Material Modifications

1. Alter complexity of format

• make concrete - lower cognitive demand (e.g., relating a difficult concept in terms of a students' everyday life; number concepts; objects vs. photos vs. pictures)
• fewer parts - (e.g., fewer examples on worksheets; word problems which require only 2 functions for an answer; tape two buttons on a Walkman and color code)
• simplified arrangement of an array/worksheet - (e.g., fewer distractors; smaller number of items; increased spacing between items)
• highlight important cues, directions, or information (e.g., plus sign on a calculator; written directions on a worksheet; bus number on schedule)

2. Alter motor requirements

• size: larger materials, add texture, use grip adjustments
• limit number of parts: keyboard guard, jse of a jig on a worksite
• nonskid surfaces

3. Alter sensory requirements

• size: larger materials, larger print, overhead projector
• information delivery: tape of written material, use of manipulatives, videotape presentation/sign language
• visual contrast of materials and/or surfaces: color of paper vs. print; desk surface vs. color of paper; work surface vs. materials

4. Use of technology

• access: computers, switches
• assist in note-taking: typewriter, carbon paper, tape recorder
• telecommuncations: FM systems, closed captioning, descriptive video, TTY, email

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Adapted from the Georgia Systems Change Project (1997), Georgia State University.