Label Classroom

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated June 17, 2025
Creating a well-labeled classroom is essential for supporting independence, promoting literacy, and building confidence in students who are blind or visually impaired. Effective labeling systems benefit all learners, especially when labels are presented in multiple accessible formats such as print, braille, tactile symbols, objects, or pictures.
Each student’s visual needs and literacy levels differ. Some may rely primarily on tactile or braille labels, while others may benefit from enlarged print, high contrast images, or familiar object cues. An inclusive labeling system helps all students locate materials and return them to the correct place, fostering organization, emergent literacy, and self-determination.

​General Labeling Guidelines for All Classrooms

  • Use multiple formats (e.g., print and braille, picture and object) when needed to ensure accessibility for all students.
  • Place signs and labels at student eye level for easy visibility or tactile access.
  • Be consistent with labeling systems across areas to help students build associations and routines.
  • Ensure readability by using bold, well-spaced, high-contrast fonts on uncluttered backgrounds.
  • Incorporate student-created labels as a fun activity to promote ownership and literacy development.

​Labeling by Grade Level

Preschool & Pre-Kindergarten

​Focus on object permanence, symbolic recognition, and early tactile exploration.
Suggestions:
  • Label cubbies or coat hooks using:
    • Student name in large print and braille
    • A real object or texture cue (e.g., soft pompom, toy animal)
  • Label toy bins by hot gluing a real item from the bin to the outside (e.g., a puzzle piece, crayon), paired with:
    • Braille + print text
  • Use object-based schedules and tactile symbols to represent routine tasks (e.g., a plastic plate for lunch, a cloth square for nap time).

Kindergarten–Grade 2

​Begin to shift from object cues to symbolic representations. Encourage print/braille literacy and structured routine participation.
Suggestions:
  • Create learning center signs (e.g., Art, Library, Math) using:
    • Bold print + braille
    • High-contrast picture cues on a solid background
  • Label shared materials (scissors, markers, glue) using:
    • Large print labels
    • Tactile stickers or simple symbols (e.g., star for art bin)
  • Label individual desks, mailboxes, and cubbies with:
    • Print and braille nameplates
    • Use color coding or tactile markers for additional support

Grades 3–5

​Support increasing independence and academic responsibility. Encourage student involvement in labeling.
Suggestions:
  • Label subject folders, bins, and notebooks with:
    • Large print and/or braille
    • Use textured dots or bump markers to help differentiate materials
  • Help students identify areas in the classroom with signage that includes:
    • Braille + bold print (e.g., “Writing Center”)
  • Assign locker or cubby spaces at accessible locations, labeled with:
    • Braille name tag and simple tactile landmark (e.g., star sticker on the handle)

Middle School

​Focus on reinforcing independent navigation and organization, with labeling systems the student can maintain.
Suggestions:
  • Teach students to create and apply their own labels using a braille label maker or large-print templates.
  • Label:
    • Storage drawers
    • Classroom tech (e.g., labeled cords, headphone bins)
    • Work bins by subject area (e.g., “ELA Assignments” in print and braille)
  • Introduce color-coded systems combined with print or tactile labels for organizing lockers or cubbies.

High School

​Prioritize independence and transition skills. Labeling supports college/career readiness and organization.
Suggestions:
  • Label:
    • Binders and materials by subject using student-preferred format (braille labels, large-print spine tabs, textured folder edges)
    • Charging stations and assistive tech with tactile dots or name tags
  • Encourage student choice in organization strategies (e.g., “Do you prefer raised symbols or color-coded folders?”)
  • Practice labeling in life skills environments: kitchens, laundry, or mock workplaces, using braille tags, large print, or tactile symbols

Additional Tips

  • Use simple vocabulary on labels to support comprehension and early literacy.
  • Ensure labels are durable and securely attached (laminated, hot glued, or Velcro-backed).
  • Visit resources such as Roman Word Bubbling for customized print fonts that reduce visual clutter for students with CVI or low vision.
By designing a classroom with accessible and meaningful labeling, educators promote a welcoming and navigable space that supports learning, literacy, and independence for students who are blind or visually impaired.
Matthew outlined in red Roman bubble font
Matthew outlined in red Roman bubble font
Matthew written in sans serif font and simulated braille font
Matthew in sans serif and simulated braille font

Labeling Resources...

Creating accessible labels in multiple formats—print, braille, tactile, audio, and visual—is essential for promoting independence and literacy in students who are blind or visually impaired. The following resources support labeling efforts across a range of settings and needs:
The Roman Word Bubbling Tool
Adds a colored outline or “bubble” around words to emphasize word shape and reduce visual clutter. This technique helps students with CVI better recognize and process written words.
Picture of a braille labeler
​Braille Labeler
  • Description: Handheld mechanical labelers emboss uncontracted braille onto adhesive label tape, typically paired with printed letters so non-braille users can identify the label.
  • Pros: Quick, low-cost, and great for labeling supplies, cubbies, and folders.
  • Cons: Only produces uncontracted braille, limited characters per label.
  • Popular Brand: Dymo Braille Labeler
Picture of braillable labels & sheets
Braillable Labels & Sheets
  • Source: American Printing House for the Blind (APH)
  • Description: Clear, self-adhesive labels that hold braille well and adhere to most surfaces. Available in pre-cut sizes or full sheets.
  • DIY Alternative: Use Contact paper, clear bump dots, or self-laminating sheets with thick plastic to make braille labels without APH access.​
Picture of Feel 'n Peel Stickers
Feel 'n Peel Stickers II
  • Source: APH
  • Description: Embossed and printed stickers with stars, colors, numbers, and reward phrases. Useful for classroom visuals, token boards, behavior systems, and simple labels.
  • Note: Useful for pre-readers and early braille users.
Picture of Magnetic Labels
Magnetic Labels
  • Source: APH
  • Description: Blank magnetic strips for braille or large print.
  • Use: Ideal for labeling metal surfaces like lockers, shelves, and cans in home living or cooking lessons.
Talking Label Identifier
  • Description: A handheld voice recorder that assigns recorded audio messages to adhesive labels or plastic tags. Great for labeling items like books, food packages, and supplies.
  • Current Options:
    • Reizen Talking Label Identifier – Similar functionality, also available on assistive tech vendor websites.
    • PenFriend 3 – A popular alternative with an audio labeling pen and reusable voice-recordable stickers.
Picture of Word Association Print/Braille Labels
Word Association Print/Braille Labels
  • Source: APH
  • Description: Pre-printed, self-adhesive labels with common sight words in both print and Contracted/Uncontracted Braille.
  • DIY Option: Create custom versions with clear adhesive sheets and a braille slate or braille embosser.

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