Exploration of the development of communication with children who are congenitally deafblind through components of a great conversation and sharing experiences. Suggestions for co-creating language with individuals with multi-sensory impairment.
Step-by-step instructions telling how to get set up in Google Classroom for Braille In-Service Training
A TVI shares her experience creating a pegboard book for a student with CVI (cortical visual impairment) and multiple disabilities.
Suggestions to support students with CVI (cortical / cerebral visual impairment) during remote learning, using personal identifiers in a step-by-step routine
A concrete symbol can be used with students with multiple disabilities to indicate the beginning and end of an activity.
The PenFriend is a voice labeling system that uses a simple device to create recordings associated with sticker labels.
A psychologist shares practical tips to support children and youth who are blind or visually impaired to develop resilience at home and in school.
First / Then Schedules are a structured method of communicating about what is happening now and what is going to happen next. They can help to clarify expectations and to support an individual to anticipate what will happen next.
Tips for teaching English Language Learners who are blind, including braille students, using techniques such as rhyming, audio-assisted reading, flashcards, and I-M-ABLE.
An innovative program of instruction created by TVI Sherry Airhart for a student who struggled with braille and literacy skills. Her willingness and ability to “think outside the box” resulted in an alternate path to braille.
