ABSTRACT
Teachers in inclusive classrooms depend very heavily on having appropriate materials at the right level of difficulty for involving their students actively and productively in the processes of learning. Simplified or augmented material should be a component of any course that applies the principles of universal design for learning. Adapted or modified materials can provide the means for all students to study the same topic and work towards the same curriculum goals. In this chapter practical advice is provided on ways of adapting and supplementing textbooks, assessing the readability level of print materials, adapting worksheets, instruction cards and online study notes, utilizing non-print resources, and making full use of e-learning. Particular attention is given to the role of assistive technology in helping students with sensory or physical disabilities, or with a specific learning disability such as dyslexia, to gain access to learning materials.
