V.I. RESOURCE BOOKS
By: Carmen Willings
The following are resource books specific to working with students who are blind or visually impaired. Topics include braille literacy, early childhood, education, general reference, multiple disabilities, low vision and orientation and mobility. If there are additional resource books you feel should be listed here, please let me know and I will add them.
Additional VI Program Resources
VISUAL IMPAIRMENT PROGRAM
History of Visual Impairments
Timeline of Visual Impairments
History of Braillewriters
Become a Vision Professional
Professional Preparation Programs
Online Resources & Webinars
Resource Books on VI
Post a Job
V.I. Program Resources
Federal Quota Funds
V.I. Pamphlets & Handouts
Georgia Vision Resources
Camps for VI
Icebreakers & Mixers
Group Builder Games
V. I. Store via Amazon
Itinerant Teacher Tips
Teacher of Students with VI
Orientation & Mobility Specialist
Low Vision Specialist
Parapros & Braillists
Role of Classroom Teacher
Activities for Home
Summer Reading (braille)
Rainy Day Activities
Parent Resource Books
Grief and Suffering
Books on Dog Guides
Young Readers Books
Helen Keller Books
Online Parent Resources
Here you will find activities for teaching students who are blind or visually impaired the various areas of the Expanded Core Curriculum. Activities are gender neutral and designed for students of all ages. Select activities to match goals and objectives for each student's unique needs.
Here you will find suggestions for writing SMART goals, Blooms Taxonomy action verbs, as well as goals and objectives in the various areas of the Expanded Core Curriculum for teaching students who are blind or visually impaired.
Swenson, Anna M. Beginning with Braille: A Balanced Approach to Literacy American Foundation for the Blind (AFB), 1999. This resource book provides activities and creative and practical strategies for promoting literacy at the early stages of braille instruction. It also includes tips on designing worksheets, introducing braille contractions, teaching the use of the braillewriter, and facilitating the writing process in braille. The book also addresses guidelines for designing individualized instruction, the literacy of students with additional disabilities, and assessment of student progress in developing braille literacy skills.
Cleveland, Jeri. Braille FUNdamentals. Texas School for the Blind and Visually Impaired (TSBVI). This resource book is a program for teaching the braille code. The program can be used with beginning braille readers as well as those who need additional practice in reading and writing. Activity suggestions are designed for a variety of age levels. This book includes a pre-braille assessment, braille checklists and ideas for games.
Wormsley, Diane P. Braille Literacy Curriculum. Towers Pr Overbrook School for the Blind, 2000. Presents strategies for incorporating braille into the total curriculum.This book includes ideas and practical tips and techniques for teaching braille. Suggestions included are appropriate for those with and without additional physical or cognitive disabilities. Areas covered include creating braille-rich environments, selecting and teaching key words, teaching tactile perception skills, encouraging writing skills, creating stories, and keeping records.
Koenig, Wormsley, Baker, Rex. Foundations of Braille Literacy. American Foundation for the Blind (AFB), 1994. This resource book addresses the teaching of braille reading and writing in the context of literacy in general, the whole language approach, and the way in which print reading and writing are taught. A combination of theory and practice. Areas covered include: perspectives on literacy; history of literacy for people who are blind; learning process of people who are blind; changing views on teaching reading and writing; braille reading literacy; and braille writing literacy. The book also covers assessment of braille literacy skills.
D'Andrea, Frances Mary. Instructional Strategies for Braille Literacy. American Foundation for the Blind (AFB), 1997. Provides specific strategies and methodologies for teaching braille. Provides strategies for working with students with additional disabilities as well.It also contains information on assessment and technology and includes assessment forms.
EARLY INTERVENTION & CHILDHOOD
Anthony, Chen, Fazzi, et al. First Steps. The Blind Children's Center, 1993). This handbook for teaching young children who are visually impaired provides a foundation and an overview of issues and concerns to families. Topics include early childhood development, professionals, the eye, the family, behavior management, speech/language, sensorimotor development, O&M skills, self-help skills, IEPs and materials and devices for children with visual impairments.
Chen, Deborah. Essential Elements in Early Intervention: Visual Impairment and Multiple Disabilities. American Foundation for the Blind (AFB), 1998. Contains explanations of both functional and clinical vision assessments, descriptions of evaluative and educational techniques, as well as suggestions on working with families and within professional teams.
Derezek, Wendy. Move, Touch, Do. American Printing House for the Blind. From APH: This curriculum provides children opportunities to develop the awareness and skills to prepare them to enter formal education. Primarily for professionals. Materials provide an outline of daily activities, a structure of materials and skills for the school year, instructions for craft projects and sample communication boards.
Holbrook, M. Cay. Children with Visual Impairments: A Parents' Guide (Special Needs Collection). Woodbine House, 1995. Topics include: diagnosis and treatment; family life and adjustment; your child's development; Early Intervention and Special Education; literacy; Orientation & Mobility; multiple and visual disabilities; legal issues and planning for the future.
Pogrund, Rona L & Fazzi, Diane L.. Early Focus: Working With Young Children Who Are Blind or Visually Impaired and Their Families. American Foundation for the Blind (AFB), 2002. Provides descriptions of early intervention techniques with children that are blind and visually impaired. Practical applications and strategies relating to cognitive and language development, orientation and mobility, social skills, early intervention, and program development.
Recchia, Susan L. Learning to Play. Blind Children's Center, 1987. This booklet focuses on the importance and necessity of play in children's development. Students who are blind or visually impaired can have difficulty in exploring toys and materials, making transitions from one activity to another and playing with other children. This booklet provides suggestions for parents and professionals for helping students in these areas.
Schwarts and Miller. The New Language of Toys: Teaching Communication Skills to Children with special Needs: A Guide for Parents and Teachers. Woodbine House, 1996. A guide about using everyday toys to develop communication skills in children with disabilities and making playtime a fun, exciting and educational experience.
Allman and Lewis. ECC Essentials: Teaching the Expanded Core Curriculum to Students with Visual Impairments. American Foundation for the Blind, 2014. ECC Essentials: Teaching the Expanded Core Curriculum to Students with Visual Impairments is the first comprehensive book for teachers of students with visual impairments to focus on the nine areas of the ECC that encompass the unique skills children and adolescents with visual impairments need to learn in order to access the core educational curriculum and become independent individuals, by providing the rationale, suggestions, and strategies necessary to implement instruction.
Smith and Levack. Teaching Students with Visual and Multiple Impairments: A Resource Guide. Texas School for the Blind, 1996. This resource guide was written for VI certified teachers serving students in regular, special ed, and resource classrooms. Includes assessment guidelines and strategies for IEP development and instruction. It also includes information on adapting materials and the environment and creating tactual and visual symbols.
ORIENTATION & MOBILITY
Knott, Natalie Isaak. Teaching Orientation and Mobility in the Schools: An Instructor's Companion. American Foundation for the Blind, 2002. This manual is designed to help O&Ms discover the best methods of teaching O&M in schools. Includes useful forms, checklists, and tips on planning schedules, organizing equipment and work routines, working with school personnel and educational team members and effectively provide instruction to children with diverse needs.
LaPrelle, Lorie Lynn. Standing On My Own Two Feet. Blind Children's Center, 2002. This booklet provides a step-by-step guide to designing and constructing simple, individually tailored adaptive mobility devices made from low-cost PVC materials. These devices are intended to enable preschool age children who are blind to begin to master independent travel.
Pogrund, Rona, et al. An Orientation & Mobility Curriculum for Students with Visual Impairments, 3rd Edition. TSBVI, 2012. For orientation and mobility specialists who serve students ages 3 to 21 who may also have other impairments. This curriculum includes goals, objectives, and teaching strategies as well as functional mobility tasks, for the following environments: home/living, campus, residential, commercial and public transportation, as well as an ambulatory devices section. The four-part set also includes extensive appendices containing a wide range of O&M related topics and a supplement that details street crossing strategies.