Access technology materials from A.L.M.C. have been instrumental in helping students make concrete connections. During small groups and one-to-one instruction, instruction that is given needs to be intense and targeted towards areas where students have a gap in their conceptual understanding. Gaps in understanding are often a result of a lack of appropriate low-tech resources in areas that were taught visually to sighted peers. Below are a couple of scenarios in which A.L.M.C resources have provided access for students to make clear connections and build a true conceptual understanding of concepts that were previously abstract. 

Scenario 1: The student below struggled with the concept of place value. Using this tech, the student was able to feel that a group of tens is ten ones due to the notches on the tens stick. She is able to lay the tens stick on top of a hundred-square to count how one hundred is ten groups of ten. Then, she is able to build a three-digit number by physically building the number in the appropriate place value spot before rewriting the number in numeral form. This process ensures that she is thinking about what each digit actually represents in a three-digit number. After practicing over a couple of sessions using this piece of tech, she began to understand what each place value up to one hundred represents. 

Scenario 2: The student was having a difficult time understanding the concept of “difference”. While the student knew that two numbers could be subtracted, the conceptual understanding of what is happening in the process wasn’t present. Using A.L.M.C’s 100’s numbers roll, which is a laminated paper roll strip with the digits 0-100 written in braille, the student could physically count out a two-digit number in a linear pattern and put a tactile sticker on it. Then, he could count out the other number. After he counted the two numbers, he counted the amount of numbers in between to get the “difference” in value. He had a lightbulb moment when he finally realized that subtracting is the same thing as determining the difference between two numbers!

Madison Caldwell-- Bridges High School Program Teacher

As a TVI, I determine the material and equipment adaptations needed for my students to access academic and functional resources.  It goes without saying that it is extremely difficult for TVIs to find ready-made equipment and materials.  Combined with the lack of accessible items, often these items need individualization that are not available on the market.  In addition, most TVIs do not have the budget or time needed to invest in the labor intensive work of making quality adaptations.  For this reason, I have found the ALMC is my go-to resource for developing and creating adapted items for my students.  

Two months into the school year, the ALMC has created 5 different items for my classroom that I otherwise would have needed to develop and create.  In addition, the ALMC has made resources for the students to use at home.  As students use ALMC generated materials and equipment, they will have more access to their school and home environments.  It is a win-win for students, parents, and teachers alike. 

Cathy Cartwright, M.Ed.

Teacher for Students with Visual Impairments  

Utah Schools for the Deaf and the Blind

"This is such an amazing program! I could not find shape manipulatives and the ALMC created them and saved me so much time. They also made high contrast shape cards for my students. I would have never been able to make these things. They also created a dark room that I wouldn’t have known how to order the materials, or put together without them."

-Michelle Ward -USB Preschool Teacher