to keep it in balance to
allow time for teaching all of the other text concepts/connections. When simplifying
vocabulary words, also consider the vocabulary on the AAC device.
Example: Joel fell over and vomited again.
Change to: Joel fell over. He threw up again.
4. Consider the student’s background knowledge
Clarify concepts/terms that students may not have the background knowledge to understand.
For example, a student who has never ridden a bike before may not know the name
“Schwinn.” Try to clarify when possible.
Example:
Unsimplified: Tony said, “I get dibs on the Schwinn!"
Simplified: Tony said, “I want the Schwinn bike!"
5. Clarify figurative language
Example:
Unsimplified: Joel gave Tony a high five, taking in his friend's face as he did.
Simplified: Joel gave Tony a high five. Joel looked closely at Tony’s face.
6. Delete information that is not necessary to understanding the
main theme(s)
There is so much involved with teaching comprehension—there are a lot of balls to juggle for
any kid. It may be helpful to choose a few to juggle for the very beginning reader to make
them more successful. It is important to target and give instruction at a level a bit beyond
where the student is. Try to do this while maintaining the integrity of the story.
Example:
Unsimplified: It took only about ten minutes to reach the edge of town. On their way past
the school, Tony stuck out his tongue in the direction of the sixth grade classroom where
they had spent last year. Joel, deciding he might as well get into the spirit of the day,
followed suit, though he liked school well enough.
Simplified: It took ten minutes to reach the edge of town. The boys rode past their
school. Tony stuck out his tongue at the school. Joel did the same, even though he liked
school.
Text excerpts from: On My Honor, by Marion Dane Bauer
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More Considerations and Tips
Source: Schuster, J. & Erickson, K. (2014). Text Complexity in the Dynamic Learning
Maps™ Alternate Assessment System. (White Paper No. 14-01). Lawrence, KS:
University of Kansas Center for Educational Testing and Evaluation.
Use:
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high frequency words
concrete versus abstract words
mostly one and two syllable words
sentences with only one independent clause
sentences written in active voice
pronouns that refer to easily-accessible antecedents
fewer sentences in a paragraph
similar syntactic structures
repeated content words
Minimize or avoid use of:
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negation words
passive voice
words that have multiple meanings and other forms of figurative language
the number of conditional sentences (i.e., those that use and, but, and not)
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Step 3: Copy and paste the Google Images above the words you want to give visual support
to. Remember that there is also a Read Aloud feature in Microsoft Word in addition to
commercially available read-aloud software such as Kurzweil or Read and Write Gold.
 Go to the “Customize Quick Access Toolbar” at the VERY top of a Word document.
 Click “More Commands.” Click “All Commands.” Find “SPEAK”
 “ADD” it to the right hand column. Highlight the text you want to read
 Click the “Speak selected text” icon – looks like a rectangular thought bubble
Step 4: Create topic boards for the book (or unit of study) which are laminated and used to
support receptive understanding during classroom read-alouds. This website describes the
process of using topic boards for “aided language stimulation.”
http://www.aacinstitute.org/aactionpoints/130627AidedLanguageStimulationResource.pdf
or http://www.iidc.indiana.edu/?pageId=511 Even if your student doesn’t use augmentative
communication this technique may be appropriate.
Make another laminated copy of the topic boards and cut out individual squares that can be
used for vocabulary teaching and review and for fill-in-the-blank writing activities. See some
Sarah Plain and Tall by Patricia MacLachlan example below.
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SAMPLE TOPIC BOARD FOR “SARAH PLAIN AND TALL”
a person or animal in a book
or movie
plain
prairie
character
family
night
pioneer
Sarah
Caleb
Papa
Anna
wagon
Maine
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8|Page
Chapter 1 - SAMPLE
Caleb
asked
his
sister Anna
Anna said “Mother died when
9|Page
about their mother.
you were a
baby.”
More Resources on Making Accessible,
Adapted Books
Commercially Available Adapted Texts
Ablenet - collection of modified informational texts (social studies and science)
http://www.ablenetinc.com/Curriculum/Focus-on-STEM
Don Johnston Core Content http://donjohnston.com/stfcorecontent/#.VQ736uFit4M
informational texts (science and social studies texts) written at a lower reading level but
maintain an age-appropriate appearance for adolescents.
Don Johnston Start-to-Finish Literacy Starters – classic literature for children and youth,
written at a lower reading and comprehension level
http://donjohnston.com/stfonline/#.VQyuHOFit4M
Other Accessible Instructional Materials Resources
Spark Notes http://www.sparknotes.com/search?q=Romeo+and+Juliet and Schmoop
http://www.shmoop.com/romeo-and-juliet/ - great resources for all students including those
who have reading difficulties.
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Original text side-by-side with “modern” text
Chapter summaries
Photos that could be inserted into PPT or used to enhance multiple choice
study/quiz answers.
A nine-minute “cartoon” version of the play that maintains the general story line,
themes, and characters.
Themes and motifs
Flashcards and quizzes
Character summaries
5 Ways to Make Page Fluffers & Spacers- Accessibility for turning pages
Accessible & Adapted Books- LiveBinders- Resources on adapted books and writing
Adapted Books and Related Materials by Special Education Service Agency- Resource for
adapted books and related materials
Adapted Books- Autism Helper- Collection of adapted books and lessons
Adapted Books Room Eighty Three on Pinterest- Nice curated resources for adapted books
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Adaptive Book Fun- Thoughts on adapted books
Baltimore City Schools- Book Specific Communication Boards- Communication boards to go
with adapted books
Dade County Public Schools ESE- Interactive Storybooks- Awesome collection of adapted books
Handout on Adapting Books by Pam Harris- Explicit instruction for preparing adapted books
New York City Department of Education: Adapted Books - Great collection of adapted books
Paul V. Sherlock Center on Disabilities- Adapted Literature - Resource for adapted chapter
books, lessons, and more
SETT BC- Accessible Books- Great collection of adapted books
SLP Corner- Adapted Books by Peg Hutsonp Nechkash at Pedia Staff- Thoughts and resources on
adapted books
Tar Heel Reader- Adapted books searchable by a wide range of topics and also a resource for
writing books. Just read the books first as these adapted books are for ALL ages
Verbs, Verbs, Verbs (Printable Adapted Books Collection) by Ruth Morgan at Chapel Hill
Snippets- Wonderful collection of adapted books
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