Adaptation-Modification Tool Kit

Skill Area Reading

Adaptation/Modification Include necessary access information such

as web address or mailing address

Primary
Disability
Area
CD/SLD/EBD

Audio books

Optical
Character
recognition

Speech
synthesizer

See-N-Read

Audio books may vary from each

text. Sample site for audio books
--http://www.audible.com/

Describe how strategy might

assist with a disability
Is this assistive technology necessary for
their success? If so, describe. Include
potential disability (e.g. auditory processing,
attention deficit, etc)

CD/LD/EBD/ Students who struggle to read certain

OHI
lexile ranges or struggle to read in
general can benefit from audio books
to help with comprehension.
http://lsg.freedomscientific.com/prod CD/LD/OHI Students who suffer from dyslexia,
ucts/wynn.asp
dysgraphia, or aphasia would benefit
from character recognition. However
students who struggle with sounding of
words and recognition would benefit
from the program.
http://www.humanware.com/enCD/LD/OHI Text is read aloud to the student.
new_zealand/products/learning_disab
Students with dyslexia, hyperactivity,
ilities
or difficulty with identifying words can
benefit from having the text read
aloud.
http://www.see-nCD/LD/OHI Students who have difficulty focusing
read.com/prodcts.html
on the line of text --benefit from the
bar that highlights the text theyre
reading.

Adaptation-Modification Tool Kit

Paper based
computer pen

Highlighters

Enlarged Text
Braille
Skill Area Math

Live Scribe
http://www.livescribe.com/enus/solutions/learningdisabilities/

Students who have difficulty in reading

their notes, can concentrate on writing
notes. Students can play back the
notes and have them read aloud to
them. Students w/ difficulty in
processing, focus or comprehension
would benefit from this resource.
Highlighter markers or online
CD/LD/EBD/ Highlighter will help words stand out
highlighters (google extensions)
OHI
for students who may have difficulty
with words standing out or finding a
strategy to help with comprehension
and fluency.
Large Text books can be checked out CD/LD/EBD/ Students with visual limitations will
or purchased from many different
OHI
benefit from enlarged text.
book libraries or retailers.
https://www.nbp.org/ic/nbp/braille/eb/ OHI
Students with visual limitations or
eb_pubs.html
blindness benefit from having books in
Braille.
Adaptation/Modification Describe how strategy might
Include necessary access information such
assist with a disability
as web address or mailing address

Electronic math Mathtalk

worksheets
http://www.mathtalk.com/

Talking
calculators

CD/LD/OHI

Is this assistive technology necessary for

their success? If so, describe. Include
potential disability (e.g. auditory processing,
attention deficit, etc)

CD/LD/EBD/ Students with attention deficit,

OHI
processing delays, and difficulty w/
comprehension of math problems will
benefit from Mathtalk. Students can
translate work to braille or organize
using vocals.
http://www.independentliving.com/pr CD/LD/EBD/ Students that have difficulty with the
oducts.asp?dept=190&deptname= OHI
accuracy of the buttons they press on
the calculator will benefit from a

Adaptation-Modification Tool Kit

Virtual
Manipulatives

http://www.glencoe.com/sites/commo CD/LD/EBD/
n_assets/mathematics/ebook_assets/ OHI
vmf/VMF-Interface.html

Modmath

http://www.modmath.com/

OHI

Resource for
Visually
Impaired

http://www.tsbvi.edu/math

OHI

Virtual Math
Paper

http://panthertechnology.com/produc CD/LD/EBD/
ts/math-paper/
OHI

My Script
Handwriting
Calculator

https://itunes.apple.com/us/app/mysc CD/LD/EBD/
ript-calculator/id578979413?mt=8
OHI

Graph paper

Available at any office supply store

CD/LD/EBD/
OHI

Calculator

Available at any office supply store

CD/LD/EBD/
OHI

talking calculator. Students with

processing delays to attention deficit
can benefit.
Students that are visual learners will
benefit from virtual manipulatives.
Students can use visual representation
to support the numbers or math
concepts.
Students with dyslexia or dysgraphia
are able to write out the math
problem using the apple app.
Students who are visually impaired
may have difficulty with learning math.
Texas School for the Blind and Visually
Impaired offer many resources to
support students in this area of
disability.
Students who struggle w/ fine motor
skills or struggle w/ writing -- virtual
math paper will help support their
needs.
Students with difficulty w/ math
comprehension or calculating skills
--benefit from app that turns writing
into online calculations and computes.
Students who have difficulty with lining
numbers up can write a number per
square in the graph paper and use it to
help with solving problems.
Students with difficulties w/
calculations will benefit from the

Adaptation-Modification Tool Kit

GeoGebraC

Skill Area Writing

Abbreviation
Expanders

Alternative
Keyboards

Graphic
Organizers
Paper based
computer pen

http://www.geogebra.org/cms/en/

Adaptation/Modification Include necessary access information such

as web address or mailing address

assistance of a calculator when not

being tested on computation skills.
CD/LD/EBD/ Help students that are visual learners
OHI
use virtual 3D shapes to help with
geometry problems.
Primary
Disability
Area

Describe how strategy might

assist with a disability

Is this assistive technology necessary for

their success? If so, describe. Include
CD/SLD/EBD/O
potential
disability (e.g. auditory processing,
HI
attention deficit, etc)

EZ Keys for Windows

LD/CD
http://www2.edc.org/NCIP/LIBRARY/w
p/Ezkeys.htm

An abbreviation expander allows

students to store, create, & reuse
abbreviations for high frequency
words. Students who have a difficult
time w/ recalling words and reusing.
https://www.enablemart.com/comput LD/CD
Helps to make a customized keyboard.
erKeyboard can have graphics to help
accessibility/keyboards/alternativewith comprehension, group letters by
keyboards
color. The keyboard is more accessible
for students to access and record their
written work.
http://www.inspiration.com/Kidspirati LD/CD/EBD/ Students that have difficulty
on
OHI
w/organizing ideas, starting writing,
and/or the writing process
Live Scribe
LD/CD/EBD/ Students w/ processing deficits or
http://www.livescribe.com/enOHI
delays. A student that is not an
us/solutions/learningdisabilities/
auditory learner can record what the
teacher is saying. The students can
take notes while the pen records the
speaker.

Adaptation-Modification Tool Kit

Portable word
processor

LD/EBD/OHI Students who have difficulty with

writing by hand can use the word
processor to type.
Proofreading
Grammarly
LD/CD/EBD/ Proofreading software is appropriate
Software
https://www.grammarly.com
OHI
for any student with difficulty with
spelling, grammar, word choice,
punctuation, word usage, and sentence
structure.
Voice to text
Dragon
LD/CD/EBD/ Students who have a deficit in writing
software
http://www.nuance.com/dragon/index OHI
can use a voice to text software (if oral
.htm
language is their strength)
Word Prediction Go Software
LD/CD/EBD A student who struggles with
Software
http://www.goqsoftware.com/
processing and word usage would
benefit from word prediction software.
Skill Area Study/
Organization

http://www.writerlearning.com/

Adaptation/Modification Include necessary access information such

as web address or mailing address

Data Managers http://www.memotome.com/

Assignment
Notebook

School provided or available at any

office supply store

Sticky Notes

Available at any office supply store

Primary
Disability
Area

Describe how strategy might

assist with a disability

Is this assistive technology necessary for

their success? If so, describe. Include
CD/SLD/EBD/O
potential
disability (e.g. auditory processing,
HI
attention deficit, etc)

CD/LD/EBD/ Students who lack organization skills,

OHI
keeping track of assignments,
calenders --will store all the
information and provide alarms.
CD/LD/EBD/ Students who have organizational
OHI
goals will benefit from writing in their
assignment notebooks. Students can
keep track of assignments and
important dates.
CD/LD/EBD/ Students with difficulty remember
OHI
tasks benefit from visual cues to

Adaptation-Modification Tool Kit

Trapper Keeper Available at any office supply store

Binder

CD/LD/EBD/
OHI

Graphic
Organizer

Available at any office supply store

CD/LD/EBD/
OHI

Color Coded
Folders

Available at any office supply store

CD/LD/EBD/
OHI

Highlighters

Available at any office supply store

CD/LD/EBD/
OHI

Tabs

Available at any office supply store

CD/LD/EBD/
OHI

Skill Area Behavior

Adaptation/Modification Include necessary access information such

as web address or mailing address

Primary
Disability
Area

remember materials or to use sticky

notes while reading and organizing
thoughts.
Students with organizational difficulties
benefit from the use of a binder that
houses all of their materials.
Graphic organizers are very helpful for
visual learners. Students are able to
place their ideas in an organized
manner.
Color coded folders help students with
organization deficits keep their work in
the correct folder.
Highlighters are beneficial for students
lacking in word identification and
underlying important words or dates.
Tabs on word help students with fine
motor skill deficits and organizational
difficulties. Students can easily access
their work by tabs.
Describe how strategy might
assist with a disability

Is this assistive technology necessary for

their success? If so, describe. Include
CD/SLD/EBD/O
potential disability (e.g. auditory processing,
HI
attention deficit, etc)

Boardmaker

http://www.setbc.org/pictureset/SubC CD/EBD/OHI Students with sensory disorders,

ategory.aspx?id=9
hyper activity, or

Vision Boards

http://latitudes.org/behavior-charts/

EBD

Allow students with behavior

challenges to record their behaviors

Adaptation-Modification Tool Kit

and visualize the positive outcomes.

Point Incentive http://latitudes.org/behavior-charts/
Sheets

EBD

Students with behavior challenges

keep track of their behaviors through
points. Positive incentives can provide
motivation.
Talklight
http://www.talklight.ws/indexEBD/OHI/CD Talklight allows students to self monitor
3.html#Cafeteria
/LD
their noise level and to be aware of the
volume in the room --encouraging self
monitoring skills.
Reminder
http://www.amazon.com/RodgerCD/LD/EBD/ Any student with attention deficits will
Devices
Childrens-Vibration-ReminderOHI
benefit from the vibrations of the
Watch/dp/B00KB44ABK
alarms to help students regain focus.
Multi-sensory
http://thinkingmoves.com/
EBD/Autism Students who are unable to self
Integrated
regulate or control their behaviors can
technology
use multi-sensory integrated
programs
technology to help mirror their
behavior and help with the expressive
features of emotions.
Emotion
http://www.rufusrobot.com/emotions. EBD/OHI/Aut Students that are unaware of
Programs
php
ism
emotions, identifying, reading, and
responding to emotions would benefit
from Rufus Robot App.
Camp Discovery http://campdiscoveryforautism.com/ Autism
Students with Autism benefit from
App
using the Camp Discovery App. The
app has personalized goals for each
student to meet and will vanish once
met. Goals include emotions, social
skills, etc.