By: Carmen Willings
Communication modes fall under compensatory skills and incorporates skills needed by students who are blind or visually impaired. Some students will need instruction in the braille code in order to access print as well as handwriting and signature instruction. Additionally, students may require large print, use of optical devices, recorded materials, picture symbols, and more to support access to communication. This section provides information, suggestions and strategies in instructing persons in these areas.
This page provides suggestions for selecting children's books, poems or songs that relate to the unit, to familiar experiences or books that suggest new experiences the class will be encountering.
Braille is the literacy medium for students who are blind and for some students with low vision. This page provides information on braille, where to obtain braille materials and links to other braille resources.
Unlike braille instruction for former print readers or those who are learning braille as a secondary reading mode, braille instruction for children with who learning to read with braille as their primary medium must incorporate more than just the braille code. This page provides phonetic braille instruction activities.
Students with visual impairments need special considerations in order to develop strong literacy skills. This page discusses ways to increase reading efficiency for print readers as well as for braille readers.
A more formal teaching approach is needed when a student is ready to develop academic braille skills. Enjoyment of reading should be encouraged using materials of interest to the student as well as exposure to braille literacy in daily living activities. This page provides strategies and suggestions for developing braille reading skills.
This page provides a list of materials that are helpful in instructing students in the braille code and braille reading efficiency.
Students will not only need to learn to read braille, but to write braille as part of their literacy program. This page provides suggestions and strategies for instructing the student in writing braille.
Students will not only need to learn to read braille, but to write braille as part of their literacy program. Encourage students to write about areas of interest and practice reading back what they wrote. This page provides strategies for developing braille writing skills.
This page contains a list and description of resource books related to braille literacy and instructional strategies.
This page provides a list of agencies and organizations that provide excellent braille information and resources for professionals as well as for families.
The Nemeth Code for math and science notation was developed by Abraham Nemeth in order to transcribe the symbols. The code uses the same braille symbols used in literary braille but with different rules. This page provides information and resources on the Nemeth Code.
Some students will need adaptations and support in producing legible writing if handwriting will be a form of written communication. A legal signature, on the other hand, is important for all students to develop. This page provides suggestions on helping students develop a legal signature and handwriting.
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TVI's Guide to Teaching the ECC: An Activities Based Curriculum for Teaching Students who are Blind or Visually Impaired
Written specifically for fellow itinerant Teachers of Students with Visual Impairments (TVI’s), this book consists of over 400 activities and topic areas of discussion for instructing students in the Expanded Core Curriculum. The activities are age-neutral and multi-sensory and therefore can meet the needs of the broad range of students served on an itinerant caseload serving. The activities can be individualized to the students various learning modalities and scaffold in order to challenge students but ensure success. Select those activities that align with the student’s learning objects based on the student’s unique visual needs and academic and developmental level.
The core activities listed in the Activity section can be adapted to each thematic unit. These include:
In addition to the core activity areas, each of the 32 Thematic Units incorporates additional unique ECC concepts and skills providing you with a years’ worth of activities. These units are cyclical and can be used repeatedly to help students build on prior knowledge and develop a deeper understanding of concepts. Each unit includes suggestions for activity adaptation associated with the unit. These include lists of objects, possible community based experiences, environmental print, poems, children & young reader books, children's songs, pop culture songs, movies, and websites.
Unique Concepts within the Units include:
Although the intended audience of this resource is fellow Teachers of Students with Visual Impairments, special education teachers may find these activities beneficial to the students in their classrooms as the activities are multisensory and include life skills and concepts needed by all students. This resource, however, is not intended to take the place of a Teacher of Students with Visual Impairments (TVI). Readers are advised to consult their own TVI’s regarding instruction in the ECC and the unique visual needs of the student’s served in their programs.
Note: This curriculum is a digital pdf download. Once you make your purchase you will be directed to an order confirmation page where you will find the download link. This download will also be included on the receipt sent to the email address you provide. The pdf download can be found directly under the order number.
Each download is intended for single instructor use per copyright. Thank you for helping me preserve the content and not distributing copies to third parties.
Digital pdf download: 364 pages (11 pt font)
Publisher: Teaching Students with Visual Impairments
Author: Carmen Willings