Laurie Hudson's blog

This is the second of two parts.  You can find Part 1 here.

Like many teachers of the visually impaired, I have often introduced people to Perkins Braillewriters.  I’ve shown this tool to not only my students, but also to their families and their teachers and classmates if they are in inclusion settings.  Face-to-face, this involves lots of visual strategies like “look at this key” and “watch me load the paper.”  For people with visual impairments, I use tactile strategies like “put your hands over mine as I roll in the paper,” and for younger students, we “take a ride on my fingers while I press the keys for dots 1 through 6.”  But how can this int

When families and general educators are asked if their students can see something, their responses are often, “Sure!”  But  what does this mean?  In order to get a thorough, accurate sense of what students with low vision are seeing, I’ve learned that we need to ask very specific questions.  Here are some examples:

THE BIG PICTURE

Describing Clearly

Adapted from Classroom Collaboration, page 59

By Laurel J. Hudson, Ph.D.

Published by Perkins School for the Blind, 1997

Introduction: