Instructional
Modifications for Internet Activities for Elementary Students
Autism
Allow the student to sit at the same computer during each session,
preferably by the door in case the student needs to leave for a break.
Follow the same routines rather than making a lot of changes.
(log on, log off, steps for internet access)
Give oral and visual cues.
For beginning sessions, use picture cards with simple written directions
explaining each step for using the internet.
Provide clear, concise directions in small steps.
Highlight important concepts to be covered.
Provide text to voice software if needed.
Find high interest web sites that require easy and routine steps
for information retrieval.
Adjust the computer session time limits and the assignment format
as needed.
Provide frequent informal assessments for understanding.
Allow a few minutes of free internet time when the assignments
are complete and then give a warning signal when it is close to time for the
session to end.
Visually impaired
Allow the student to sit at the same computer during each
session, preferably by the door.
Let him/her enter the room first.
Use adaptive technology such as a computer screen enlarger, voice
output, Braille keyboard or a keyboard with enlarged keys (Stickers are
available to put on the keyboard keys).
Use white or yellow print on a black screen rather than dark
print on a light screen.
Provide headphones.
Adjust the room light appropriately.
Use a text to speech screen reader, such as Read Please
at
http://www.readplease.com. Copy and
paste text into the screen reader.
Use a talking web browser, such as Home Page Reader by IBM.
Access the Daily
News at http://nyise.org/news.html
Set up an on screen voice to give frequent auditory
reinforcement.
Use digital talking books such as Audio Books at http://assistivemedia.org/
Helpful websites
http://www.viguide.com/
http://www.washington.edu/doit/Brochures/Technology/wtcomp.html
http://www.add.org/
http://seriweb.com/tech.htm
http://www.hicom.net/~oedipus/blind.html