By: Carmen Willings teachingvisuallyimpaired.com Updated June 9, 2019
When creating a daily schedule for the students, it is important to incorporate routines (the parts of a class schedule that stay consistent), activities, and any special events. Post a written, pictorial and/or object schedule that is accessible to the students depending on their developmental level and primary and future mode of learning. The word (in print or Braille or both) paired with the object should be presented to the students at the beginning of each routine to help mark the transition.
Use of Cues (Receptive Communication)
In order to follow a daily routine and to transition between stations, a student may need a cue from the teacher paired with a symbol to assist them in transitioning. Designing and using a consistent routine is the beginning of teaching cues. A cue is a type of communication used by an adult to let a student know what is expected of him in a given situation. Cues are a type of receptive communication. There are different types of cues that can be used:
Touch cues are ways an adult can touch a student to communicate the desired action.
Sensory cues are some sensory input used to help a student anticipate an event.
Object cues are some concrete piece of an activity or routine that is used to represent that activity.
Factors to Consider when Choosing a Communication System
Ocular Motor Skills: the ability to fixate, hold that fixation, and move the eyes purposefully.
Field Losses: affects visual access and placement of items.
Visual Acuity: the level of detail vision, which can be very difficult to assess in a student who is nonverbal.
Specific characteristics of a student's visual impairment.
Visual energy (how much information can the student get through vision?)
How many communication choices will the student be able to handle or attend to if vision is used?
Use of Symbols (Receptive or Expressive Communication)
Symbols are representations of an event, action, object, person, or place that can be used to communicate about the event, object, person, or place. Symbols can be used for both receptive and expressive communication. Objects, parts of objects, pictures, print, actions, gestures, signs and speech can all be symbols. The more the symbol resembles what it represents, the more concrete that symbol is. Learning goes from concrete (real objects) to manipulative (replicas), to abstract (symbolic representation).
Hierarchy of Symbols:
The students must have deliberate involvement with actual objects and be taught the association before replicas will have any meaning to them. After the student has enough of an image of “the real” to do comparative thinking about the identifying characteristics, replicas can start to have meaning.
An object used as part of the activity it represents;
An object that is identical to the one that is being used as part of an activity an object that is similar to, but not identical to, the object as part of an activity;
A part of an object from the activity it represents;
A full-sized colored drawing of the activity it represents. For a tactual learner, a raised line drawing of an object;
A full sized black and white drawing of the object or a reduced size colored drawing of an object;
A reduced size black and white drawing of the activity it represents; and
A printed or braille word.
Communicate with Objects
Use objects to help students begin to anticipate events when they are given an object associated with the event. Assist the student in using an object/toy to help sustain or request a social interaction with another person and take turns. Use objects for choice making and encourage them to locate and respond to the object when named or signed. Embed literacy opportunities by pairing objects or symbols with the print and/or Braille word to provide students with the exposure to written language.
Tricia Noe, a Teacher of Students with Visual Impairments with over 35 years experience working with students who are blind or visually impaired with multiple disabilities and former colleague of mine has developed a process for determining the appropriateness of picture use with students. You are welcome to print the instructional sheet Titled "Evaluation of Picture Use for Students who are Visually Impaired and Nonverbal" or "The Noe Method".
Schedule & Communication Cards
I used the Tactile Connections Kit: Symbols for Communication from APH to create the following labels. I printed the labels in 18 pt font and printed on Avery address labels (two per label if using standard label size and cut in half to fit on the card - or purchase smaller labels). I used the clear adhesive sheets to add the braille (I chose contracted braille). Finally, I selected an object to represent each activity. Please remember these are just some possibilities and you should select materials that make sense to your student.
Recommended Resources
Tactile Connections Kit: Symbols for Communication. This kit, available from APH, helps teachers create a tactile card system that is individualized for students who are blind or visually impaired who have additional disabilities and/or lack a formal means of communication or literacy. Objects that can also be paired with words are mounted on hand-sized cards representing core vocabulary categories.
"If a child can't learn the way we teach, maybe we should teach the way they learn." ~ Ignacio 'Nacho' Estrada
Compensatory Skills
Concept Development
Demonstrates awareness of objects
Demonstrate understanding of object permanence
Plays with toys – takes adv. of characteristics
Open container to locate noisemaker
Demonstrate interest in toys
Object identification
Match/Classify objects by shapes
Match/Classify objects by size
Time awareness and concepts
Spatial awareness
Quantity Concepts
Alternative Communication
Body responses & gestures for communication
Choice Board (object/tactile/picture)
Communication system (calendar boxes)
Sign language/tactile sign (deafblind)
Emergent Literacy
Explore pictures/objects from story
Explore & turn pages
Proper care of books
Awareness of environmental print/braille
Pretend to read/write print/braille
Access Print
Use low vision tools to access near print
Use low vision tools to access distance print
Use technology to access digital print
Use screen sharing to access print at distance
Access variety of print formats
Identify print size needed
Pre-Braille
Tactile discrimination of symbols
Identify spatial position of dots in braille cell
Identify the dot number in a braille cell
Track a line of dots from left to right
Track a row of dots
Identify beginning/end/breaks on a braille line
Tactually explore a braille page
Track braille sentences when read aloud by adult
Orients braille book correctly
Turn pages in a braille book one at a time
Locates the first braille line on a page
Locate the page number in a braille book
Use two hands to track braille
Use pointer finger as lead finger
Use pinky finger to detect the end of a line
Use light touch
Use two hands separately to track and return
Locate name in braille
Identify same/different braille shape
Identify the braille alphabet
Identify the literary braille numerals 0-10
Braille Code
Read/write the alphabet
Read/write whole-word alphabet contractions
Read/write whole and part word contractions
Read/write short form words
Read/write lower signs
Read/write part word signs
Read/write whole word signs
Read/write initial letter signs
Read/write final letter signs
Read and produce literary numbers
Read and produce braille indicators
Read and produce symbols and punctuation
Braille Reading Fluency
Read back personal writing and edit
Access a variety test & worksheet formats
Apply rules for contractions, punctuation, comp.
Use alternate braille codes (ex. Language, music, etc)
Braille Formatting
Locate beginnings of paragraphs
Writes paragraphs, indenting two spaces
Read/write lists
Locates and read transcriber’s notes, picture captions
Locates headings/subheadings in a text
Reads/write columned materials and tables
Read/write format for poetry and plays
Write outlines in correct (literary/textbook) format
Locate preliminary pages, special symbols page
Use table of contents, glossary and index
Locate/read words and definitions in dictionary
Use a multi-volume textbook
Braillewriter
Locate/name parts on a braillewriter
Make random braille dots
Insert/remove paper from braillewriter
Operate line advance/carriage return
Operate backspace
Use correct fingers on keys
Produce uniform dots using correct finger strength
Erase errors with a braille eraser
Use spacebar appropriately
Set margin stops on braille writer
Change margin for various format needs (ex. column)
Spatially arrange math problems
Proofread writing and make corrections
Slate & Stylus
Identify the dot numbers in cell on a slate
Load paper in the slate
Create legible, uniform dots
Skip space on a slate
Create letters, words, and numbers
Use slate & stylus to complete tasks
Proofread writing and make corrections
Tactile Graphics
Explore Tactile graphics
Locate/identify title, key and symbol
Identify meaning of various textures on globe/map
Interpret graphical information (e.g. graphs & charts)
nemeth code
Read/write numerals in Nemeth Code
Read/write signs of operation (+, -, x, /)
Read/write linear mathematical equations
Read/write horizontal mathematical equations
Read/write symbols of comparison (<,>, =)
Read/write symbols money using signs: $, ¢, .)
Read/write fractions
Read/write mixed numerals
Read/write temperatures using sign for degrees
Read/write percent
Read/write grouping symbols ( , ) , [ , ] , { , }
Read/write Nemeth punctuation (, -, : )
Read/write modifier signs for lines, arrows, rays, bars
Read/write shape indicator (circle, square, etc.)
Read/write signs/format for parallel & perpendicular
Read/write signs for angles
Read/write adv. symbols of comparison (i.e. ≠, = )
Read/write square roots
Read/write subscripts/superscripts
Read/write algebraic expressions
Read/write chemical equations
Read/write braille clock/watch
Write time
Measure to the nearest centimeter, ½”
Construct/draw measure geometric figures & label
Use braille/tactual tools to measure
Display data on tactual graph
Interpret data in various tables and graphs
Read/write standard/metric measurements
Read/write advanced Nemeth code symbols
Apply rules to complete grade level problems
Access Classes
Use of charts, graphs, maps
Measurement tools
Handwriting (legibility)
Develop a consistent signature
Use signature writing guide
Use of needed accommodations
Interpretation of Tactile graphics
Abacus
Identify all parts of the abacus
Demonstrate understanding of set, clear and count
Set numbers in the ones column
Set numbers in the tens column
Set and read whole numbers according to place value