Teaching Students with Visual Impairments
  • Home
    • Contact
    • Privacy Policy
    • About
    • FAQs
    • User Agreement
  • VI Store & Gifts
    • VI Gift Shop >
      • Braille Necklaces
      • VI Shirts
      • Badge Holders
      • VI Drinkware
      • Vision Bags & Totes
      • Braille Greeting Cards
      • Keyrings/Zipper Pulls/White Cane Tags
      • Ornaments
    • ECC Instructional Resources >
      • TVI's Guide Complete Set Bundle
      • TVI's Guide to Teaching the ECC
      • Thematic Keyboarding & Braille Fluency Worksheets
      • Visual Efficiency & Magnifier Fluency
      • Task Box Activities
      • Vocabulary Cards & Checklists
      • Interactive Sensory Stories
      • Interactive Matching Activities
    • Purchase Recorded Presentations >
      • Presentation Complete Set of 16
      • Foundations of Teaching the ECC
      • Itinerant Teaching Strategies & Tips
      • Strategies & Activities for SIDPID
      • Strategies & Activities for MIMO
      • Job Tasks for Jobs, Career & Life
      • Strategies & Activities for Standard Course of Study
      • Accommodations for BLVI
      • Accessible Content for BLVI
      • Using Themes to Teach the ECC
      • Tips for Being a Physically Fit TVI
      • Conducting a FVLMA
      • Developing SMARTER Goals
      • Determining Service Intensity Using the VISSIT
      • Selecting the Right AT
      • The Art of Teaching the ECC
      • Activities to Teach the ECC
    • Job Postings
    • Product Support
  • Jobs
    • Post a Job
    • TVI, Greene Co., Ohio
    • TVI or Dual TVI/COMS, North Carolina
  • Articles
  • Paid Member Pages
  • Member Pages

Shop for Visual Impairment Instructional Resources and Gifts

ECC Instructional Resources

Braille Necklaces

VI Shirts

Braille Greeting Cards

VI Drinkware

Keyrings/Zipper Pulls/White Cane Tags

Vision Bags & Totes

Recorded Presentations

Job Posting Service

Early Literacy Experiences

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated October 28, 2017


The selection of picture books to reading to students who have little or no useful vision is very important and particularly for students with additional disabilities. When selecting children's books, poems or songs, choose ones that relate to the unit or to familiar experiences or books that suggest new experiences the class will be encountering. 
You will also want to consider if the book depends on the pictures. The best way to tell whether or not a story depends on the pictures for meaning is to cover the pictures and read the story yourself or read it to another person. Select stories that do not depend on visual experiences or pictures. Choose short stories, poems or songs that are related to the topic and can be read in one sitting. Vary the selections, particularly for older students as picture books are not always age appropriate. Encourage the students to listen to, retell, and act out stories Make the story come to life by reading with plenty of expressions, especially the dialog. ​

​Carefully Select Reading Materials

Select reading materials that encourage the reader to make sounds or be extra expressive and that encourage participation (hold objects related to the story, imitate animal sounds in the story, say the repeated parts). Encourage other teachers, aids or therapists to add their sound effects or voices. Talk about new or interesting words in the story, relate the story too familiar experiences or suggest new experiences to try.

When selecting books, select those with clear pictures and good visual contrast. Books should be colorful with simple pictures rather than pictures that are visually cluttered. If the book uses photographs, try to select books with a matted finish instead of glossy to reduce glare. Also, look for books where the print is not written across the pictures, but instead, is placed on a solid background.
​

​Select books that fit the level of understanding and attention span. For younger students or those with short attention spans, use Mother Goose rhymes, repetitive stories, and simple songs. These stimulate a young child’s curiosity and attention. You might include finger plays to actively engage your student in the event. You may need to provide hand under hand assistance for students with little or no vision. For example, if you are singing “The Itsy Bitsy Spider,” you might show your student how to use the index and middle finger of one of her hands to “crawl” on her other hand. 

Keep in mind that nursery rhymes and many picture books are not appropriate for older students. You will need to select reading materials that are developmentally and age appropriate. This can be challenging, but for older students, it is more appropriate to select short poems, lyrics from songs, information from a kids almanac or similar materials to incorporate reading concepts.

Early Literacy Experiences

Read to the student frequently and provide a literacy-rich environment. As you read books with the student, help them develop an enjoyment in listening to the stories by reading with inflection and varying your voice. Encourage the student to pretend to read braille stories and explore objects related to the stories. Consider creating a book bag with objects related to the story that the student can explore as the story is read. For younger students, be sure to include books with objects, raised lines and textures or create your own. As with all children, practice proper care of the books and help the student develop "book sense" (e.g. locate front/back, top/bottom, right/left, middle/center; turn pages, etc.) and examine the writing and tactile graphics on each page. ​
​
​Exposing children to literacy experiences at an early age is important for all students, whether they will be print or braille readers. Don’t hold off on providing exposure to braille until the student is ready for formal instruction. Think of the many opportunities sighted children have to print in their world. Students who are blind need the same exposure and experiences but it will need to be more intentional and less incidental.

Language Arts in Early Childhood Setting

The Language Arts Station, in an early childhood setting, should have a wide variety of games, pictures, and puzzles that are adapted for students with visual impairments. Incorporate rhymes, word games, and other fun activities to increase phonological awareness, reading acquisition and to practice concepts and listening skills. Also, incorporate MP3/Ipod/CD/tape players with headphones or earbuds with a collection of stories on tape/CD/digital.

Literacy is used almost constantly throughout the home, school and community environment, and the students need to know this. The book area should provide a variety of reading materials that would be found in these settings, including telephone books, restaurant menus (print and/or Braille), magazines, newspapers, cookbooks, signs, brochures, postcards, greeting cards, posters, pictures, charts, music lyrics, and church bulletins. Incorporate homemade picture books.

Pair Objects with Books

For younger students and those with learning disabilities, provide objects related to the story whenever possible, to actively involve the student and make it a concrete experience. Create book bags or book boxes to accompany stories and books. Fill the bags or boxes with some of the items from the story. When you have current braille or a future braille reader, select Twin-Vision books (Books with both print and braille.), braille versions of the book to accompany the book, or request that the Teacher of Students with Visual Impairments braille passages or key sentences/words from the book. Be sure to provide the TVI with time to prepare the adapted book.

​Environmental Reading Skills

Students need to learn how to correctly respond to informational signs/sounds in the environment (telephone, elevator, etc.). Provide students with ongoing opportunities to read/identify environmental signs through direct instruction in the classroom as well as natural exposure during field trips.

Toys for Early Exposure to Braille

The following are just some commercially available toys that help students explore and learn braille. You will have more variety, of course, if you adapt toys by adding braille. Simply locate toys with shapes, numbers, and letters and create braille labels either manually using clear labels with a slate and stylus or braillewriter or use a braille label maker. Although braille label makers only produce Grade 1 braille, they are very helpful when you need to quickly label and are still learning the braille code and how to produce it.

Accessible Early Literacy Materials

Picture
Braille Alphabet Blocks by Uncle Goose are a fun way for students to explore braille.

Picture
These Braille alphabet magnets ​ by Playskool are so versatile and can be used with numerous activities.

Miniland braille buttons
Miniland Activity Buttons​ ​ Each button features both a print and braille number. The kit includes activity worksheets plus long laces. Buttons are brightly colored and can be used for sequencing and sorting activities. 

Picture of Reach and Match
This Reach & Match Learning Kit includes braille and print forms and is designed for children with visual impairments and their sighted peers to develop literacy as well as cognitive, motor, social and communication skills. 

Picture
This Shape & Sound puzzle, by Melissa & Doug, is a fun way for students to learn their shapes and it's already adapted with braille and sound!

Accommodations for Students who are Blind or Visually Impaired Recorded Presentation

$25.00

Ensuring the student has access to the curriculum and entire educational environment is a key role of the Teacher of Students with Visual Impairments. This presentation provides an overview of accommodations for students who are blind or visually impaired. I discuss considerations for providing accommodations, go over common accommodations, strategies for preparing the student for job accommodations and strategies for communicating needs to teams and employers.


Objectives:


  • Considerations for providing accommodations
  • Common accommodations
  • Preparing student for job accommodations
  • Communicating needs to teams and employers


Includes:


  • Recorded Video Presentation
  • Transcript
  • Presentation handout for note taking


Request a Certificate of Completion

To receive a certificate of completion for 1 contact hour, complete the short survey on Google Forms. If you have any accessibility issues with the form, please don't hesitate to let me know and we can make other arrangements.  ​


System Requirements:

Presentations are recorded PowerPoint presentations in a MP4 video file. You must be able to access PowerPoint to view the PowerPoint presentation. Please note that the Webinar pages are closed member pages available to individuals who have purchase access to the presentation. 

Shop
History of vi
Timeline of Visual Impairments
Biblical Passages 
​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 Impairment
​
Convergence Insufficiency  
Deaf-Blind
Vi organizations & Agencies
Social Etiquette
​VI Organizations
​US Government Agencies
​​Support Networks
​Deaf-Blind Resources
​​​Online Parent Resources
​
Financial Assistance
Vendors
VI book resources
Children's Books
Young Reader Books
Books on Dog Guides
​Teen & Young Adult Books
Non-Fiction Books
Helen Keller Books
​​Parent Resource Books 
Grief and Suffering
VI Professionals
​Become a Vision Professional
Professional Prep Programs
Teacher of Students with VI
Orientation & Mobility Specialist
Low Vision Specialist  
Rehabilitation Specialists
CATIS
Paraprofessionals & Braillists ​ ​
Professionalism
​Professional Ethics  
​Professional Development 
​Teacher Standards  
Professional Organizations
Certification Organizations
Awards & Recognition
APH Scholar Program
​Collaboration Strategies
Dealing with Challenges
Instructional Planning
VI Program Handbook
Caseload Analysis  
Itinerant Teacher Tips 
Year at a Glance
Role of Classroom Teacher  
​​Simulation Activities 
Organization & Time Management Strategies
Material Preparation
​
Professional Publications
General VI Resource Books
CVI & MD Resources Books
Braille Resource Books
O&M Resource Books
Early Intervention Resource Books
​Journal Resources
Educational Programming
National Agenda
​
The Expanded Core Curriculum
IDEA and Vision 
​Federal Quota Funds
Deaf-Blind Count
​State SpEd Agencies 
​​Schools for the Blind ​
Individual Learning Differences
Language Development
Impact on Development & Learning
Psychological Impact
Strategies for SIDPID
Strategies for MIMO
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
Interpreting the Eye Report  ​
Environmental Observations

FVLMA Observations
Interviews
Assessment Kit Materials
Oculomotor Skills
Near Vision Acuities
Print Comparisons
Distance Acuity 
​
Test Visual Fields
Vision Skills
Learning Media Assessment
Reading Rates
Writing the FVE Report  ​
additional evaluations
Low Vision Evaluation  ​
Orientation & Mobility Evaluation  
Educational Assessments  
Assistive Technology Assessment
service planning
​​ECC Annual Needs 
Unique Visual Needs
​Accommodations & Modification  ​
Service Delivery Models  
Least Restrictive Environment
Early Interventions Services
​Students with Multiple Disabilities
​Student Led IEP's 
504 Plans
​Transition Plans
writing goals
Writing SMART Goals
Blooms Taxonomy  
Compensatory Goals 
Sensory Efficiency Goals 
Assistive Technology Goals 
Social Skills Goals 
Independent Living Goals 
Recreation & Leisure Goals 
Self Determination Goals 
Career & Vocational Goals ​
compensatory skills
Guiding Principles
​
Functional Skills
Community Based Experiences  ​
​​Concepts to Teach 

​Access to Instruction
​
Organization & Study Skills ​​
Time Management  ​​
​
​​​Virtual Instruction
​Movies & Assemblies
Lectures & Instruction
Board Work (Chalk, White, etc.)
​​Daily Schedule 
Morning Meeting 
Weather Check 
Dramatic Play 
Blocks 

Numbers & Counting
Cranmer Abacus Instruction
Algebra
Geometry & Spatial Sense
Measurement & Data ​
Early Literacy Experiences  ​
​Create Tactual Books

Reading Instruction
​Reading Efficiency ​​
Science Adaptations 
Social Studies Adaptations

Communication Modes

​Accessible Educational Materials
​​Individual Schedules & Communication Cards
Adjust Lighting  
Large Print
Optical Devices for Near 
Optical Devices for Distance 
Optical Device Use ​​
​Photocopying
Font Legibility
Increase Contrast
Pictures & Worksheets 
Keyboarding ​Instruction
Word Processing and Shortcuts
​Navigate Computer w/o a Mouse
Braille Code
Braille Instruction 
​Braille Instruction Materials
Writing Braille  
​Summer Reading (braille)
Signature & Handwriting ​​
Nemeth Braille Code
​
Tactile Graphics Guidelines
Creating Tactile Graphics
​Tactile Graphics Instruction
​Teacher Made Materials 
​Labeling System
assistive technology
Overview of Assistive Technology
​
VI AT Resources
​
Non-Optical Low Vision Devices
​
Video Magnifiers  
​Video Magnifier Instruction 
​
Screen Enlargement & Readers 
​Low/Med. Tech Tactual Devices
​​​​Notetaker Instruction 
Braillewriter Repair
Tactile Graphics Technology
Braille Technology
​
Auditory Access Devices 
​Accessing Audio Books
​
​iPads as Instructional Tools
Making iOS Device Accessible
iOS Accessibility Resources
VoiceOver
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  ​​​
sensory efficiency
Sensory Input
​
​Encourage Use of Vision
​​Sensory Area & Rooms
​Lightbox Use
​
Sensory Activities for Students with Multiple Disabilities
Sensory Tables
Visual Efficiency Skills 
Visual Attend and Scan Activities
Visual Tracking Activities
​Visual Discrimination Activities
Visual Motor Activities
Tactual Readiness
Developing Skillful Hands
Auditory Readiness  
​​Listening Skill Instruction
independent living
Responsibility & Independence
​
General Home Safety  
Mealtime Independence
Eating Adaptions
Bathroom Adaptations
​
Dressing & Clothing Management
Clothing Management
Medication Adaptations
​Kitchen Adaptations
Food Preparation   
Recipe Activities

Hygiene & Grooming
​
​Money
Housekeeping  ​
orientation & Mobility
​Transition Between Activities
Proper Guide Techniques 
Orienting Student to Environment
Mobility Skills
Travel  
Dog Guides
​​School Campus Adaptations
Classroom Design Tips
career education
Classroom Jobs
​Career & Vocational  ​
Prepare for College & Career
​
Career Exploration
social skills
​Non-Verbal Communication  
Social Interactions  
Self Concept
Icebreakers & Mixers
recreation & Leisure
Recreation & Leisure
​Recreation Adaptations  
Recreation Resources
​
Playground Adaptations
​VI Sports Associations
Camps for VI
Learn to Play
Art Adaptations
Art Materials
Music
Music & Movement
Dance
​Card and Board Games 
Transcribe Playing Cards
Summer Outdoor Activities
​
Rainy Day Activities  ​
self determination
Self Determination Skills  ​
Thank you for visiting!
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. ​
  • About
  • Contact
  • Frequently Asked Questions
  • VI Articles Site Map
  • Privacy Policy
  • Product Support
  • User Agreement
Teaching Students with Visual Impairments LLC
​All Rights Reserved
Home Page of Teaching Students with Visual Impairments
  • Home
    • Contact
    • Privacy Policy
    • About
    • FAQs
    • User Agreement
  • VI Store & Gifts
    • VI Gift Shop >
      • Braille Necklaces
      • VI Shirts
      • Badge Holders
      • VI Drinkware
      • Vision Bags & Totes
      • Braille Greeting Cards
      • Keyrings/Zipper Pulls/White Cane Tags
      • Ornaments
    • ECC Instructional Resources >
      • TVI's Guide Complete Set Bundle
      • TVI's Guide to Teaching the ECC
      • Thematic Keyboarding & Braille Fluency Worksheets
      • Visual Efficiency & Magnifier Fluency
      • Task Box Activities
      • Vocabulary Cards & Checklists
      • Interactive Sensory Stories
      • Interactive Matching Activities
    • Purchase Recorded Presentations >
      • Presentation Complete Set of 16
      • Foundations of Teaching the ECC
      • Itinerant Teaching Strategies & Tips
      • Strategies & Activities for SIDPID
      • Strategies & Activities for MIMO
      • Job Tasks for Jobs, Career & Life
      • Strategies & Activities for Standard Course of Study
      • Accommodations for BLVI
      • Accessible Content for BLVI
      • Using Themes to Teach the ECC
      • Tips for Being a Physically Fit TVI
      • Conducting a FVLMA
      • Developing SMARTER Goals
      • Determining Service Intensity Using the VISSIT
      • Selecting the Right AT
      • The Art of Teaching the ECC
      • Activities to Teach the ECC
    • Job Postings
    • Product Support
  • Jobs
    • Post a Job
    • TVI, Greene Co., Ohio
    • TVI or Dual TVI/COMS, North Carolina
  • Articles
  • Paid Member Pages
  • Member Pages