Physical actions required to access a text book or some computer programs may create barriers for students with motion limitations. Whenever possible provide work books in alternate formats, ex. written, online typing, or verbally recording answers on a mic. Be aware of which options will allow the user to interface curriculum with assistive technology.
Expressive skills and fluency are sometimes at root of the goal we are teaching and thus a specific tool is needed to demonstrate competency. However many times we choose to use traditional tools of expression when multiple media could be used to demonstrate the same skill (ex. text, speech, drawing, design, music, dance, visual arts, sculpture, video, or web 2.0 tools. In addition, we can scaffold the tools that we allow students to express themselves so that we are not hindering expression if the goal is not directly affected by the use of those tools (ex. spell checkers, word prediction, grammar checkers, calculators, geometric sketch-pads, story webs, concept mapping tools, CAD, or manipulatives.
Teachers can assist students in using and developing their higher level executive functioning skills by guiding appropriate goal setting, prompt students to "stop and think" and "show and explain" their work, providing checklists, templates, and rubrics, use graphic organizers to collect and organize information, and provide explicit timely feedback to students in a format that they can understand.