Search Results for "node/Talking book"

Basic, broad recommendations I shared with teachers who are holding group zoom meetings with students with CVI (cortical visual impairment)

Ideas for teaching children who are blind or visually impaired about their bodies

TSBVI teachers share tips for optimizing online learning for students with deafblindness or multiple disabilities, including ideas to create videos, reflection, connection, and identification of preferred sensory channels.

Tips on how to teach COVID-related concepts to students with multiple disabilities or Deafblindness using Google Slides and a video with Pictello.

This sample vision portfolio was created with a child with ONH (Optic Nerve Hypoplasia) to let others know about how she uses her vision and other tips for teachers as part of her self-determination goals.

Individuals who are deafblind can use a braillenote touch with a refreshable braille display to communicate with people who don’t know braille or ASL.

A parent shares her experience of helping her son with cortical visual impairment (CVI) move from using a calendar with real objects to tactile cards with object symbols or partial objects to photographs over the course of 4 years.

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.

Children with motoric challenges and additional disabilities, including CVI or other types of visual impairment, may have difficulty with visually-guided reach.

The mother of a girl with deafblindness due to Usher Syndrome shares the story of her struggling to learn to read due to her learning disabilities, which had been unrecognized before home-based instruction began during the Covid-19 pandemic.