Kayla Fowler

ECD 107

Adaptations and Accommodations

1.) Name of Activity/Material/Experience: Communication Boards

Type of Adaptation/Accommodation: Visual: developmental and social-

emotional

Appropriate for: children ages 3-5 years, with speech delays, children who

are mute or deaf

Description: These communication boards can be homemade or used

along with technology. These boards are put together for the teacher or adult

to ask a question and flip to a selection of images alongside their print words.

Children can respond to the question by pointing to the image or signing the

word for it, creating easy communication for both sides.

Explanation of Support for Child’s Growth and Development: Using these

materials allows for children to communicate alternatively to verbal responses

with their teachers, families, and peers in class. Pairing the images with the words

and a sign language symbol creates an opportunity for children to develop

literacy skills and their cognitive ability to communicate using one word to a

string of words.
2.) Name of Activity/Material/Experience: Daily Visual Schedule

Type of Adaptation/Accommodation: Visual: social emotional

Appropriate for: children 3-5 years old with autism, communication delays

Description: This visual schedule will be displayed in the classroom where

every child can see. It will have the image or the activity being done

along with the words describing it. Throughout the day, teachers will have

to revisit it and move a larger piece that children can distinguish against

the card for children to see what time of day it is and when they will reach

another task in the day.

Explanation of Support for Child’s Growth and Development: Using these

materials in the classroom allows for the child to ground themselves with a

set stable schedule which they can review. They can refer back to it

anytime they feel overwhelmed or need to know what comes next. The

children are also getting exposure to early literacy skills through the

printed word paired alongside the image of the activity being done.
3.) Name of activity, material, experience: Braille Books

Type of Adaptation/Accommodation: Materials: Social- Emotional,

Developmental and Cognitive

Appropriate for: 3-5 years old children who are blind or visually impaired

Description: In the library section of the classroom, include braille books as

well as story books featuring tabs with braille on them. All children should

have equal opportunity to read the same books, and can work together

to read the book even those children who cannot visually read the

content.

Explanation of Support for Child’s Growth and Development: Creating a

social environment that acknowledges the different abilities and

encourages inclusion, will help children learn and support one another.

Children can communicate about the stories to one another, and read in
 pairs or groups. With this material children who are blind are still able to

develop early literacy skills that is associated with reading.

4.) Name of activity, material, experience: Paint Brushes

Type of Adaptation/Accommodation: Material: Developmental

Appropriate for: 3-5 years old for children that have difficulties grasping or

dysgraphia

Description: Along with using larger paint brushes, foam sponges, and

finger painting, adapt the paint brushes by slipping on a foam hair curler

over the handle. This allows for all children to grasp the paint brush and do

art as they please without difficulties as well as having the independence

they desire.

Explanation of Support for Child’s Growth and Development: These

materials allow children to write, draw and paint with little difficulty and

less pain than the traditional smaller utensils. This eases frustration that

might occur and allows the child to develop and progress along with their

peers.
5.) Name of activity, material, experience: Energy Obstacle Course

Type of Adaptation/Accommodation: Activity: Physical and Social

Emotional

Appropriate for: 3-5 years old children who have difficulty focusing, have

excessive energy, hyperactive, autism

Description: Children who get frustrated throughout the day or are unable

to focus on something the teacher is wanting to get across can take a

break to clear their thoughts and refocus their energy. Through this taped

down obstacle course inside the classroom or out in the hallway for a

quiet area can follow the areas in a variety of movements.

Explanation of Support for Child’s Growth and Development: This activity

allows children to get up from sitting and refocus their attention after

taking a break. They will be physically active from walking different

pathways, using different equipment, climbing/rolling, and then calm

 themselves down and center their thoughts on something productive

rather than causing themselves stress and frustration.

6.) Name of activity, material, experience: Shaving Cream Painting

Type of Adaptations/Accommodations: Activity: Fine Motor and Social

Emotional

Appropriate for: 3-5 years old with children off all abilities including autism,

ADHD/ADD, children requiring a wheel chair, children with cerebral palsy,

etc.

Description: This activity can be done with every child in the classroom,

children needing special equipment can sit at the table with other

children or have their own tray to use. Provide each child with shaving

cream and different food colorings, try to include different textures like

sand and soap in the painting. Since this painting is use of hands children

with difficulties grasping can still participate.

 Explanation of Support for Child’s Growth and Development: This inclusive

activity allows children to be social with their peers while discovering new

textures and colors while painting. Children can practice their fine motor

writing skills or drawing skills without having to hold a small utensil.

7.) Name of activity, material, experience: Hearing Aid

Type of Adaptation/Accommodation: Technology: Development,

Cognitive, Social Emotional

Appropriate for: 3-5 years old children who have hearing impairments

Description: This technological material will help children hear instruction,

people addressing them and pick up on social cues from other’s voices.

Explanation of Support for Child’s Growth and Development: In order to

developmentally meet milestones, hearing is very important for children to

develop language and speech skills. Developing these skills will assist

children in forming reciprocal relationships with their peers, family, and

teachers.
8.) Name of activity, material, experience: Audio Tapes

Type of Adaptation/Accommodations: Technology: social emotional,

cognitive and developmental

Appropriate for: 3-5 year children with hearing impairments, hyperactivity,

easily distractible or overwhelmed

Description: This material should be available to children at all times in two

forms, one to play soft music for concentration and another recordings of

storybooks/nonfiction books. Children can access this information to

solidify what they heard during small/whole group for revisiting or to help

their focus in another area.

Explanation of Support for Child’s Growth and Development: Since playing

soft music is an option for this device, it allows for children to self-regulate

their emotions and their focus on other activities in order to avoid

frustration or distraction. Hearing the stories in multiple outlets numerous

times, allows children to pick up on early literacy and retelling. This

 resource can also help children who speak English as a second language

pick up key vocabulary more easily.

9.) Name of activity, material, experience: Large bats, beach balls, hockey

sticks

Type of Adaptation/Accommodation: Material: Physical, Social Emotional

and Gross Motor

Appropriate for: 3-5 years old children with physical disabilities

Description: When engaged in physical activities, provide adapted

equipment for children who may not have the same physical movement

as other children. Use lightweight larger bats, softer inflatable beach balls,

and cover a hockey stick with foam on the end for children to use as

hitting, kicking, and catching.

Explanation of Support for Child’s Growth and Development: These

materials will allow children who may not be able to play a game of

kickball for example in the traditional way participate along with their
 peers. They are also getting the physical development and exercise that

they need to stay healthy.

10.)Name of activity, material, experience: Supported Back Seat

Type of Adaptation/Accommodation: Material: Health and Social Emotional

Appropriate for: 3-5 years old children who may have physical disabilities, have

to use a wheelchair, or unable to support themselves without aids

Description: This material can be included around circle time and story time for

all children to be together on the same surface.

Explanation of Support for Child’s Growth and Development: This material keeps

children safe and supported without hitting, falling, or feeling excluded. Since all

children are together on the carpet, every child can enjoy story time without

distractions or being uncomfortable on the floor. It encourages children to have

conversations with one another and participate in the reading.

Materials Created for Demonstration: