In the State of Connecticut, as Teachers of Students with Visual Impairments, we have access to students in many different districts. With just a few inquiries, a TVI in CT is able to compile a group of students of a similar age who use similar learning media.
Social Activities
Years ago, we were able to form pen pal friendships and allow those friends to meet during learning excursions pre-pandemic (at a museum, playground, or planned cooking lesson).
The student with CVI (Cortical/Cerebral Visual Impairment) in Phase I (Roman-Lantzy, 2018) is building visual behavior. Remote learning takes place via two-dimensional (2-D) screens. Information is shared—visually and auditorily—using screens as portals. We cannot hold students with CVI Phase I accountable for interpreting visual information. How can we take advantage of remote learning opportunities for students with Phase I CVI?
If you are a parent trying to help your child learn remotely, you might not be able to promise that your child will practice the pegboard daily, but you do know that you will be washing and drying laundry at some point this week—this post is for you.
Some children rely on others to help with activities of daily living, due to motor limitations. Nonetheless, we can help build understanding and anticipation which will allow the child to mentally prepare for having their personal space entered to facilitate activities of daily living. By creating a predictable routine and being consistent with it, we allow structure and anticipation to fill in some of the gaps that are left by a lack of access to visual input.
The steps below can be used as a guideline to cue the child to explore items with each of the senses.
Students who are visually impaired and blind may be visual, auditory or tactile learners. For many students, despite their visual impairment or legal blindness, print or large print is their primary learning media. However, some students use braille or auditory skills as their primary learning media. Some students do not have access to braille due to other challenges. These students may be auditory learners. But, as with many students who are deafblind, many are tactile learners or tactile and auditory learners.
As Teachers of Students with Visual Impairments (TVIs) we teach our students the Expanded Core Curriculum. Cooking, under Independent Living Skills, is an area where TVIs can typically create a meaningful lesson plan for students of nearly any age. This article suggests a method of creating understanding around cooking for younger elementary students who are learning braille.
As Teachers of Students with Visual Impairments (TVIs) we teach our students the Expanded Core Curriculum. Cooking, under Independent Living Skills, is an area where TVIs can typically create a meaningful lesson plan for students of nearly any age. This article suggests a method of creating understanding around cooking for younger elementary students who are learning braille. 