Search Results for "node/Talking book/about:blank"

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.

Tips in the assessment process of Complexity of Array for Children and Youth with CVI (Cortical/Cerebral Visual Impairment)

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.

These PowerPoint activity lessons are designed to work on basic concepts with students with CVI (cortical / cerebral visual impairment). Colors, numbers, shapes, size, and common objects are included in this animated slide show.

Tips to provide an introduction to the braillewriter through Zoom, using consistent names for each of the parts of the braillewriter and clear, step-by-step instructions to practice loading and unloading paper.

An introduction to CAPD (Central Auditory Processing Disorder) outlining the risk factors that are associated with both CAPD and CVI, as well as signs, strategies, and resources.

A psychologist shares practical tips to support children and youth who are blind or visually impaired to develop resilience at home and in school.