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On our way home from afternoon preschool, we stop at the playground. This has become our habit on these warm spring days. We were not there long before Jasper made a friend, Robin, or rather, she befriended him. “Let’s go slide together, Jasper...
CVI
Posted by Lisa Jacobs
Tactile baby blankets or quilts are a wonderful way to encourage exploration among our youngest children who are blind or visually impaired, including those with multiple disabilities or deafblindness. Presenting the child with a variety of tactile...
Posted by Deena Recker
Using information obtained from Christine Roman-Lantzy’s book, Cortical Visual Impairment, An Approach to Assessment and Intervention, these books are designed to help bring literacy to students who are diagnosed with or demonstrating the...
Posted by Roxana Cziker
This is the first of five parts created by Low Vision Therapist, Dr. Roxana Elena Cziker, focusing on the needs of students with Cerebral Visual Impairment (CVI) The series is designed to address challenges for children with CVI who...
Posted by Jbrown
The iPad is an incredible tool for all students, including those with CVI (cortical visual impairment). There are amazing accessibility features that enhance the experience. The iPad can be used to teach visual skills and to conduct vision...
Posted by Tracy Fitch
Introduction:
For my Cortical Visual Impairment mentor training we were assigned to adapt a book for all three phases of CVI. I chose The Very Hungry Caterpillar because I have several classes reading this book through the end of the school year. I...
Posted by Linda Hagood
Introduction to Standard Tactile Symbols
The Developmental Model
Standardization: Moving from Concrete Tangible Symbols to More Abstract Tactile Symbols
The System is Sustained
Continuum of Symbol Systems...
Posted by Liz Eagan
Tactile books are a great way to foster the development of literacy skills with any child who is visually impaired, including children with other significant disabilities. These can be used at home for enjoyment, to support understanding and anticipation...
Posted by Jbrown
After students with CVI (Cortical Visual Impairment) have learned to view and identify real objects, they are ready to learn to identify two-dimensional pictures. It is essential to recognize the differences in a student’s visual skill set before...
Posted by fayegonzalez
Part 2: Using a Partial-Object Based Communication System for Literacy
The majority of Augmentative and Alternative Communication (AAC) systems available today use visually based symbols. Often, however, students with Multiple...
Posted by fayegonzalez
Part 1: Partial-Object Symbols are MORE than Just a Schedule: Communication Systems for Students with CVI and Multiple Disabilities
The majority of Augmentative and Alternative Communication (AAC) systems available today use visually-...
Posted by Linda Mamer
Many apps (applications) are available to promote early learning for young children who are blind or visually impaired, including those who are deafblind or who have multiple disabilities. This is a partial list (part one of two) to help you get...
Posted by Megan Mogan
Looking back on my own early reading and writing experiences, I have a very clear memory of my first-grade classroom’s beautiful alphabet chart hanging over the windows of our classroom. I even remember the long wooden pointer the teacher used to...
Posted by fayegonzalez
Those of you who know me understand how passionate I am about children with Multiple AND Visual Disabilities. Here are my personal “Top 10 Tips” to guide in helping these special children grow and develop new skills for independence....
Posted by Charlotte Cushman
One of the first and most important things to remember when introducing books and literacy experiences to a young child with a visual impairment is that the child is a child first. While there are certain tips and techniques that will make reading...
Posted by Linda Mamer
Many apps (applications) are available to promote early learning for young children who are blind or visually impaired, including those who are deafblind or who have multiple disabilities. This is a partial list (part one of two) to help you...
Posted by Tara Mason
For students who have Cerebral / Cortical Visual Impairment and/or multiple impairments we need to be thinking about visual characteristics of CVI, positioning, and learning environments, in addition to planning ways to incorporate the iPad into a...
Posted by Charlotte Cushman
A group of teachers in the Deafblind Program at Perkins School for the Blind presented an hour-long webinar on various aspects of literacy for children with deafblindness: Literacy Adaptations for Students Who Are Deafblind with Christa...
Posted by fayegonzalez
In an earlier blog post, I discussed guidelines for Using a Picture Symbol System for Communication and Literacy. In addition to the factors discussed in that post, another crucial consideration in designing a communication system for students...
Posted by Jbrown
Toy bars are a wonderful tool when teaching pre-literacy skills. Object awareness and knowledge can be introduced and reinforced through toy bars. Students learn about the characteristics of items through all of their learning channels. They have...
