Changing the expectations and requirements of learning activities and routines, or the way instruction is provided, can facilitate children’s participation in them. Examples include incorporating children’s interests in activities and routines to make them more motivating e.g., place a highly desired toy in a center a child rarely goes in. A complicated activity can be simplified by breaking it into smaller parts with visual cues e.g., a child looks at pictures of himself getting ready to go home by first getting his lunch box, then putting on his coat, and then his hat.

Applying developmentally appropriate practice: Preschoolers benefit from having consistent routines and cues to know exactly what is expected of them. Mrs. Kurt takes her son Joshua and one of his friends to a county recreation event. Joshua was recently diagnosed with Asperger Syndrome. Mrs. Kurt observes how the recreation leaders (with suggestions from a school system physical therapist who consults twice per month) successfully include Joshua in the movement activities. They pair verbal directions with demonstration and specific visual cues to reinforce what the children are expected to do. Mr. T., the physical therapist, uses pictures of turtles for moving slow, and pictures of rabbits to prompt faster movement. To the great delight of the children and parents, he demonstrates the movements, and then has all children and adults in the room practice them also.

Adaptations for a specific child to complete a self-care activity independently: Mrs. Kurt decides to make some pictures cues of her own for Joshua. She photographs her older son brushing his teeth, and posts the photos in the bathroom. The sequenced photos of his “cool” older brother help Joshua attend to the task and follow the steps of the self care routine. It also gives her older son a chance to help his brother (Lentini & Fox).
 

Assistive technology to support task and instructional adaptations:

1. Text and photos illustrate picture tips, choice charts, visual schedules, and a “first/then” board to sequence actions.
    
2. Site for sharing teacher/therapist Boardmaker activities for Pre-K to K
    
3. Routine and classroom management tools (Allegheny County Public Schools Early Childhood Technical Assistance Center)
    
4. Curriculum themes, material and tips for visual strategies (Maryland School for the Blind)
    
5. Video of child using laminated pictures to choose an activity (Results Matter Video Library, Colorado State Dept of Education)
    
6. Assistive technology for preschool provides references, web-links and tips for inexpensive tools and adaptations (California State Dept of Education).