Adapting "If You Take a Mouse to School" for a Student with CVI

- Story Box
- Picture Communication Symbols for Story Box
- Tactile Communication Symbols
- Talking Book Project
Story Box
Picture Communication Symbols for Story Box

- I will first present the story with the tactile objects.
- Then I will present the talking book with the use of the symbols using a large switch.
- Lastly, I will assess my student by having her match the symbols with the object. I will show her the tactile object, give the verbal prompt to “point to the ____” and have two symbol choices on the all in one board from APH. She will point to the symbol that matches the tactile object I present. The symbols are designed using a yellow background because my student shows a color preference for yellow. They have a heavy black border, and reduced visual clutter by removing the print label. The symbols I chose match the items in my story box. My student will need exposure to the tactile items prior to being introduced to the picture symbols.
- What did the mouse get from the lunchbox?
- Where did the mouse put his things when he got to school?
- What did the mouse do before he washed his hands?
- What did he use to build a mouse house?
- What did he use to make furniture?
- What did the mouse do while he was waiting for the bus?
- What did the mouse take to school with him?
- What did he need to do before lunch?
- What did the mouse use to write his story?
- How did the mouse get home from school?
Tactile Communication Symbols
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Who was the main character in the story?
- What did the mouse do while waiting for the bus?
- What items did he need to write his own story?
- What items did he use to make a mouse house at the school?
- How did the mouse get home from school?
- What did the mouse pack in his backpack for school?
- What did the mouse need to do before lunch?
- What items do you have at school?
- What did the mouse make furniture out of?
- What item is good for holding school supplies?
I chose the mouse as a communication symbol, because I feel like it is important for the student to understand the story element of character. The mouse is an appropriate size and is similar to the texture of a mouse. I chose the round wooden ball to represent soccer. The student will be pre-taught that ball means soccer. I chose the small wooden block, because it is made with similar material and is the same shape as building blocks. I chose the tire to represent bus, because the student is able to understand that a bus has wheels. I chose the small skateboard, because the student has prior experience with a skateboard and knows what it is. I chose the small piece of clay so that the student would be able to feel the texture, and realize it’s the same as the clay she has experience with. I chose the strap to the lunchbox, because it’s a real-life piece of material that is found on the student’s lunchbox. I chose the buckle to represent backpack, because this too is found on the student’s real-life backpack. I chose real paper and real pencil because they are most-like the actual items of the student. I chose the smaller notebook, because it still contains the wire spiral bound top, the cover and the paper. Lastly, I chose the piece of the washrag, because the student has prior experience with that item.
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