Learning what ingredients are in the food we eat, as well as becoming more independent with cooking skills, are critical skills for young children who are blind or visually impaired.
Discussion of how the classroom teacher, Speech Language Pathologist, and TVI came together to support one another and increase student engagement with a Reading Group for those with CVI, complex communication needs, and multiple disabilities
Legos can be used to promote braille skills with dual media learners by providing motivation and reinforcement.
Are picture symbols appropriate for students with cortical/cerebral visual impairment?
A history of TACK-TILES® braille Lego blocks, which were designed and patented by a parent 25 years before Lego announced the development their product.
Touch can help individuals with deafblindness to learn, to communicate, and to connect with the world.
Using play-based writing to support self-regulation with students with autism spectrum disorder and visual impairment (ASDVI)
Tips for new vision professionals, including Teachers of the Visually Impaired and Certified Orientation and Mobility Specialists.
This article addresses the connection between orientation and mobility, student communities and the development of literacy in students who are blind or visually impaired.
Tips and guidelines to adapt literacy materials for a Kindergarten student with cortical visual impairment (CVI) Phase III