Instructional Materials Used in

Education for Learners with

Disabilities
 What is Instructional Materials?
 are specialized or alternative formats of textbooks
and other instructional materials.

Examples are Braille, audio, large print, and digital text.

 Some students with disabilities need accessible

instructional materials to access the same curriculum
as other students. If so, their school must provide
accessible instructional materials at no cost.
Importance of Instructional Materials

 it enhances learning process.

 it makes teaching and learning easy and interesting

 it serves as complementary channels of effective

communication in the classroom
 Who Can Receive Accessible Instructional
Materials?
 any student who receives special education services
must receive accessible instructional materials when
needed to make meaningful educational progress. This
is part of the right to a Free Appropriate Public
Education (FAPE).

 Under Section 504 of the Rehabilitation Act of 1973,

schools must provide instructional materials in alternative
formats to a student with a disability if the student needs
them to learn.
 Who Can Receive Accessible Instructional
Materials?
1. Does the student have difficulty seeing the material?
2. Does the students have difficulty manipulating material?
3. Does the students have physical stamina necessary?
4. Does the students have difficulty decoding / recognizing
words?
5. Does the students have difficulty in fluency?
6. Does the students lose the place while reading?
Who Can Receive Accessible Instructional
Materials?
 Important information to consider if students need
accessible instructional material

1. vision
2. hearing
3. physical disabilities
4. reading disabilities
5. evaluation results
6. school performance/grades
 How to Select the Accurate Assessment
of Material

 To assess the accurate instructional material for a special

type of learner, we need to learn both the characterisitics
of the learner and the material we will use for instruction
 Students with Learning Disabilities and Attention
Deficit/Hyperactivity Disorder

 Link previous lecture to current lecture

 Make lectures interactive
 Maintain student attention by varying delivery approach
 Move around the room
 Use of a computer with a spell-checking program
 Writing on the test, rather than using Scantrons
 Use of a calculator
 Copies of overheads, handouts, lecture notes
 Preferential seating
 Student with Visual Disabilities

 Large print or Braille handouts, signs, equipment labels

 TV monitor connected to microscope to enlarge images
 Printed materials on colored paper or materials in high contrast
 Computers with enlarged screen images
 Seating where the lighting is best
 Computers with optical character readers, voice activated
computers, voice output, Braille keyboards and printers
 Extended time for testing
 Use of a reader and/or scribe for exams
 Use of tinted glasses for indoors/outdoors
 Students who are Deaf and Hard of Hearing

 Interpreters, real-time transcription, assistive listening systems,

note taking assistance
 Face student when speaking
 Written copies of any oral instructions (directions, assignments,
lab instructions)
 Visual aids, visual warning systems
 Repeat questions and statements from others
 Electronic mail for communicating
 Captioned videos and transcripts of audio recordings
 Students with Health Related Disabilities

 Note taking assistance, audio-taped class sessions

 Flexible attendance requirements
 Extra exam time, alternative testing arrangements
 Assignments in electronic formats
 Communication through electronic mail
 Absences due to symptomology and doctors appointments
 Students with Mental Health Disabilities

 Preferential seating, near door

 Prearranged or frequent breaks
 Audio recorder, note taking assistance
 Personal / private feedback
 Extended test taking time
 Students with Physical Disabilities

 Relocating a class or lab to an accessible building/space

 Audio recorder or notetaking assistance
 Accessible seating or table in the classroom
 Additional time for completing exams
Sample Scenario
Tracy is a 10 years old and in 2nd grade and her teacher is really
having problems with her. Her teachers and parents thought that
with two years in first grade she would mature enough to be able
to achieve on 2nd grade work. But she isn’t doing it in reading.
Tracy rubs and blinks her eyes often when reading or doing close
work and seems to find it difficult to distinguish between certain
numbers upside down or backwards, such as b-d. She likes to hold
books either extremely close or extremely far away. She listens
well and remembers what she heard. Also she likes to work by
herself or with a small group.

 For auditory reception  use tapes to record

 For Language materials  could be used or records and tapes with correlated
worksheets, workbooks or books
 For Tracy’s visual correlation,  large prints materials with clear background
and adequate spacing are needed.
 Who decides if IM’s are needed?
 Any student who receive special education services,
the IEP team which includes also his/her parents and
guardian decides which appropriate IM is needed.

 An parent or guardian can request a meedting to

discuss the appropriate IM’s for his/her child. It will
also be documented in the IEP.
How Instructional Materials Documented?
 The IEP team should modify the IEP to include the
following:

1. Types of instructional material that are needed

2. Why they are needed?
3. Who are the resource organization or other provider
of the IM’s?
4. Who are the person responsible to ensure that the
materials are provided to the student
Instructional Materials Used in Education

for Learners with Disabilities

 Low Tech: do not require any electric components and are
not expensive. Some low tech materials include slant boards
for writing, pencil grips, color overlays for reading and wiki
sticks for tactile learning.
 Mid Tech: devices that are electric but are very simple to
use and little or no training is required. It includes MP3
players, digital recorders, audiobooks and adapted keyboards
 High Tech: devices that require training, costly and can be
complicated. It includes talking calculators, ipads and word
prediction software.
 Picture Exchange Communication Sysytem (PECS)
 (Beginning Sounds)
phonics instruction teaches children how to decode letters into their
respective sounds, a skill that is essential for them to read unfamiliar
words by themselves.
 The cups with the Alphabet A-Z will scramble for them to find and
where should they will put it in the board of alphabet through it will
developed their motor development becuase they will going to find and
hold the cups tightly without falling.
 (Trace Me)
In this activity children would develop or enhance their fine motor skills
by tracing their name using shells.
 children love to explore different medium with their hands.Using a San
Tray, this activity will let children explore different textures while
practicing their letters, numbers, shapes and writing!
 (Sensory Sprinkle Bag) children can trace letters, numbers or shapes in
the sprinkles with their finger. This will help reinforce learning and also
give them fine motor practice.
 Children can learn colors and numbers
 Fine / small motor skills (weaving through with the shoelace)
 Cognitive skills (thinking, analyzing the numbers and order of numbers)
 Focus concentration
 addition machine using a shoe box and two cups with the bottoms cut
out. Students roll two dice and then use the machine to work out the
answer by putting balls/counters through the cups to add the two
numbers together. A great hands - on activity to consolidate the
concept of simple addition.
 (Dice Matching) helps children mainly in developing their cognitive
development because they will be able to identify how many circles
are there in the box and they will match it in the numbers provided
in the matching board.
REFERENCES:

 https://www.youtube.com/watch?v=tnA01FjfY-s&t=1923s
 https://www.disabilityrightspa.org/wp-content/uploads/2018/03/
AccessibleInstructionalMaterialsForSWDMarch2018.pdf
 https://www.edu-links.org/learning/importance-accessible-learning-materials
 https://www.slideshare.net/duckquack/assistive-technology-power-point-14440853
 https://disability.tamu.edu/facultyguide/teaching/