Teaching Students with Visual Impairments
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      • Presentation Complete Set of 16
      • Webinar Complete Set
      • Accessible Content for BLVI
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      • Strategies & Activities for MIMO
      • Job Tasks for Job, Career, & Life
      • Itinerant Teaching Strategies & Tips
      • Accommodations for VI
      • Strategies & Activities for Standard Course of Study
      • Tips for Being a "Physically Fit" TVI
      • Conducting a FVLMA
      • Developing SMARTER Goals
      • Determining Service Intensity Using the VISSIT
      • Strategies for Selecting the Right AT
      • The Art of Teaching the ECC
      • Activities to Teach the ECC
      • Using Themes to Teach the ECC
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  • ECC Bonus
    • ECC Bonus Printables
    • Unit Preparation Tips
    • ECC Song Playlists
    • Interactive Sensory Stories
    • Interactive Matching Activities
    • Interactive Visual Discrimination Activities
    • Interactive Choice Making Activities
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    • Workshops >
      • Abilene, TX
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    • Foundations of Teaching the ECC in the Age of Virtual Instruction
    • Strategies & Activities for SIDPID
    • Strategies & Activities for MIMO
    • Job Tasks for Job, Career & Life
    • Itinerant Teaching Strategies & Tips
    • Accommodations for VI
    • Strategies & Activities for Standard Course of Study
    • Using Themes to Teach the ECC
    • Accessible Content for BLVI
    • Conducting a FVLMA
    • Developing SMARTER Goals
    • Selecting the Right AT
    • Tips for Being a "Physically Fit" TVI
    • The Art of Teaching the ECC
    • Activities to Teach the ECC
    • Determining Service Intensity Using the VISSIT
  • Professional Practice
    • Vision Professionals >
      • Become a Vision Professional
      • Professional Preparation Programs
      • Teacher of Students with Visual Impairments
      • Orientation & Mobility Specialist
      • Low Vision Specialist
      • Rehabilitation Specialists
      • CATIS
      • Parapros & Braille Transcribers
    • Professionalism >
      • Professional Ethics
      • Professional Development
      • Teacher Standards
      • Professional Organizations
      • Certification Organizations
      • Awards & Recognition
      • APH Scholar Program
    • Instructional Planning >
      • VI Program Handbook
      • Caseload Analysis
      • Itinerant Teaching Tips
      • Year at a Glance
      • Role of the Classroom Teacher
      • Simulation Activities
    • Professional Publications >
      • General VI Resource Books
      • CVI & MD Resource Books
      • Braille Resource Books
      • O&M Resource Books
      • Early Intervention Resource Books
      • Journal Resources
  • Foundations of VI
    • History of Visual Impairments >
      • Timeline of VI
      • Biblical Passages Concerning Blindness
      • Notable People
      • Helen Keller
      • APH Museum
      • Leaders & Legends
      • History of Braillewriters
      • Legislation
    • Visual Impairments >
      • Structure & Function of the Eye
      • Vision Classifications
      • Common Vocabulary
      • Common Visual Impairments
      • Cortical Visual Impairments
      • Convergence Insufficiency (CI)
      • Deaf-Blind
    • VI Resources >
      • VI Organizations
      • US Government Agencies
      • Support Networks
      • Deaf-Blind Resources
      • Georgia Vision Resources
      • Online Parent Resources
    • V.I. Book Resources >
      • Children's Books
      • Young Reader Books
      • Books about Dog Guides
      • Teen & Young Adult Books
      • Non-Fiction Books
      • Helen Keller Books
      • Parent Resource Books
      • Grief & Suffering Books
    • Impact on Development & Learning
    • Psychological Impact
    • Social Etiquette
    • Financial Assistance
  • VI Service
    • Educational Programming >
      • National Agenda
      • The Expanded Core Curriculum
      • IDEA and Vision
      • Federal Quota Funds
      • Deaf-Blind Child Count
      • State SpEd Agencies
      • Schools for the Blind
    • Referrals >
      • Vision Concerns
      • Referral Process
      • Eligibility Guidelines
      • Vision Therapy Controversy
      • When Student Doesn't Qualify
    • Medical Vision Exams >
      • Medical Professionals
      • Vision Tests & Tools
      • Visual Acuity
      • Lenses
      • Visual Fields
    • FVLMA >
      • What is the FVE
      • Interpret the Eye Report
      • Environmental Observations
      • FVLMA Observations
      • Interviews
      • Assessment Kit Materials
      • Oculomotor Skills
      • Near Visual Acuities
      • Print Comparisons
      • Distance Acuity
      • Test Visual Fields
      • Vision Skills
      • Learning Media Assessment
      • Reading Rates
      • Writing the FVE Report
    • Service Planning >
      • ECC Annual Needs
      • Service Delivery Models
      • Least Restrictive Environment
      • Early Intervention Services
      • Students with Multiple Disabilities
      • Student Led IEPs
      • 504 Plans
      • Transition Plans
    • Writing Goals >
      • Writing SMART Goals
      • Blooms Taxonomy
      • Independent Living Goals
      • Compensatory Goals
      • Sensory Efficiency Goals
      • Assistive Technology Goals
      • Social Skills Goals
      • Recreation & Leisure Goals
      • Self Determination Goals
      • Career & Vocational Goals
    • Low Vision Eval
    • O&M Evaluation
    • Educational Assessments
  • Adaptations
    • Unique Visual Needs
    • Accommodations & Modifications
    • Home Adaptations >
      • General Home Safety
      • Kitchen Adaptations
      • Bathroom Adaptations
      • Medication Adaptations
      • Clothing Management Adaptations
    • Curriculum Adaptations >
      • Numbers & Counting
      • Algebra
      • Geometry & Spatial Sense
      • Measurement & Data
      • Early Literacy Experiences
      • Create Tactile Books
      • Reading Instruction
      • Reading Efficiency
      • Science Adaptations
      • Social Studies Adaptations
    • Material Adaptations >
      • Accessible Educational Materials
      • Large Print
      • Braille Code
      • Photocopying
      • Font Legibility
      • Increase Contrast
      • Pictures and Worksheets
      • Tactile Graphics Guidelines
      • Creating Tactile Graphics
      • Teacher Made Materials for Students with MD
    • Instructional Adaptations >
      • Individual Schedules & Communication Cards
      • Movies & Assemblies
      • Lectures & Instruction
      • Board Work (Chalk, Interactive, White)
    • Environmental Adaptations >
      • School Campus Adaptations
      • Classroom Design Tips
      • Labeling System
      • Adjust Lighting
      • Playground Adaptations
      • Sensory Areas & Rooms
    • Early Childhood Adaptations >
      • Daily Schedule
      • Morning Meeting
      • Weather Check
      • Dramatic Play
      • Blocks
    • Adaptations to the Arts >
      • Art Adaptations
      • Art Materials
      • Music
      • Music & Movement
      • Dance
    • Recreation & Leisure Adaptations >
      • Recreation Adaptations
      • VI Sports Associations
      • Recreation Resources
      • Camps for VI
      • Card and Board Game Adaptations
      • Transcribe Playing Cards
  • VI AT
    • Overview of Assistive Technology
    • VI Assistive Technology >
      • Non-Optical Low Vision Devices
      • Low/Medium Tech Devices for Tactual Learners
      • Optical Devices for Near
      • Optical Devices for Distance
      • Video Magnifiers
      • Screen Magnification & Readers
      • Braille Technology
      • Tactile Graphics Technology
      • Auditory Access Devices
      • Braillewriter Repair
    • 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
    • AT Instruction >
      • Video Magnifier Instruction
      • Notetaker Instruction
      • Accessing Audio Books
      • Navigate Computer without a Mouse
      • Word Processing and Shortcuts
      • Keyboarding Instruction
    • iOS for VI >
      • iPads as Instructional Tools
      • Making the iOS Device Accessible
      • iOS Accessibility Resources
      • VoiceOver
    • Assistive Technology Assessment
    • VI AT Resources
    • Vendors
  • Instruction
    • Virtual Instruction
    • Instructional Strategies >
      • Development of ECC Resources
      • Teaching in Thematic Units
      • Teaching the ECC
      • Summer Reading (braille)
      • Summer Outdoor Activities
      • Rainy Day Activities
    • Compensatory >
      • Guiding Principles of Concept Development
      • Functional Skills
      • Community Based Experiences
      • Concepts to Teach
      • Organization & Study Skills
      • Cranmer Abacus Instruction
      • Time Management
    • Communication Modes >
      • Language Development
      • Braille Instruction
      • Braille Instruction Materials
      • Writing Braille
      • Signature & Handwriting Instruction
      • Nemeth Braille Code
      • Tactile Graphics Instruction
    • Sensory Efficiency >
      • Sensory Input
      • Encourage Use of Vision in Students with MD
      • Lightbox Use
      • Sensory Activities for Students with MD
      • Sensory Table
      • Visual Efficiency Skills
      • Visual Attend and Scan Activities
      • Visual Tracking Activities
      • Visual Discrimination Activities
      • Visual Motor Activities
      • Optical Device Use
      • Tactual Readiness
      • Developing Skillful Hands
      • Auditory Readiness
      • Listening Skills Instruction
    • Independent Living >
      • Responsibility & Independence
      • Mealtime Independence
      • Eating Adaptations
      • Food Preparation
      • Recipe Activities
      • Hygiene & Grooming
      • Dressing & Clothing Management
      • Money
      • Housekeeping Instruction
    • Orientation & Mobility >
      • Transition Between Activities
      • Proper Guide Techniques
      • Orienting Student to Environment
      • Mobility Skills
      • Travel
      • Dog Guides
    • Social Skills >
      • Non-Verbal Communication
      • Social Interactions
      • Self Concept
      • Icebreakers & Mixers
    • Career Education >
      • Classroom Jobs
      • Career & Vocational
      • Prepare for College & Career
    • Recreation & Leisure >
      • Learn to Play
    • Self Determination

Dramatic Play for Children who are Blind or Visually Impaired

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Dramatic Play

By: Carmen Willings
teachingvisuallyimpaired.com

The dramatic play station provides opportunities for social, language, emotional, and intellectual development. Students have the opportunity to interact with peers in social situation and practice language.
The ability to pretend and to experiment with playthings is necessary for the development of language, reasoning and imagination for sighted and visually impaired students. Through play in the dramatic play station, the students have opportunities to develop an understanding of roles of family members, learn about community helpers and experiment with relationships.

Keep in mind that it is especially difficult for students with visual impairments to understand the difference between make-believe and reality. In order to imitate and act out experiences, a student must first have had experiences with and understanding of the roles and actions to be acted out. It is more meaningful to re-enact familiar and real experiences in dramatic play areas. Students with visual impairments need concrete experiences in real-life situations followed by play repetitions.  For this reason, it would be beneficial to begin a unit with a trip to a bakery, farm, restaurant, etc. before expecting the student to pretend with the materials. 
Incorporate concepts into the drama station by discussing: likes and differences of pots & pans, silverware, clothing; size (big/little and small/medium/large) and quantity differences of people, clothes, food containers; placing spoon/utensils in and out of a pot or oven; placing dolls on top of the bed or underneath the sheets; placing pots on top of a hot pad or placing the hot pad underneath the pot; sound differences of pots and pans rattling; Match towels of the same texture; Discuss if food containers are hard or soft; if clothes are rough or smooth; front and back of food boxes; shapes of boxes and containers; and if boxes or cupboards being empty or full. Include clothing with various fasteners to encourage students to practice dressing skills.
Use a real mailbox to “mail letters” and “deliver” the letters to the right person. Provide household items that can be used in different ways such as pots and pans that fit inside each other, and lids that fit on top. Incorporate objects/materials within the center to make the experiences more meaningful.  (ex. a real metal pan with a lid will be more meaningful than a plastic one, broom, iron/ironing board, phone, suitcases, keys and keyholes, dishes, etc.)  As the student forms more of an understanding of these real objects, you could introduce pretend and talk about similarities and differences.  (Keep in mind that pretend objects often lack interesting textures and smells and may always be too abstract for the visually impaired child!
When planning the dramatic play area, keep in mind that it needs to be a bigger area to accommodate the various furnishings and activities. It is also a loud area, so it is best to have it located near the block center which is another loud area. Create theme boxes using plastic totes or banker boxes. Store theme related materials in the boxes for easy retrieval. Supplement the theme boxes with freebies from business offices, doctor's offices, grocery stores, restaurants, dentists office, post office, etc. Parents may have access to materials for the boxes based on their jobs.

Materials to Incorporate Into Dramatic Play:

Kitchen Items:
Silverware to sort
Silverware tray
Metal pots and pans w/ lids to match
Plastic bottles w/ lids or caps
Big/little food boxes
Dish towels to fold
Napkins
Pot holders
Oven mitt
Cook books
Aprons to tie
Food boxes filled with similar sounding materials & taped
Restaurant Menus
Measuring cups & spoons to stack & seriate
Shopping lists
Pencil
Note pad
Message board
Household Items:
Brooms
Mops
dust pan
carpet sweeper
soap powder
Clothespins (for hanging up clothes)
Clothesline or drying rack
Telephone
scrub brush
Feather duster
Clothes basket (for sorting & folding)
Furniture Items
Clothing racks
Chest of drawers
Storage boxes
Full length mirror
Sink & cabinets
Table & chairs
Clothing Items
Dresses
Capes
Shawls
Sweaters
Robes
Gowns
Ballet dresses
Larger boy's shirts
Coats
Vests
Uniforms
Raincoats
Petticoats
Accessories:
Scarves
Ties
Gloves (men's & women's)
Socks
Belts

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Sign up for free membership to access the FREE downloadable handbooks and handouts on the Free Printables page along with access to the Goal Bank pages. Simply click on the Log In | Register link in the navigation bar. If you haven't joined yet, you will be prompted to create a password. ​

ECC Complete Set Bonus

Purchase the TVI's Guide to Teaching the ECC Complete Set and immediately unlock the pages within the ECC Complete Set Bonus including bonus printables, interactive sensory stories, interactive matching activities, interactive choice making activities, job task box activities and MORE! This is my way of continuing to support you and say "Thank you!" for choosing to purchase the Complete Set. 

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The mission of Teaching Students with Visual Impairments is to provide all persons involved in education students who are blind or visually impaired with the necessary resources to help each student become successful members of their communities and to equip those in the visual impairment field with resources to meet the wide range of needs of the students they serve. ​
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  • Home
    • About
    • Contact
    • FAQs
    • Site Map
    • User Agreement
    • Privacy Policy
  • FREE Printables
    • Free Program Printables
    • Free FVLMA & Service Printables
    • Free VI AT Printables
  • VI Store
    • Product Support
    • ECC Instructional Resources >
      • TVI's Guide Complete Set Bundle
      • TVI's Guide to Teaching the ECC
      • Visual Efficiency & Magnifier Grab & Go
      • Thematic Keyboarding & Braille Fluency
      • Vocabulary Cards & Checklists
      • Interactive Sensory Stories Product
      • Interactive Matching Activities
      • Interactive Visual Discrimination Product
    • Purchase Recorded Presentations >
      • Presentation Complete Set of 16
      • Webinar Complete Set
      • Accessible Content for BLVI
      • Foundations of Teaching the ECC
      • Strategies & Activities for SIDPID
      • Strategies & Activities for MIMO
      • Job Tasks for Job, Career, & Life
      • Itinerant Teaching Strategies & Tips
      • Accommodations for VI
      • Strategies & Activities for Standard Course of Study
      • Tips for Being a "Physically Fit" TVI
      • Conducting a FVLMA
      • Developing SMARTER Goals
      • Determining Service Intensity Using the VISSIT
      • Strategies for Selecting the Right AT
      • The Art of Teaching the ECC
      • Activities to Teach the ECC
      • Using Themes to Teach the ECC
    • Job Postings >
      • 1 Month Job Posting
      • 3 Month Job Posting
      • 6 Month Job Posting
      • 1 Year Job Posting
    • Braille Jewely
  • Jobs
    • Post a Job
    • TVI, Hagerstown, MD
    • TVI, NE Georgia RESA
    • TVI, Albemarle, Virginia
    • TBVI/COMS Minnesota
    • TVI North Carolina
    • TVI/COMS South Burlington, VT
    • TVI Brunswick, ME
    • TVI Portland, ME
  • ECC Bonus
    • ECC Bonus Printables
    • Unit Preparation Tips
    • ECC Song Playlists
    • Interactive Sensory Stories
    • Interactive Matching Activities
    • Interactive Visual Discrimination Activities
    • Interactive Choice Making Activities
    • Job Task Boxes
  • Presentations
    • Schedule a Presentation
    • Workshops >
      • Abilene, TX
      • Lubbock, TX
    • Foundations of Teaching the ECC in the Age of Virtual Instruction
    • Strategies & Activities for SIDPID
    • Strategies & Activities for MIMO
    • Job Tasks for Job, Career & Life
    • Itinerant Teaching Strategies & Tips
    • Accommodations for VI
    • Strategies & Activities for Standard Course of Study
    • Using Themes to Teach the ECC
    • Accessible Content for BLVI
    • Conducting a FVLMA
    • Developing SMARTER Goals
    • Selecting the Right AT
    • Tips for Being a "Physically Fit" TVI
    • The Art of Teaching the ECC
    • Activities to Teach the ECC
    • Determining Service Intensity Using the VISSIT
  • Professional Practice
    • Vision Professionals >
      • Become a Vision Professional
      • Professional Preparation Programs
      • Teacher of Students with Visual Impairments
      • Orientation & Mobility Specialist
      • Low Vision Specialist
      • Rehabilitation Specialists
      • CATIS
      • Parapros & Braille Transcribers
    • Professionalism >
      • Professional Ethics
      • Professional Development
      • Teacher Standards
      • Professional Organizations
      • Certification Organizations
      • Awards & Recognition
      • APH Scholar Program
    • Instructional Planning >
      • VI Program Handbook
      • Caseload Analysis
      • Itinerant Teaching Tips
      • Year at a Glance
      • Role of the Classroom Teacher
      • Simulation Activities
    • Professional Publications >
      • General VI Resource Books
      • CVI & MD Resource Books
      • Braille Resource Books
      • O&M Resource Books
      • Early Intervention Resource Books
      • Journal Resources
  • Foundations of VI
    • History of Visual Impairments >
      • Timeline of VI
      • Biblical Passages Concerning Blindness
      • Notable People
      • Helen Keller
      • APH Museum
      • Leaders & Legends
      • History of Braillewriters
      • Legislation
    • Visual Impairments >
      • Structure & Function of the Eye
      • Vision Classifications
      • Common Vocabulary
      • Common Visual Impairments
      • Cortical Visual Impairments
      • Convergence Insufficiency (CI)
      • Deaf-Blind
    • VI Resources >
      • VI Organizations
      • US Government Agencies
      • Support Networks
      • Deaf-Blind Resources
      • Georgia Vision Resources
      • Online Parent Resources
    • V.I. Book Resources >
      • Children's Books
      • Young Reader Books
      • Books about Dog Guides
      • Teen & Young Adult Books
      • Non-Fiction Books
      • Helen Keller Books
      • Parent Resource Books
      • Grief & Suffering Books
    • Impact on Development & Learning
    • Psychological Impact
    • Social Etiquette
    • Financial Assistance
  • VI Service
    • Educational Programming >
      • National Agenda
      • The Expanded Core Curriculum
      • IDEA and Vision
      • Federal Quota Funds
      • Deaf-Blind Child Count
      • State SpEd Agencies
      • Schools for the Blind
    • Referrals >
      • Vision Concerns
      • Referral Process
      • Eligibility Guidelines
      • Vision Therapy Controversy
      • When Student Doesn't Qualify
    • Medical Vision Exams >
      • Medical Professionals
      • Vision Tests & Tools
      • Visual Acuity
      • Lenses
      • Visual Fields
    • FVLMA >
      • What is the FVE
      • Interpret the Eye Report
      • Environmental Observations
      • FVLMA Observations
      • Interviews
      • Assessment Kit Materials
      • Oculomotor Skills
      • Near Visual Acuities
      • Print Comparisons
      • Distance Acuity
      • Test Visual Fields
      • Vision Skills
      • Learning Media Assessment
      • Reading Rates
      • Writing the FVE Report
    • Service Planning >
      • ECC Annual Needs
      • Service Delivery Models
      • Least Restrictive Environment
      • Early Intervention Services
      • Students with Multiple Disabilities
      • Student Led IEPs
      • 504 Plans
      • Transition Plans
    • Writing Goals >
      • Writing SMART Goals
      • Blooms Taxonomy
      • Independent Living Goals
      • Compensatory Goals
      • Sensory Efficiency Goals
      • Assistive Technology Goals
      • Social Skills Goals
      • Recreation & Leisure Goals
      • Self Determination Goals
      • Career & Vocational Goals
    • Low Vision Eval
    • O&M Evaluation
    • Educational Assessments
  • Adaptations
    • Unique Visual Needs
    • Accommodations & Modifications
    • Home Adaptations >
      • General Home Safety
      • Kitchen Adaptations
      • Bathroom Adaptations
      • Medication Adaptations
      • Clothing Management Adaptations
    • Curriculum Adaptations >
      • Numbers & Counting
      • Algebra
      • Geometry & Spatial Sense
      • Measurement & Data
      • Early Literacy Experiences
      • Create Tactile Books
      • Reading Instruction
      • Reading Efficiency
      • Science Adaptations
      • Social Studies Adaptations
    • Material Adaptations >
      • Accessible Educational Materials
      • Large Print
      • Braille Code
      • Photocopying
      • Font Legibility
      • Increase Contrast
      • Pictures and Worksheets
      • Tactile Graphics Guidelines
      • Creating Tactile Graphics
      • Teacher Made Materials for Students with MD
    • Instructional Adaptations >
      • Individual Schedules & Communication Cards
      • Movies & Assemblies
      • Lectures & Instruction
      • Board Work (Chalk, Interactive, White)
    • Environmental Adaptations >
      • School Campus Adaptations
      • Classroom Design Tips
      • Labeling System
      • Adjust Lighting
      • Playground Adaptations
      • Sensory Areas & Rooms
    • Early Childhood Adaptations >
      • Daily Schedule
      • Morning Meeting
      • Weather Check
      • Dramatic Play
      • Blocks
    • Adaptations to the Arts >
      • Art Adaptations
      • Art Materials
      • Music
      • Music & Movement
      • Dance
    • Recreation & Leisure Adaptations >
      • Recreation Adaptations
      • VI Sports Associations
      • Recreation Resources
      • Camps for VI
      • Card and Board Game Adaptations
      • Transcribe Playing Cards
  • VI AT
    • Overview of Assistive Technology
    • VI Assistive Technology >
      • Non-Optical Low Vision Devices
      • Low/Medium Tech Devices for Tactual Learners
      • Optical Devices for Near
      • Optical Devices for Distance
      • Video Magnifiers
      • Screen Magnification & Readers
      • Braille Technology
      • Tactile Graphics Technology
      • Auditory Access Devices
      • Braillewriter Repair
    • 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
    • AT Instruction >
      • Video Magnifier Instruction
      • Notetaker Instruction
      • Accessing Audio Books
      • Navigate Computer without a Mouse
      • Word Processing and Shortcuts
      • Keyboarding Instruction
    • iOS for VI >
      • iPads as Instructional Tools
      • Making the iOS Device Accessible
      • iOS Accessibility Resources
      • VoiceOver
    • Assistive Technology Assessment
    • VI AT Resources
    • Vendors
  • Instruction
    • Virtual Instruction
    • Instructional Strategies >
      • Development of ECC Resources
      • Teaching in Thematic Units
      • Teaching the ECC
      • Summer Reading (braille)
      • Summer Outdoor Activities
      • Rainy Day Activities
    • Compensatory >
      • Guiding Principles of Concept Development
      • Functional Skills
      • Community Based Experiences
      • Concepts to Teach
      • Organization & Study Skills
      • Cranmer Abacus Instruction
      • Time Management
    • Communication Modes >
      • Language Development
      • Braille Instruction
      • Braille Instruction Materials
      • Writing Braille
      • Signature & Handwriting Instruction
      • Nemeth Braille Code
      • Tactile Graphics Instruction
    • Sensory Efficiency >
      • Sensory Input
      • Encourage Use of Vision in Students with MD
      • Lightbox Use
      • Sensory Activities for Students with MD
      • Sensory Table
      • Visual Efficiency Skills
      • Visual Attend and Scan Activities
      • Visual Tracking Activities
      • Visual Discrimination Activities
      • Visual Motor Activities
      • Optical Device Use
      • Tactual Readiness
      • Developing Skillful Hands
      • Auditory Readiness
      • Listening Skills Instruction
    • Independent Living >
      • Responsibility & Independence
      • Mealtime Independence
      • Eating Adaptations
      • Food Preparation
      • Recipe Activities
      • Hygiene & Grooming
      • Dressing & Clothing Management
      • Money
      • Housekeeping Instruction
    • Orientation & Mobility >
      • Transition Between Activities
      • Proper Guide Techniques
      • Orienting Student to Environment
      • Mobility Skills
      • Travel
      • Dog Guides
    • Social Skills >
      • Non-Verbal Communication
      • Social Interactions
      • Self Concept
      • Icebreakers & Mixers
    • Career Education >
      • Classroom Jobs
      • Career & Vocational
      • Prepare for College & Career
    • Recreation & Leisure >
      • Learn to Play
    • Self Determination