Adapting and modifying for children and young people

Adapting and modifying for children and young people with vision impairments.

Objectives • To understand the importance of adapting and modifying materials • To know when and how to adapt and modify • To know where to go if there any problems!

Why adapt and modify? Have a few moments to reflect on the student you work with. What kind of materials do you think will need adapting and why? Make a list of ideas.

• • Understand a new concept Vocabulary Ensure as much independent access as possible Increase reading speed • Print is too small • • • Print is toodifficult to read Quality of print is poor e. g. poor photocopy Too much information / layout / cluttered worksheet leading to visual confusion Print has poor contrast with background Understanding the information / concept is lost in the process of trying to see / read. • Normal way of working for exam accessarrangements

Why adapt and modify? • Understand a new concept • Vocabulary • Ensure as much independent access as possible • Increase reading speed • Normal way of working for exam access arrangements

Before you modify, what do you need to know?

Key point Whoever is adapting must be clear of the learning objective

Key point: If it looks good… it probably isn’t. Less is more.

Key points • It doesn’t have to be on paper – real materials, objects, experiences • Doesn’t have to be complicated – blu tac, wikki stix • Must be individualised – read a report from the Teacherof Vision Impaired – size, spacing, colours, font etc.

What to adapt and modify • Text • Diagrams / pictures • Demonstrations • Videos

Text • Consider size, spacing, colour, contrast, font • Avoid too much information / layout / cluttered worksheet leading to visual confusion • Ensure good quality of print • Avoid boxes and tables. • Avoid mind maps and spider diagrams. • Voiceover • RNIB Bookshare https: //www. rnibbookshare. org/cms/ Clear Vision http: //www. clearvisionproject. org/ Living Paintings https: //www. livingpaintings. org/

What would you do?

Diagrams / pictures • Real objects where possible • 3 D diagram converted to 2 D • Graphs- Remove clutter, consider size and thickness of grid lines, consider using a key. • Picture/diagrams supported or replaced by written or verbal descriptions • Tactile diagrams • Use coloured string or Wikki stix to show lines or bars on a graph, blu tac may be used to show points

Example of history • What might be difficult to access? • How can you make it more accessible?

Modified question • Larger text • Clearer font • Description of picture • Marks closer to the question so it doesn’t get lost • Objective is the same

Example of science Original question Modified question

Example of maths Original question Modified question

. Science example Which of the following approaches would be most appropriate to modify the question? o Enlarge the picture of the bicycle o Add a brief caption underneath the picture of the bicycle o Add a detailed description underneath the picture of the bicycle o Remove the picture of the bicycle o Replace the picture of the bicycle with a written description o Replace the picture with a real bicycle ensuring the lamps and battery are correctly positioned

Modified science

Demonstrations and videos • Position of child • Verbal commentary • Pause and take time to consolidate • Own set of resources

Organisation • A 4 easier to scan, store and retrieve. • If enlarging work ensure that you number pages consistent with the original • Children need to be taught to store and retrieve work safely on i. Pads and computers.

Further information • Please contact julie. evison-williams@peterborough. gov. uk or emma. green@peterborough. gov. uk for advice about a specific individual. • We will run training sessions throughout the year. Please contact sen@arthurmellows. org for more information.

Q &A Join our live Q&A session with the VI Team Wednesday 15 th July 2: 00 - 4: 00 pm on Microsoft Teams Email - sen@arthurmellows. org to book your place and/or register your question

Useful websites Maths https: //www. rnib. org. uk/insight-online/making-maths-add-up • Real life https: //www. rnib. org. uk/insight-online/adapting-lessons-part-one • Exam access https: //www. rnib. org. uk/services-we-offer-advice-professionalseducation-professionals/access-exams-and-tests Make sure you have a copy of the RNIB’s Well Prepared! • Powerpoints https: //support. microsoft. com/en-us/office/make-your-powerpointpresentations-accessible-to-people-with-disabilities-6 f 7772 b 2 -2 f 334 bd 2 -8 ca 7 -dae 3 b 2 b 3 ef 25

Useful websites • Books https: //www. rnibbookshare. org/cms/ http: //www. clearvisionproject. org/ https: //www. livingpaintings. org/ Maths https: //www. rnib. org. uk/insight-online/making-maths-add-up • Real life https: //www. rnib. org. uk/insight-online/adapting-lessons-part-one • Everything! https: //www. pathstoliteracy. org/ https: //www. perkinselearning. org/teaching-resources https: //www. rnib. org. uk/insight-online/classroom