Modifying Materials
* All the following material is taken from Foundations of Education: Vol. 2
☼ Environmental Modifications ☼
 ultimate goal – for the students to make the necessary adaptations
themselves – so, need to instruct them to recognize what they find
to difficult in the environment and to skillfully request assistance or
be assertive.
 Foundations page 473, 476 – may include adjusting:
 seating
o closer to the board
o to increase visual field
o to avoid glare
o to get a closer view of an object
 lighting
o increase illumination
o decrease illumination
o using rheostats, high-intensity lamps, sun visors, sunglasses
 distance
 positioning
 contrast – ex. bright green tennis ball
 size
o large-print
o devices like phones & timers that have large numbers
o getting closer to objects
o use of optical devices – benefits:
 independence
 control over what and when to see something
 immediate access to written information
 access to various types of info, like bus #, scenery,
something at a distance
 increased environmental awareness
 help with daily living and leisure activities, such as
reading clothing tags, watching a sporting event)
 enhancement of self-esteem
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increase options for employment
reduced costs over LP books
reduced time (not having to wait for LP papers)
may be able to learn to drive and get driver’s license
with bioptic telescopic systems
 to make visual tasks easier and to reduce visual fatigue
o bold-line paper
o typoscope (a black piece of paper or plastic with a window
cut out of it to isolate a single portion of printed material at
a time)
o yellow acetate overlay to increase print contrast
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For more GREAT information:
pp 477 - 478 – describe different types and uses of low vision devices.
p 479 – describes pros and cons of optical devices and large print
p 481 – describes advantages of different mounting systems
pp 444 - 445 – list common mods for physical activities
☼ Instructional Materials Modifications ☼
 The modifying process:
1. Identify the primary goal of the assignment
2. Figure out a way for the student to respond to that primary goal.
 p 177 – Stratton’s Hierarchy for Adapting Materials:
 “Adapted materials should serve as a means to an end…should be
a way to build skills that will be a bridge toward learning in the
natural environment.”
 “To adapt more than is necessary separates the child from the
environment; to adapt less may inhibit learning”
 recommends that the teacher focuses on the student’s ability to
use regular materials first
1. Full learning from the environment:
 student doesn’t need any special adaptations to learn from the
natural environment
 least intrusive
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 allows full participation in regular activities with standard
materials
2. Mediate: learn from the environment
 teacher assists as student uses natural learning materials
3. Adapt: means to end
 teacher needs to adapt materials as a means of developing
skills to later be used in the natural environment
4. Replace:
 standard materials are complete replaced with adapted
materials
 most intrusive
 Materials – Your Tool Kit
o Just as you need a FVLMA testing kit, you need a tool kit
for working with your academic students.
 Koenig and Holbrook: “toolbox” of range of options that may be needed
for any one task.
“A student who is able to perform a task only by using adapted
materials is limited to the use of those materials.”
 Koenig & Holbrook suggest:
bold-line paper
CCTV
felt-tip pens
braille tests
braille note takers
handwriting
keyboarding
enlarged materials
low vision devices
live readers
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 Some more suggestions:
Geotape – diff colors / widths
Textures
o paper (APH)
o material scraps
The little tactile concept books from Oakmont
http://www.teachersaidsforblindchildren.org/products.html
Braille labeler
Braillon sticky back paper (APH)
Index cards
Dark #3 pencils
Markers and scented markers
One hole puncher or craft puncher
Wiki sticks (APH)
Stickers – tactile (APH) and scented
Mini stapler kit
Paperclips
3-hole puncher
Scissors
Reflective tape
Magnetic tape / cookie sheet or place holder (APH)
Tactile graphics kit (APH)
 pp 181- 182 – more modifications:
visual adaptations
photocopying
using magnification devices
increasing clarity and contrast
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decreasing glare
decreasing visual clutter
tactile adaptations
auditory adaptation
pp 184 – 189 - Modification of Textbooks, videos, & pictures
p 185 – Guidelines for Audiotaping Classroom Materials
p 186 – Guidelines for Describing Tables, Charts, and Graphs
p 189 – Sources of Adapted Materials
p 175 - Strategies for collaborating with Gen Education Teachers
p 176 – Facilitating Inclusion
p 194 – 195 – Resources for Modifying
215 – Selecting or Designing Instructional Material
consider quality & durability (ex. snowflake)
commercially available:
 slates & styli
 abaci
 braille or LP rulers
 beeper balls
 speech synthesizers for computers
 braille timers
☼ Instructional Methods Modifications ☼
 There’s such a vast amount of visual information given to the students
every day.
 It can intimidate the general education teacher to also teach a vi
 178 – 181 – “Modification of Instruction” includes:
o use of chalkboards & overhead projectors
o demonstrations
o modeling
o lectures
o class discussions
o field trips
o guest speakers
 See specific curricular subjects in your textbook for suggestions.
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