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Adaptations and Accessibility

Every learner is different — in how they read, focus, move, communicate, and feel about technology. This page offers practical ways to adapt the curriculum so it works for the learners in front of you.

You don't need to use every suggestion here. Pick what fits your learners and your setting.

Our Approach​

The curriculum is designed to be flexible from the start. Sessions include discussion, hands-on exploration, and reflection — which means there are natural entry points for different kinds of learners. The adaptations below help you stretch that flexibility further when needed.

The core principle: every learner should be able to participate meaningfully, even if the way they participate looks different.

Reading Level Support​

Not every 8–12 year old reads at the same level, and that shouldn't be a barrier to learning about technology.

  • Read instructions aloud for emerging readers or when text is dense
  • Pair stronger readers with developing readers so they can work through instructions together
  • Use oral responses instead of written ones — many activities note this as an option
  • Lean on the sentence starters provided throughout the curriculum; they reduce the blank-page problem
  • Simplify written tasks by asking learners to write one sentence instead of a paragraph, or to draw their answer instead

Attention and Focus​

Screen-based learning can be engaging, but it can also be overstimulating or tiring — especially for younger learners or those who need more movement.

  • Break sessions into shorter segments — a 30-minute session can become two 15-minute blocks with a stretch break
  • Use a visual timer so learners can see how much time is left (many free timer apps exist)
  • Alternate between screen time and discussion — the curriculum's built-in reflection questions are natural screen-break moments
  • Let learners stand, move, or fidget during reflection — not everyone thinks best while sitting still
  • Simplify choices when too many options feel overwhelming — instead of "pick any website to explore," say "let's start with this one"

Typing and Motor Skills​

Typing is a skill the curriculum builds over time, but some learners may find keyboard and mouse use physically challenging.

  • Allow voice-to-text tools as an alternative for any writing task (built into most devices)
  • Use larger text settings if available — most browsers let you zoom in with Ctrl/Cmd and +
  • Don't assess typing speed — the goal is comfort and willingness, not words per minute
  • Try partner typing — one learner dictates their ideas while another types; then they switch
  • Use a trackpad, mouse, or touchscreen — whatever the learner finds most comfortable

Shared or Limited Devices​

Not every setting has one device per learner, and that's okay. Collaboration can actually strengthen learning.

  • Rotate device time during sessions — while one learner is on the computer, another can be drawing, planning, or discussing
  • Use intentional partner work — two learners sharing one device can take turns as "driver" (hands on keyboard) and "navigator" (giving directions)
  • Adapt independent sessions to be partly offline — learners can sketch plans on paper, storyboard ideas, or discuss verbally before their turn at the device
  • Many activities include offline components — reflection questions, discussions, and planning steps don't require a screen

Low-Tech or No-Internet Settings​

Some of the curriculum's core ideas can be explored even without reliable internet access.

  • Discussion-based learning works offline — many early concepts (what is the internet? what is a file?) can be taught through conversation and analogy
  • Unplugged activities translate well — the Human Robot game in Week 9, for example, teaches programming concepts with no device at all
  • Drawing, writing, and verbal reflection can replace digital tasks when devices or internet aren't available
  • Pre-load websites or download resources in advance if internet access is intermittent — most tools used in the curriculum work offline once loaded
  • Use the curriculum as a discussion guide even if you can only get online occasionally — the thinking skills matter as much as the tool skills

English Language Learners​

Technology concepts are often visual and hands-on, which can be an advantage for learners who are still building English proficiency.

  • Use visual demonstrations alongside verbal instructions — show, then tell
  • Allow responses in the learner's preferred language — understanding the concept matters more than expressing it in English
  • Pair with a buddy who can help translate key terms or explain instructions
  • Focus on hands-on activities over reading-heavy tasks — doing is often clearer than reading
  • Build a simple vocabulary list for key terms each week (file, folder, browser, search, click, save) — even a few words can help

Gifted or Advanced Learners​

Some learners will move through the material quickly or already know some of the basics. That's great — channel that energy productively.

  • Use the stretch challenges included in most weekly lessons — they offer deeper or more open-ended tasks
  • Encourage peer mentoring — advanced learners often solidify their understanding by helping others
  • Suggest deeper exploration — let them spend more time inside a tool, try its advanced features, or find a creative use you hadn't planned
  • Let them define their own project goals earlier — if they're ready to start thinking about the final project before Week 15, let them
  • Ask harder questions — instead of "what does this do?" try "why do you think it was designed this way?" or "what would happen if this part changed?"

Emotional and Social Considerations​

Technology can feel high-stakes to some learners — especially if they've struggled with it before, feel embarrassed about not knowing something, or worry about making mistakes in front of peers.

  • Normalize mistakes explicitly — say things like "Every programmer spends time debugging" and "The first version is never the final version"
  • Let learners choose whether to share work publicly or keep it private — not every project needs to be presented to the group
  • Respect learners who need extra time — rushing creates anxiety, and anxiety makes learning harder
  • Watch for frustration spirals — if a learner is getting upset, pause the task and try a different approach or a simpler version
  • Celebrate effort and process, not just finished products — "You tried three different things before it worked — that's exactly what good problem-solvers do"
  • Create a safe space for "I don't know" — it should always be okay to say it, and it should always be met with support, not judgment

Putting It Together​

You don't need a formal accommodation plan to use these strategies. Most of them are just good teaching — paying attention to how learners respond and adjusting as you go.

If you're unsure where to start, pick one or two adjustments that seem most relevant to your learners and try them for a week. You can always add more later.

The curriculum is a guide, not a rigid script. The more you adapt it to fit the real humans in front of you, the better it works.

Device-Specific Notes​

Different devices have small differences that can trip up learners. Here are the most common ones.

Chromebooks​

  • File management uses the Files app instead of File Explorer. It works similarly but looks different.
  • Most activities work well in Chrome browser. Scratch, TinkerCAD, and Google apps all run in the browser.
  • Right-click is done by tapping the trackpad with two fingers.
  • There is no traditional "desktop" for saving files. Use Google Drive or the Downloads folder.

Windows vs. Mac​

  • File management: File Explorer (Windows) vs. Finder (Mac). Both do the same job with different interfaces.
  • Keyboard shortcuts: Windows uses Ctrl where Mac uses Cmd (⌘). Example: Ctrl+S (Windows) = Cmd+S (Mac).
  • Right-click: On Mac trackpads, use two-finger tap or hold Control while clicking.
  • The curriculum notes these differences with "Ctrl/Cmd" wherever shortcuts appear.

Tablets (iPad, Android)​

  • Limited file management — there is no traditional folder system. Use a cloud drive (Google Drive, OneDrive) for the portfolio.
  • Scratch works on tablets but is harder without a mouse. Consider pairing with a Bluetooth keyboard and mouse.
  • Drawing activities often work well on tablets, especially with a stylus.
  • Multitasking (multiple windows side by side) is limited compared to laptops.
  • Some activities involving File Explorer or window management may need to be adapted or simplified.

For full tool options by category, see Tool Alternatives.