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/.
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
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
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:
· 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:
· 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.
n Go to the “Customize Quick Access Toolbar” at the VERY top of a Word document.
n Click “More Commands.” Click “All Commands.” Find “SPEAK”
n “ADD” it to the right hand column. Highlight the text you want to read
n 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 /1
Chapter 1 - SAMPLE
Caleb asked his sister Anna about their mother.
Anna said “Mother died when 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.
· 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
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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