Seating Considerations

​Provide seating that aligns with the student’s individual visual needs, rather than assuming one location works for all learners. Front and center is helpful for many students, as it reduces viewing distance and improves access to instruction. Some students, however, may need to sit to the left, to the right, or at an angle to accommodate visual field loss, a nystagmus null point, or eccentric viewing. Seating needs may vary by activity, lighting, or where instruction occurs. Flexibility is essential. The TVI can assess and recommend the optimal seating arrangement to ensure the student has the best possible access to visual information.

Fidget Tools & Sensory Support

Attention during whole-group activities can be challenging for many students, particularly when the tasks are highly verbal or require extended sitting. To support engagement and success:
  • Provide access to appropriate fidget tools. Keep a labeled bin with options such as sensory balls, textured objects, or stretchy bands. These tools can help students regulate their attention without becoming disruptive.
  • Collaborate with the occupational therapist (OT). The OT can help determine whether additional sensory supports might be beneficial, such as weighted lap pads, wiggle cushions or wobble seats, or textured or cushioned seating options. These supports can promote body awareness and increase seated attention.
  • Keep group time short, structured, and engaging. Break gathering time into multiple shorter segments if students have limited stamina or attention. Use clear routines, predictable transitions, and visual or tactile cues as needed.
  • Use positive reinforcement to build participation. Assign motivating morning jobs or classroom roles to encourage students to remain attentive and engaged. Praise efforts and celebrate participation to cultivate a positive learning environment.
Thoughtful supports help students remain engaged, regulated, and successful during group learning experiences.

Supporting Greeting and Recognition Skills

Greeting routines are an excellent opportunity to build social awareness, visual scanning, and auditory recognition skills for students with visual impairments. Consider the following strategies:
  • Use mirrors for students with low vision (when appropriate). Encourage students to look in a mirror during greeting time to help them recognize facial expressions, observe their own appearance, or practice visual attention. This can support self-awareness and social engagement.
  • Use caution with mirrors for students with CVI. Mirrors may introduce visual complexity, glare, and distracting reflections. These environmental factors can be overwhelming for students with Cortical Visual Impairment (CVI), so use mirrors only if they support, rather than hinder, functional vision.
  • Incorporate fun, high-contrast visual cues. Items such as brightly colored hats, bold glasses, light-up accessories, or patterned scarves can motivate students to scan the group and identify differences in appearance. These cues make visual scanning tasks more engaging and accessible.
  • Support students with no vision using auditory cues. Students who do not use vision can practice identifying peers by listening to voices, footsteps, greetings, or seating patterns. They can also learn to notice who is present or missing based on familiar auditory information.
These strategies promote inclusion, communication, and social connection while honoring each student’s visual strengths and needs.

Using Lunchtime Routines to Build Functional Skills

Daily lunch routines provide a natural opportunity to embed choice-making, information processing, and early academic skills such as counting and graphing. These activities support independence and help students interpret real-world information. Suggestions for Instruction:
  • Read the daily menu aloud. Ensure all students, including those who are blind or have low vision, receive the same information about lunch options.
  • Encourage students to make a choice. Ask each student to identify whether they are buying or packing lunch. This provides practice in decision-making and self-advocacy.
  • Use an accessible visual/tactile chart. Provide name tags, symbols, or Braille labels for students to place on a chart to represent their lunch choice. This supports both independence and tactile/visual exploration.
  • Discuss the class data together. Engage students in simple data interpretation by making observations such as: “More students brought lunch than bought lunch today.” or “Three students changed their minds, let’s count again.”
These routines naturally reinforce math, literacy, independence, and social interaction skills while keeping all students included and engaged.

Using Calendar Routines to Build Foundational Skills

Calendar time offers rich opportunities to teach time concepts, reinforce literacy and numeracy, and support tactile participation for students with visual impairments. With intentional planning, it becomes a daily anchor for practicing essential concepts and routines.
Skills Supported Through Calendar Activities
  • Time Concepts. Students learn the sequence and meaning of days of the week, months of the year, seasons, and Yesterday, Today, Tomorrow
  • Literacy and Numeracy. Calendar routines naturally reinforce number identification, counting and sequencing, reading and writing numbers, and understanding ordinal terms (e.g., “14th”).
  • Tactile Exploration and Active Participation. Calendars with tactile grids, braille labels, and high-contrast features allow students with visual impairments to participate meaningfully.
Best Practices for Accessible Calendar Instruction
  • Use high-contrast, uncluttered calendars. Choose tools designed for low vision and braille readers, such as the APH Classroom Calendar Kit. These typically include large print, high-contrast colors, braille numbers and labels, and tactile shapes.
  • Involve students in hands-on participation. Have students count aloud up to the current date, place or attach the day’s number onto the classroom calendar, and add the number to their personal tactile calendar (e.g., APH Individual Calendar Kit).
  • Integrate songs and structured repetition. For younger students, use “Days of the Week” songs or “Yesterday, Today, Tomorrow” songs. Incorporate fill-in-the-blank prompts such as “Yesterday was…?”, “Today is…?”, “Tomorrow will be…?”
  • Reinforce key vocabulary. Emphasize time-related and ordinal terms during discussion: “Today is the 14th.” “It is the third Monday of the month.” “We are in the season of winter.”
  • Provide individual calendars when possible. Personal calendars support tactile learning, number sequencing practice, and independence in tracking daily routines. Students can write, glue, or place the number for the day to build meaningful ownership of the routine.

​Daily Schedule and Topic Preview

Reviewing the Day’s Plan. Reviewing the daily plan helps build essential skills for students with visual impairments, including:
  • Predictability reduces anxiety and supports smoother transitions.
  • Vocabulary development introduces key words and concepts before instruction.
  • Connection to content helps students build background knowledge for the day’s lessons.
Suggestions for Effective Daily Preview
  • Review the class and individual schedule. Use accessible formats (high-contrast, tactile, or braille) to preview the order of activities and note any changes to the routine.
  • Discuss classroom jobs and responsibilities. Reinforce roles and provide opportunities for leadership and independence.
  • Introduce the daily theme, unit, or key topics. Provide a brief explanation of what students will learn to activate prior knowledge.
  • Provide real objects for exploration. Pass around items related to the topic so students can explore shape, texture, size, function, and context. This supports concept development through tactile learning.
  • Teach new vocabulary explicitly using multiple tools. Incorporate a classroom dictionary (large print, braille, or digital), a thesaurus for older students, and activities on homophones, word families, or categorization to deepen understanding.
Previewing the day’s plan sets students up for success by giving them the language, context, and confidence needed to engage fully in upcoming instruction.

​Assigning Jobs to Build Responsibility and Real-World Readiness

​Classroom jobs are an excellent way to teach responsibility, foster independence, and build real-world skills for students with visual impairments. These routines also reinforce concepts tied to the Expanded Core Curriculum (ECC), especially independent living, social interaction, and career education.
  • Creating an Accessible Job System. Develop a classroom chore chart with jobs represented in large print, high contrast, tactile symbols, or braille. Offer a range of tasks that every student can participate in, with or without accommodations.
  • Encourage All Students to Contribute. Provide meaningful opportunities for students to hang up coats, put materials away or organize classroom areas, sort trash and recycling, help pass out or clean up supplies, deliver messages or items to other classrooms, and care for simple classroom plants or materials. Rotate jobs regularly to ensure each student experiences multiple responsibilities and builds confidence.
  • Teach Tasks Patiently and Systematically. Introduce each job using explicit, hands-on instruction. Use real objects and direct modeling to reinforce concepts related to shape (round cup, rectangular tray), texture (smooth folder, bumpy mat), weight (light napkins, heavier bins), temperature (warm lunch containers, cool classroom items), and function (what the object is used for and where it belongs).  This concrete instruction promotes a deeper understanding of everyday items and routines.
Classroom jobs help students strengthen independent living skills, build organizational habits, practice work-related behaviors such as responsibility, follow-through, and time management, develop self-confidence, and prepare for future employment and community participation. These simple routines lay the foundation for lifelong independence and success.

Weather Routines for Tactile, Sensory, and Conceptual Development

Daily weather routines offer rich opportunities for students with visual impairments to build concepts, practice sensory exploration, and develop a real-world understanding of environmental conditions. These activities support key ECC areas, including sensory efficiency, social interaction, independent living, and orientation and mobility. Suggested Weather Routine:
  • Assign a class weather reporter. Rotate the role so all students participate. Provide a peer partner or adult support as needed to promote confidence and independence.
  • Have the reporter check the weather outdoors. Encourage students to use multiple sensory channels, such as feeling temperature, noticing wind, sensing sunlight or cloud cover, or listening to environmental sounds.
  • Return to class and share observations. The student reports the weather conditions using descriptive vocabulary (e.g., warm, breezy, cloudy, humid).
  • Update the classroom weather chart. Provide accessible icons in high contrast, tactile symbols, or braille so students can place the appropriate weather marker.
  • Compare data across the week. Discuss patterns such as “It rained three days this week.” and “Most mornings were cool, but the afternoons were warm.”
  • Discuss appropriate clothing and activities. Reinforce real-world decision-making by talking about what to wear today (coat, hat, sunscreen, boots), whether recess will be inside or outside, and how the weather affects safety, mobility, or daily routines.
Daily weather routines strengthen vocabulary, build meaningful concepts, and promote independence through hands-on exploration and real-life connections.

Weather Bin Suggestion

Weather
Object
Sensory Suggestion
Rainy
Umbrella
Spritz water on the umbrella
Sunny
Sunglasses or sunscreen scent
Use scent or explain the function
Windy
Switch-activated fan
Experience airflow
Cold
Hat, scarf, or gloves
Wear or feel textures

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Full Article List

Guide: Start Here
Tools (VI Basics)
Plan: Referrals & Eligibility
Referral & Eligibility​ ​Medical Vision Information 
FVLMALow Vision Evaluations
Other Evaluations
Plan: IEP Planning
Plan: Collaboration & Accessibility
​Collaboration Accessible Materials ​Classroom Access Instructional Access Technology Access ​Additional Supports Service Delivery Models  ​
Teach: Compensatory Skills
Compensatory Skills
Concept Development ​Alternative Communication ​Emergent Literacy ​Braille Code
​Beginning Braille ​ Braille Fluency & Comprehension  Writing Braille ​​​Nemeth Code Instruction 
​​​Tactile Graphics ​Print Concepts ​​Abacus  ​​Organization Skills​ ​​Study Skills ​​Time Management
Teach: Sensory Efficiency Skills
​Auditory & Listening Skills ​​Visual Efficiency Skills ​​Optical Device Use ​Tactile Readiness
Teach: Assistive Technology 
AT Overview ​AT Use & Maintenance Braille AT ​iOS Instruction Audio Access​ ​Video Magnifiers ​​​Basic Computer Use Computer Access ​Productivity
Teach: Social Skills
Social Skill Basics​
Non-Verbal Skills​​​​ Verbal Communication Skills Cooperative Skills Identity & Self-Awareness ​Interactions & Relationships Managing Challenges & Safety
Teach: Self Determination
Teach: Independent Living Skills
Personal Care ​Hygiene & Grooming ​Personal Health Mealtime Skills ​​​ Food Preparation
Household Skills Clothing Management ​Money & Budget Shopping & Consumerism Phone Use ​Safety & Emergency Preparedness ​​Services & Community Resources
Teach: Orientation & Mobility
Teach: Recreation & Leisure
Teach: Career & Vocational
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Self Determination Printables
Independent Living Printables
Recreation & Leisure Printables
Career & Vocational Printables
Evelyn Jane Stories 
Learn: Teaching Strategies & Planning
Learn: ​ECC Units
Beginning of the Year Units ​​Fall UnitsWinter Units ​​Winter Units ​​Spring UnitsAnytime Units
Learn: ​Interactive Activities
Learn: Recorded Presentations
Learn: Complete Set Bonus ​

Resources

Individual Calendar Kit, available through APH. This consumable calendar kit features brightly-colored embossed/bold line grid sheets, and paper labels in large print and braille.
Classroom Calendar Kit This wall calendar, available from APH, includes high contrast large print labels that are paired with braille.