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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...
Multiple Disabilities
Posted by Liamsmom
My son Liam is a first grader in a mainstream classroom and he happens to be deafblind. I was inspired recently by a classroom letter that was sent home in his backpack. The children were expected to write stories that had a beginning, middle,...
Posted by Laurie Hudson
THE BIG PICTURE
In my iBook “Introducing Braille,” I largely used videotaped examples of bright, enthusiastic young students to show ways to “Make It Fun,” “Make it Developmental,” and “Make It Meaningful...
Posted by Jbrown
Story boxes have been around for years. When I taught Head Start they were called "prop boxes". As a Head Start teacher, I used my prop boxes to make the story more fun, engaging and interactive. When I became a TVI I realized that story...
Posted by Liz Eagan
I have been asked repeatedly how I come up with goals and how I document progress or regression on them. Good questions! In coming up with goals, it all starts with some form of assessment. I don’t pull goals out of midair. Texas School for the Blind...
Posted by Jbrown
Typically when we think of pre-literacy activities, we think of increasing tactual and print awareness, object and letter identification, and book handling skills. Learning literacy skills begins even before students learn to recognize and identify...
Posted by Megan Mogan
Whether you are raring to go and have your materials all organized, or your vacation flight arrives home the night before your first day back, it’s time. Here are just a few things I like to remind myself this back-to-school time of year. ...
Posted by Liamsmom
My son Liam, who is deafblind, will be starting first grade in a couple of weeks in a mainstream classroom. Last year, I bought all of Liam's supplies and labeled them myself. This year I wanted Liam to be part of the process. And of course I...
Posted by Liamsmom
My son Liam attends a mainstream public school. He just finished Kindergarten last year, where he would get these little mini-books that his classmates were reading. I have taken some of them and modified them so that they would be accessible for Liam, as...
Posted by Liamsmom
I wanted to create some "science" books for my son Liam (he just turned 6 years old and is deafblind) for him to use for the next school year. I looked up first grade standards and noticed a focus on animals and their habitats, life cycles,...
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 Liamsmom
Phew. My son Liam's IEP meeting and IEP are now complete and we have a fresh set of goals for the next school year! IEP season is a mixture of feelings: determination, expectations, excitement and exhaustion! I love the working with...
Posted by Megan Mogan
I used to be that therapist. The one who threw around the words “self-stimulatory behaviors” and “idiosyncratic language” all of the time. The one who described her students as engaging in silly sounds, strange...
Posted by Lisa Pruner
This post is by Lisa Pruner and Catherine Summ.
Overview
For children with vision impairments, fire safety and awareness are often literally out of reach, placing them at increased risk in the event of a fire
Smoke detectors,...
Posted by ScarlettsEyes
Scarlett is a great communicator, and the lack of spoken word does not stop her from expressing what she wants! Whether she evokes an emotion or leads you to a certain place, she knows how to get your attention.
Despite this I am desperate...
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 Jbrown
Circle times in early childhood classrooms (preschool and early elementary) frequently follow the same format. Students have an opportunity to say hello, participate in attendance, review the calendar, sing a couple of songs, and read a story. There...
Posted by Debra Goodsir
The development of vocabulary and an understanding of the patterns of language are essential parts in the development of literacy. "10 Minutes With" is a program which has enabled some of my students, who have multiple disabilities, to develop...
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....
