
Materials:
Tactile Cards-Materials such as faux fur, rubber, foam, felt, buttons, and feathers were glued to pieces of plastic poster board with Velcro added to the back of each card. Plastic poster board was used to increase durability of cards.
Tactile Cards-Materials such as faux fur, rubber, foam, felt, buttons, and feathers were glued to pieces of plastic poster board with Velcro added to the back of each card. Plastic poster board was used to increase durability of cards.
Although you are marketing this as book for students with CVI, I think it is important to note that this adaptation is not appropriate for Phase I kids if the goal is for them to look. The tactile adaptation is okay if your goal is just for them to participate in the story, but do not expect kids in Phase I and even in Phase II to look, touch, and listen simultaneously. Even though the visual clutter is reduced, this adaptation is visually complex in that it is 2 dimensional, offers an array of different colored objects, has multiple images on one board, and the animals represented by the visuals are probably unfamiliar to most students with CVI in Phase I and Phase II. Students in Phase I and early Phase II rely on light and movement to focus their visual attention. I would think that a light box version of this book may be a more appropriate adaptation for students in the early stages of CVI. 3D objects are also recommended for students in Phase I and early Phase II. I would present 1 object at a time on a black background possibly in a darkened room with a flashlight used to spotlight the visual. I do like the fact that you incorporated the tactile experience as a way to physically involve students with vision impairments into this activity. I also like the shadow activity for students in Phase III; however, I would recommend highlighting the salient features of both the shadow and the original picture of the animal.
Comments
Not for Phase 1 Kids
Posted by Christine Owen