AdaptationsStudents who are blind or visually impaired require adaptations to the environment, materials, and instruction. Each student will have his or her own unique visual needs based on the student's visual impairment as well as other disabilities. It is important to understand each student’s visual diagnosis and the implications concerning functional vision to make the appropriate adaptations to maximize the students use of vision and access the same assignments as their sighted peers.
Home AdaptationsHelping your family members stay safe and complete activities independently is important. There are simple adaptations you can make throughout your home that can help your family member achieve independence. Within this section you can learn more about:
Environmental AdaptationsSchool and classroom environmental adaptations can help the student who is blind or visually impaired move safely and efficiently through their environment. This page identifies how to make adaptations to the environment including school campus, school safety, classroom design, labeling, and lighting. Within this section you can learn more about:
Core Curriculum AdaptationsThere are adaptations that can be made to the core curriculum that allow students who are blind or visually impaired to fully access the curriculum. These pages provide suggestions and strategies for adapting the core curriculum. Within this section you can learn more about:
Material AdaptationsStudents who are blind or visually impaired will typically need adaptations to access printed information that will allow the student to access all areas of the curriculum. This page provides a suggestion on increasing size, contrast, clarity as well as reducing visual clutter and making tactual adaptations. Within this section you can learn more about:
Instructional AdaptationsStudents who are blind or visually impaired will most likely need instructional adaptations to access the curriculum. This page provides information on the role of the classroom teacher, making movies and assemblies accessible, adapting lectures and instruction as well as field trip considerations. Within this section you can learn more about:
Early Childhood AdaptationsPreschool and Kindergarten are the formative years for developing language, social skills, concepts, and to learn how to follow routines and rules. This page provides suggestions and strategies for adapting the early childhood program to meet the needs of students with students visual impairments. Within this section you can learn more about:
Adaptations to the ArtsIndividuals who are blind or visually impaired may need instructional and material adaptations to participate in art. Within this section you can learn more about:
Recreation & Leisure AdaptationsMaterials should be adapted only to the extent necessary for efficient learning. If regular materials can be used in conjunction with environment adaptations or low vision devices, such an approach is preferable to using specialized materials. - J.M. Stratton: JVIB, Jan 1990 (84) 3-5 |
History of vi
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Guiding Principles Functional Skills Community Based Experiences Concepts to Teach Access to Instruction Organization & Study Skills Time Management Virtual Instruction Movies & Assemblies Lectures & Instruction Board Work (Chalk, White, etc.) Daily Schedule Morning Meeting Weather Check Dramatic Play Blocks Numbers & Counting Cranmer Abacus Instruction Algebra Geometry & Spatial Sense Measurement & Data Early Literacy Experiences Create Tactual Books Reading Instruction Reading Efficiency Science Adaptations Social Studies Adaptations Communication Modes Accessible Educational Materials Individual Schedules & Communication Cards Adjust Lighting Large Print Optical Devices for Near Optical Devices for Distance Optical Device Use Photocopying Font Legibility Increase Contrast Pictures & Worksheets Keyboarding Instruction Word Processing and Shortcuts Navigate Computer w/o a Mouse Braille Code Braille Instruction Braille Instruction Materials Writing Braille Summer Reading (braille) Signature & Handwriting Nemeth Braille Code Tactile Graphics Guidelines Creating Tactile Graphics Tactile Graphics Instruction Teacher Made Materials Labeling System assistive technology
Overview of Assistive Technology VI AT Resources Non-Optical Low Vision Devices Video Magnifiers Video Magnifier Instruction Screen Enlargement & Readers Low/Med. Tech Tactual Devices Notetaker Instruction Braillewriter Repair Tactile Graphics Technology Braille Technology Auditory Access Devices Accessing Audio Books iPads as Instructional Tools Making iOS Device Accessible iOS Accessibility Resources VoiceOver Apps for VI Note Taking apps Apps for Accessing Books Identification Apps Navigation & Location Apps Braille Apps Magnifier Apps Sound Making Apps Cause & Effect Apps Vision Skills Apps Apps for Early Learning Read to Me Story Apps Apps for Communication Android Apps for VI sensory efficiency
Sensory Input Encourage Use of Vision Sensory Area & Rooms Lightbox Use Sensory Activities for Students with Multiple Disabilities Sensory Tables Visual Efficiency Skills Visual Attend and Scan Activities Visual Tracking Activities Visual Discrimination Activities Visual Motor Activities Tactual Readiness Developing Skillful Hands Auditory Readiness Listening Skill Instruction independent living
orientation & Mobility
career education
recreation & Leisure
self determination
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