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Activity and strategy

Inching Our Way to Literacy

Textures can be used to refer to the same book in different contexts for students who are blind or visually impaired with multiple disabilities.

We use the bulletin board in our classroom to keep track of what books we’re reading.  We hang up a textured picture to represent a book we read.  (We use the same textures that we have added in the book). 

We also put an additional textured picture on a page in a book.  That way the students can look at the board and review the stories we read.  We also use the book so they can choose a story they want to read for when we do one on one reading.  These matching textured pages give us a way to refer to the book when we’re looking at the bulletin board.

Twinkle twinkle little star

 

 

 

 

 

 

 

 

 

 

 

  • braille paper
  • items to create textured illustrations, such as feathers, foam, etc.
  • glue

 

 

 

  • Create a textured page to represent a bookTeddy Bear
  • Make a similar page to hang on the bulletin board
  • Read the story with the students and encourage them to feel the textures on the pages as you read.
  • Call their attention to the feel of the texture, e.g. “That’s the furry bear” or “Those are the pigeon’s feathers.”
  • After the story is finished, have the students help to add the new book to the bulletin board display while discussing the fact that this is a book that you just read.  Be sure that the items on the bulletin board are accessible to the students, where they can see and touch them.
  • Review the various books that have been read, while calling their attention to the textures.

Don't let the pigeon drive the bus.

  • Endless books and pages can be created!  As students learn to associate the book with the texture, decrease the size of the texture to a smaller representation.
  • Invite the students to request books by pointing to the one on the bulletin board that they would like to read.

 

 

 

 

 

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