CVI Activitiesby Carmen Willings
teachingvisuallyimpaired.com Updated June 14, 2024 Positioning for InteractionIf the student has any useable vision, present materials in the student’s preferred visual field. Work with the student in the appropriate or prescribed adaptive seating. Place several objects around the student’s body that touch the student or are very close so that any movement will cause contact with a toy. Allow the student time to discover and rediscover the same toys in the same places so that his play environment becomes more predictable. Find ways to stabilize toys for students, particularly for students that are in wheelchairs of standers. Use Velcro, Dycem, shelf liner or rubber pads under the toy to prevent it from sliding off a surface while the student is playing with it.
CVI Den![]() The CVI Den is a tool to use with students who are in Phase I of CVI and not consistently using their vision. The CVI Den provides a high contrast environment that reduces visual and tactual distractions and makes a single visual target stand out. It is a controlled environment to teach the student to use their vision. A CVI Den can be created by under tall tables with black out curtains surrounding them, or you can use a black pop-up tent. Choose a visual target that has some interactive properties rather than just having the student stare at a light source. Once the visual target of choice is placed inside the CVI Den, adjust the height and placement according to the student’s visual needs. Monitor the student while they are in the CVI Den.
Illuminated Slinky![]() This activity is from Diane Sheline. Obtain a neon slinky and a puck light. Attach the light to the slinky using a hot glue gun. Cut an elastic hairband and glue it to either side of the light. Suspend the light against a black background and encourage the student to reach and interact with it.
Mardi Gras Bead Curtain![]() Create your own sensory bead chain mirror by attaching beads to a shatterproof mirror. The beaded mirror provides tactile, visual and auditory stimulation. Prop the mirror against a wedge to prevent it from toppling over. This mirror provides visual, tactile and auditory stimulation while encouraging motor skills. Cut Mardi Gras bead necklaces in half. Attach the beads to a paint stick painted black with hot glue. Alternatively, place beads on a comb ring and hot glue it to the back of a mirror and drape over it. Encourage the student to reach and interact with the bead curtain.
Illuminated Bowl of Balls![]() This activity was from Diane Sheline. Obtain a metallic bowl and place a puck light at the bottom. Fill the bowl with yellow and/or orange practice golf balls which are similar to wiffle balls. Present to the student in their visual field and encourage the student to interact with it.
Vibrating Light-Up Massager![]() Present the student with a light-up handheld vibrating massager against a black background. When the student establishes a visual fix on it, tap the area of the body you will massage such as the shoulder, knee, tummy and then massage with the massager. Stop the activity and repeat, encouraging the student to look to continue the massage routine.
Activate Puffer Ball Light![]() Slit a neon puffer ball and insert a puck cabinet light. Present it to the student against a black background. Turn off the puck light to gain the student’s attention. Encourage the student to reach and touch it. Using hand under hand, push the light to turn it off and then encourage the student to turn it back on providing support as needed.
Switch Access with Battery Interrupter![]() Present the student with seasonal lights or other lights the student prefers attached to a switch against a black background. To make battery operated items switch accessible, purchase a battery interrupter. Encourage the student to activate the switch to turn on the light.
Switch Access Fans![]() Suspend reflective materials in the student’s preferred color against a black background and direct a fan toward them (pair with lights if needed). Plug the fan into the PowerSelect or battery interrupter if it is a battery powered fan. Encourage the student to activate the switch to turn on the fan to make the items move.
Looking Tubes![]() Looking tubes can be created in many different ways to visually attract the student. To make them, obtain clear plastic bottles with screw top lids. Fill with desired materials and then seal them with contact cement and allow them to dry 24 hours before use. The following are some ways to fill the tubes:
Light Up Glasses![]() Light up glasses to draw the student’s attention to your face. In a darkened room, place light up glasses (on a solid setting, not on strobe or flashing setting) on your face. Bring your face within 18 inches of the student and tell the student it is time to do some looking. Wait for the student to demonstrate awareness or visually fix on your face. Once the student looks toward you, say “You found (your name)!”.
Pat Mats![]() Pat mats can help gain visual attention and encourage interaction. While you can purchase them, it is just as easy to create your own. To make your own, fill a gallon Ziploc bag with glitter, reflective materials, sponges, or theme-related materials. Add water or hair gel and add food coloring. Close the bag and seal it with sturdy strapping tape. Place it into a second bag and seal it again. Place the mat on a white background or on the lightbox. Encourage the student to push on the mat to make the objects move.
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