Teaching Students with Visual Impairments
  • Home
    • Site Map
    • About
    • FAQs
    • Newsletter
    • Printables
    • Presentations >
      • Conducting a FVELMA
      • Selecting the Right AT
      • Classroom AT for VI
      • Get Out of ECC Rut
      • Itinerant Teaching Strategy and Tips
  • VI Jobs
    • Post a Job
    • New Orleans, Lighthouse Louisiana
    • Colorado Springs, CO
    • Equal Eyes throughout NC
    • Tampa Lighthouse for the Blind
    • TBVI/COMS in NC and MN
    • Vision Institute of SC
    • Washington DC Metro Area
  • Program
    • Professional Practice >
      • Professional Development
      • Teacher Standards
      • Professional Ethics
      • Itinerant Teaching Tips
      • VI Program Handbook
      • Year at a Glance
      • Federal Quota Funds
      • Deaf-Blind Child Count
      • Caseload Analysis
      • Role of the Classroom Teacher
      • Simulation Activities
      • Social Etiquette
    • Vision Professionals >
      • Become a Vision Professional
      • Professional Preparation Programs
      • Teacher of Students with Visual Impairments
      • Orientation & Mobility Specialist
      • Low Vision Specialist
      • Rehabilitation Specialists
      • CATIS
      • Paraprofessionals & Braille Transcribers
    • Program Resources >
      • VI Organizations
      • Braille Resources
      • Deaf-Blind Resources
      • Support Networks
      • Journal Resources
      • State SpEd Agencies
      • Schools for the Blind
      • Georgia Vision Resources
    • V.I. Book Resources >
      • VI Resource Books
      • Braille Book Resources
      • Children's Books
      • Young Reader Books
      • Books about Dog Guides
      • Non-Fiction
      • Helen Keller Books
    • Parent Resources >
      • Online Parent Resources
      • Parent Resource Books
      • Grief & Suffering Books
      • Financial Assistance
      • Home Adaptations
      • Summer Reading (braille)
      • Summer Outdoor Activities
      • Rainy Days Activities
      • Camps for VI
    • History of Visual Impairments >
      • National Agenda
      • Legislation
      • Timeline of VI
      • Biblical Passages Concerning Blindness
      • Notable People
      • Helen Keller
      • History of Braillewriters
  • Service
    • Referrals >
      • Vision Concerns
      • Vision Classifications
      • Referral Process
      • Eligibility Guidelines
      • Vision Therapy Controversy
      • When Student Doesn't Qualify
    • Vision Exams >
      • Medical Professionals
      • Vision Tests & Tools
      • Visual Acuity
      • Lenses
      • Visual Fields
      • Structure & Function of the Eye
      • Common Vocabulary
      • Common Visual Impairments
      • Cortical Visual Impairments
      • Convergence Insufficiency (CI)
      • Deaf-Blind
    • FVE LMA >
      • What is the FVE
      • Interpret the Eye Report
      • FVE 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
    • Other Evaluations >
      • Clinical Low Vision Evaluation
      • Orientation & Mobility Evaluation
      • Impact on Development & Learning
      • Educational Assessments
      • Language Development
    • IEPs >
      • ECC Annual Needs
      • Writing SMART Goals
      • Blooms Taxonomy
      • Goal Bank >
        • Compensatory Goals
        • Sensory Efficiency Goals
        • Assistive Technology Goals
        • Social Skills Goals
        • Independent Living Goals
        • Recreation & Leisure Goals
        • Self Determination Goals
        • Career & Vocational Goals
      • Accommodations & Modifications
      • Service Delivery Models
      • Least Restrictive Environment
      • Student Led IEPs
    • Transition Plans
    • 504 Plans
  • Adaptations
    • Unique Visual Needs
    • Instructional Adaptations >
      • Movies & Assemblies
      • Lectures & Instruction
      • Board Work (Chalk, Interactive, White)
    • Material Adaptations >
      • Accessible Educational Materials
      • Photocopying
      • Font Legibility
      • Increase Contrast
      • Pictures and Worksheets
    • Environmental Adaptations >
      • School Campus Adaptations
      • Classroom Design Tips
      • Labeling System
      • Adjust Lighting
      • Playground Adaptations
    • Electives Adaptations >
      • Art
      • Art Materials
      • Music
      • Music & Movement
      • Dance
      • P.E. Adaptations
      • P.E. Resources
      • Home Economics
    • Early Intervention
    • Early Childhood >
      • Daily Schedule
      • Morning Meeting
      • Weather Check
      • Dramatic Play
      • Blocks
    • Math Adaptations >
      • Numbers & Counting
      • Algebra
      • Geometry & Spatial Sense
      • Measurement & Data
    • Literacy Adaptations >
      • Early Literacy Experiences
      • Reading Efficiency
    • Science Adaptations >
      • Science Materials
    • Social Studies Adaptations >
      • Social Studies Materials
  • ECC
    • Compensatory >
      • Guiding Principles of Concept Development
      • Community Based Experiences
      • Concepts to Teach
      • Organization & Study Skills
      • Tactile Graphics Guidelines
      • Tactile Graphics Instruction
      • Creating Tactile Graphics
      • Cranmer Abacus Instruction
    • Communication Modes >
      • Large Print
      • Braille Code
      • Braille Instruction
      • Braille Instruction Materials
      • Writing Braille
      • Create Tactual Books
      • Nemeth Braille Code
      • Signature & Handwriting Instruction
    • Students with MD >
      • Functional Skills
      • Individual Schedules & Communication Cards
      • Transition Between Activities
      • Lightbox Use
      • Encourage Use of Vision in Students with MD
      • Sensory Activities for Students with MD
      • Teacher Made Materials for Students with MD
      • Sensory Areas & Rooms
    • Sensory Efficiency >
      • Sensory Input
      • 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
      • Hygiene & Grooming
      • Dressing & Clothing Management
      • Mealtime Independence
      • Housekeeping
      • Money
      • Time Management
      • Food Preparation
    • O&M >
      • Proper Guide Techniques
      • Orienting Student to Environment
      • Mobility Skills
      • Travel
      • Dog Guides
    • Career Edu. >
      • Learn to Play
      • Classroom Jobs
      • Career & Vocational
      • Preparing for College
    • Social Skills >
      • Non-Verbal Communication
      • Social Interactions
      • Self Concept
      • Icebreakers & Mixers
    • Recreation & Leisure >
      • Recreation & Leisure Resources
    • Self Determination
    • Teaching in Thematic Units
  • Assistive Tech
    • Overview of Assistive Technology
    • Assistive Technology Assessment
    • Types of VI AT >
      • Non-Optical Low Vision Devices
      • Low/Medium Tech Devices for Tactual Learners
      • Optical Devices for Near
      • Optical Devices for Distance
      • Video Magnifiers
      • Screen Enlargement & Readers
      • Braille Technology
      • Tactile Graphics Technology
      • Auditory Access Devices
    • AT Instruction >
      • iPads as Instructional Tools
      • Making the iOS Device Accessible
      • Video Magnifier Instruction
      • Notetaker Instruction
      • Accessing Audio Books
      • Navigate Computer without a Mouse
      • Word Processing and Shortcuts
      • Keyboarding Instruction
    • 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
    • Braillewriter Repair
    • AT Resources
    • Vendors

LABELING SYSTEM

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated November 4, 2017


Considerations will need to be made when adapting labels and signs throughout the classroom in order to make them accessible to students who are blind or visually impaired. When labeling materials in the room, it is important to use a labeling system that is accessible to all the students. This may mean that labels need to be in a variety of formats: print, braille, pictures, and even objects. This will help students locate materials as well as put them away correctly. Incorporating print and/or braille for non-readers and pre-readers will also help promote literacy.
The following labeling suggestions will help create an organized and accessible room that will  encourage independence and promote emergent literacy.

1. If the classroom is broken into learning stations or center, using a clear and consistent system for labeling these learning stations will help the students connect the name of the station in visual and tactual formats of written language. Refer to the sections on visual clutter when choosing a font type and background. 

2. Signs should be placed at the eye level of the students. Learning area signs can be placed on the end of a cabinet by the entrance to an area, on a table or on a shelf.  Be sure to place signs in strategic locations for the student’s observation and exploration. Creating signs for the various centers can be a fun beginning of the year activity for the students as they learn what is available in each area.

3. Clearly label materials within the learning areas in a way that makes sense to the students. This will expose the student to print/Braille literacy in a natural way. The following pictures were taken in the inclusive preschool classroom in which I taught as an example.
Picture of toy tubs with object labels
Picture of tubs with object labels
4. Label important landmarks such as locker/cubby or a coat hook. When assigning a student a locker/cubby it is helpful to chose one that can be easily located. Typically this will be one that is at the end of a row.

5. If all the students in the class can access information visually, you could instead take a picture of the items in the bin. Use a large font size with uniform, bold, well spaced letters. If you use this method, be sure to take a picture on a solid background in high contrast (black or white depending on the color of the materials).  In the picture on the right, you can see that I labeled the bins in print/braille and also glued an object from the bin on the front.

6. Label with objects if the student does not have functional vision or is at a pre-symbolic level. Encourage literacy by pairing the objects with print or braille labels. Label the objects in both formats if you are unsure of whether the student will read in print or braille. The manipulative bins on the left were labeled by glueing (using a hot glue gun) one or more objects from the bins on the outside of the bin. This helped the students quickly scan (visually or tactually) the bins to determine where materials belonged. 

Labeling Resources...

Picture of a braille labeler
Braille Labeler
A braille labeler can be used to make quick labels in the classroom. It is paired with print enabling non-braille readers to create labels. The down side is that it only produces uncontracted braille. None the less, it's always great in a pinch!

Picture of braillable labels & sheets
Braillable Labels & Sheets
These clear braillable and self-adhesive labels, available from APH, allow you to create labels of various sizes. Labels are available in various sizes or full sheets.
Don't have access to APH funds? Try using Contact paper or clear adhesive laminating sheets that are thick enough to maintain form when brailled.

Picture of Feel 'n Peel Stickers
Feel 'n Peel Stickers II These stickers, available from APH, are printed and embossed with numbers, reward statements, stars, point symbols and color names that can be used as part of a labeling system.

Picture of Magnetic Labels
Magne Tachers Magnetic Labels
These magnetic labels, available from APH, can be used to create reusable large print or braille labels that can be attached to canned goods or other magnetic surfaces.
Similarly, Flexible Magnet Data Card Holders allow the user to change the label as frequently as needed!

Picture of Sherlock Talking Label Identifier
Sherlock Talking Label Identifier
This hand-held digital voice recorder with each recorded message keyed to an adhesive label or plastic disk tag is available from APH. Labels or tags can be attached to books, documents, CD's or any other item that needs to be identified.
The Reizen talking label identifier is another device that allows the user to program and read buttons.

Picture of Word Association Print/Braille Labels
Word Association Print/Braille Labels
These self-adhesive print/braille labels of common words, available from APH, will help create a literacy rich environment for both print and braille learners.  If you don't have access to APH funds, use clear adhesive laminating sheets and create your own braille labels.

FREE VI Program Templates

Picture of VI program brochures.
Become a member for FREE to access the Printable VI Program Templates  to support your district's vision program. Includes VI Program resources, FVE/LMA templates and NEW Sample FVE Reports ebook. Simply click on Log In|Register in the navigation bar at the top of the page and follow the directions to register and create your password. ​

Sign up for the Newsletter

Newsletter Sign Up
Receive the latest news, notification of recent articles, current job postings, access to FREE forms and templates, and notifications of training opportunities.

Post a Job 

Job Posting on Post-It Note
Due to the nationwide shortage of vision professionals, it can be challenging to locate personnel. Announce a job vacancy on the Job Exchange of Teaching Students with Visual Impairments, an online listing of jobs specific to the visual impairment field.

Home Page of Teaching Students with Visual Impairments
LinkedIn page
Pinterest Page
facebook page

Home

Site Map
​FAQ's
About
Newsletter
Printables
VI Forum
TVI's Share
​
User Agreement

VI Program

Professional Practice
Vision Professionals
​VI Program Resources

VI Book Resources
​Parent Resources
History of VI

Programming

Referrals 
Vision Exams
FVE/LMA
Other Evals
IEP's
Early Intervention
​504 Plan

Adaptations

Instructional Adapt.
Material Adapt.
Environmental Adapt.
Early Childhood
Literacy Adaptations
Math Adaptations
Science Adaptations
Soc. St. Adaptations
Electives Adapt.

ECC

Compensatory  
Li​teracy Instruction
Sensory Effic.
Independent Living
Social Skills
O&M ​
Career Edu.
Rec & Leisure
Self Determination

Assistive Tech.

AT Assessment
​Types of VI AT 
​AT Instruction
Apps for VI
Braillewriter Repair
AT Resources
Vendors
  • Home
    • Site Map
    • About
    • FAQs
    • Newsletter
    • Printables
    • Presentations >
      • Conducting a FVELMA
      • Selecting the Right AT
      • Classroom AT for VI
      • Get Out of ECC Rut
      • Itinerant Teaching Strategy and Tips
  • VI Jobs
    • Post a Job
    • New Orleans, Lighthouse Louisiana
    • Colorado Springs, CO
    • Equal Eyes throughout NC
    • Tampa Lighthouse for the Blind
    • TBVI/COMS in NC and MN
    • Vision Institute of SC
    • Washington DC Metro Area
  • Program
    • Professional Practice >
      • Professional Development
      • Teacher Standards
      • Professional Ethics
      • Itinerant Teaching Tips
      • VI Program Handbook
      • Year at a Glance
      • Federal Quota Funds
      • Deaf-Blind Child Count
      • Caseload Analysis
      • Role of the Classroom Teacher
      • Simulation Activities
      • Social Etiquette
    • Vision Professionals >
      • Become a Vision Professional
      • Professional Preparation Programs
      • Teacher of Students with Visual Impairments
      • Orientation & Mobility Specialist
      • Low Vision Specialist
      • Rehabilitation Specialists
      • CATIS
      • Paraprofessionals & Braille Transcribers
    • Program Resources >
      • VI Organizations
      • Braille Resources
      • Deaf-Blind Resources
      • Support Networks
      • Journal Resources
      • State SpEd Agencies
      • Schools for the Blind
      • Georgia Vision Resources
    • V.I. Book Resources >
      • VI Resource Books
      • Braille Book Resources
      • Children's Books
      • Young Reader Books
      • Books about Dog Guides
      • Non-Fiction
      • Helen Keller Books
    • Parent Resources >
      • Online Parent Resources
      • Parent Resource Books
      • Grief & Suffering Books
      • Financial Assistance
      • Home Adaptations
      • Summer Reading (braille)
      • Summer Outdoor Activities
      • Rainy Days Activities
      • Camps for VI
    • History of Visual Impairments >
      • National Agenda
      • Legislation
      • Timeline of VI
      • Biblical Passages Concerning Blindness
      • Notable People
      • Helen Keller
      • History of Braillewriters
  • Service
    • Referrals >
      • Vision Concerns
      • Vision Classifications
      • Referral Process
      • Eligibility Guidelines
      • Vision Therapy Controversy
      • When Student Doesn't Qualify
    • Vision Exams >
      • Medical Professionals
      • Vision Tests & Tools
      • Visual Acuity
      • Lenses
      • Visual Fields
      • Structure & Function of the Eye
      • Common Vocabulary
      • Common Visual Impairments
      • Cortical Visual Impairments
      • Convergence Insufficiency (CI)
      • Deaf-Blind
    • FVE LMA >
      • What is the FVE
      • Interpret the Eye Report
      • FVE 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
    • Other Evaluations >
      • Clinical Low Vision Evaluation
      • Orientation & Mobility Evaluation
      • Impact on Development & Learning
      • Educational Assessments
      • Language Development
    • IEPs >
      • ECC Annual Needs
      • Writing SMART Goals
      • Blooms Taxonomy
      • Goal Bank >
        • Compensatory Goals
        • Sensory Efficiency Goals
        • Assistive Technology Goals
        • Social Skills Goals
        • Independent Living Goals
        • Recreation & Leisure Goals
        • Self Determination Goals
        • Career & Vocational Goals
      • Accommodations & Modifications
      • Service Delivery Models
      • Least Restrictive Environment
      • Student Led IEPs
    • Transition Plans
    • 504 Plans
  • Adaptations
    • Unique Visual Needs
    • Instructional Adaptations >
      • Movies & Assemblies
      • Lectures & Instruction
      • Board Work (Chalk, Interactive, White)
    • Material Adaptations >
      • Accessible Educational Materials
      • Photocopying
      • Font Legibility
      • Increase Contrast
      • Pictures and Worksheets
    • Environmental Adaptations >
      • School Campus Adaptations
      • Classroom Design Tips
      • Labeling System
      • Adjust Lighting
      • Playground Adaptations
    • Electives Adaptations >
      • Art
      • Art Materials
      • Music
      • Music & Movement
      • Dance
      • P.E. Adaptations
      • P.E. Resources
      • Home Economics
    • Early Intervention
    • Early Childhood >
      • Daily Schedule
      • Morning Meeting
      • Weather Check
      • Dramatic Play
      • Blocks
    • Math Adaptations >
      • Numbers & Counting
      • Algebra
      • Geometry & Spatial Sense
      • Measurement & Data
    • Literacy Adaptations >
      • Early Literacy Experiences
      • Reading Efficiency
    • Science Adaptations >
      • Science Materials
    • Social Studies Adaptations >
      • Social Studies Materials
  • ECC
    • Compensatory >
      • Guiding Principles of Concept Development
      • Community Based Experiences
      • Concepts to Teach
      • Organization & Study Skills
      • Tactile Graphics Guidelines
      • Tactile Graphics Instruction
      • Creating Tactile Graphics
      • Cranmer Abacus Instruction
    • Communication Modes >
      • Large Print
      • Braille Code
      • Braille Instruction
      • Braille Instruction Materials
      • Writing Braille
      • Create Tactual Books
      • Nemeth Braille Code
      • Signature & Handwriting Instruction
    • Students with MD >
      • Functional Skills
      • Individual Schedules & Communication Cards
      • Transition Between Activities
      • Lightbox Use
      • Encourage Use of Vision in Students with MD
      • Sensory Activities for Students with MD
      • Teacher Made Materials for Students with MD
      • Sensory Areas & Rooms
    • Sensory Efficiency >
      • Sensory Input
      • 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
      • Hygiene & Grooming
      • Dressing & Clothing Management
      • Mealtime Independence
      • Housekeeping
      • Money
      • Time Management
      • Food Preparation
    • O&M >
      • Proper Guide Techniques
      • Orienting Student to Environment
      • Mobility Skills
      • Travel
      • Dog Guides
    • Career Edu. >
      • Learn to Play
      • Classroom Jobs
      • Career & Vocational
      • Preparing for College
    • Social Skills >
      • Non-Verbal Communication
      • Social Interactions
      • Self Concept
      • Icebreakers & Mixers
    • Recreation & Leisure >
      • Recreation & Leisure Resources
    • Self Determination
    • Teaching in Thematic Units
  • Assistive Tech
    • Overview of Assistive Technology
    • Assistive Technology Assessment
    • Types of VI AT >
      • Non-Optical Low Vision Devices
      • Low/Medium Tech Devices for Tactual Learners
      • Optical Devices for Near
      • Optical Devices for Distance
      • Video Magnifiers
      • Screen Enlargement & Readers
      • Braille Technology
      • Tactile Graphics Technology
      • Auditory Access Devices
    • AT Instruction >
      • iPads as Instructional Tools
      • Making the iOS Device Accessible
      • Video Magnifier Instruction
      • Notetaker Instruction
      • Accessing Audio Books
      • Navigate Computer without a Mouse
      • Word Processing and Shortcuts
      • Keyboarding Instruction
    • 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
    • Braillewriter Repair
    • AT Resources
    • Vendors
✕