Teaching Students with Visual Impairments
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      • Numbers & Counting
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      • Create Tactile Books
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      • Reading Efficiency
      • Science Adaptations
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      • Large Print
      • Braille Code
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      • Increase Contrast
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      • Creating Tactile Graphics
      • Teacher Made Materials for Students with MD
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      • 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
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      • Dance
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      • Transcribe Playing Cards
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Reading Instruction for Individuals who are Blind or Visually Impaired

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Reading Instruction

By: Carmen Willings
teachingvisuallyimpaired.com
June 9, 2019

Students who are blind or visually impaired will may need adaptations to access the language arts program. Literacy and reading skills are foundational skills that will allow the student to access all areas of the curriculum. It is the role of the Teacher of Students with Visual Impairments (TVI) to determine the student's primary reading mode. Although the student should develop strong auditory skills, it is essential for the student to learn to read print and/or braille.

Read Aloud

In reading aloud, the teacher reads aloud from a book. Reading aloud to the students should be a daily occurrence for students of all ages as studies have shown that it positively impacts students success in learning to read. Prior to reading the book, provide a summary of the story. Also explain vocabulary that may be unfamiliar to the students. This will give the students a chance to identify the word, place it in context and remember it. Concentrating on concept and vocabulary development will assist students with learning disabilities including those with visual impairments. As you read the story, point to key words on each page to help students make the connection between print and spoken words. If the student is a braille learner, someone knowledgeable in the braille code should ensure the student is able to be exposed to these same opportunities. Remember to read with inflection and intonation.

When presenting the selected reading to the students, discuss with them that you are going to read a book and for what purpose (e.g. learn more about the topic, to read a certain style, etc.) Discuss the title and describe the picture. Encourage students to answer literal question (review and update answers after story is read). Ask students to predict who, what, where, when, and why events happen. Consider having a story helper to hold the book and help turn the pages.

Before you begin a story, read the title and ask your student what the story might be about. Take some time to recall similar experiences that you and your student have had that relate to the story. Present the objects from the story. Encourage the students to explore the materials and make educated guesses about what the story will be about. As you read aloud to your student, you can help them develop a sense of “book behavior” or basic conventions of reading. These behaviors are things like holding a book right-side-up, turning one page at a time, and reading from top to bottom and left to right, using page numbers, and taking care of the books.

Incorporate concepts during this time by talking about how thick/thin the book is, whether or not it is big or small and if it is hard or soft bound. Be sure to describe pictures to the students to help them interpret the pictures, and take time to enjoy the pictures on each page. While reading predictable stories, leave off the ends of sentences and let the student attempt to finish them. After reading aloud, act out stories with the student. When you have advanced to longer stories and books that cannot be completed in one reading session, be sure to finish the story the next time or over several successive readings.

Shared Reading

Shared reading provides an opportunity for the student to participate in reading with a reader that reads with fluency and expression. When you are reading together with a student who is learning braille, be sure that the student's fingers are in contact with the braille as you read. Encourage the student to use a light touch ("Smooshing" the braille will make it unreadable!) and not to "scrub" the braille. Also, encourage the student to smoothly "track" along the lines with the pads of the fingers on both hands from left to right as you read. In the beginning, it is not necessary for the student's fingers to be on the same words as you are reading - this will come later with more formal instruction. As the student gets older and more experienced with books, you may want to read only when they are tracking. This way the student will begin to understand that to read braille, you must keep your hands moving! After a shared reading experience, the student should be encouraged to re-read the story independently either silently or aloud.
​
  • Make sure the student has all books in an appropriate medium. If it is braille, provide the book to the teacher well in advance to allow time to produce it in braille. 
  • If there are key vocabulary words or repetitive phrases, you may need to assist the student in locating those words as they are read. 

Independent Reading

In independent reading, the student is in charge of reading independently, using strategies to decode unfamiliar words. Students should select books that they can read at the independent level and avoid books that are at the instructional or frustration level. The goal is to build fluency in reading. Time should be set aside for daily opportunities to read independently whether during the course of the school day, at home, or both.

Reading Applications

After reading the story, have students identify characters, setting, and events in the story. Have students retell or re-enact the story. Discuss if the story was fantasy or reality. Recognize main incidents, plot, and how problems are solved, relate to personal experiences. Compare/Contrast to different versions of the story

Encourage students recall information and retell sequence of events. Compare and contrast it to others stories that have been read. Tell main idea of selection that has been read. Ask “wh” questions about the story. Generate or list questions regarding the main idea. Compare information from books, magazines, newspapers and on-line resources about unit topic. Create maps, diagrams, charts, and graphs to convey information learned about topic.

Encourage students to recall important ideas and respond to questions. Scaffold the questions and provide multiple choice if necessary. Be accepting of answers – reflect on responses and expand. Ask students "wh" questions about the story (incorporate questions about characters, setting and events in the story). Ask students to determine the main idea of the story (Use title page, photos, captions, and illustrations to help develop comprehension). Discuss main incidents, plot, and how problems are solved, relating this to personal experiences.

Building vocabulary can be natural when discussing items related to the current topic or identifying words in the stories, poems, and songs. The following is a list of ways to develop vocabulary: Make a list of words from the book, poem or song. Determine meaning of unknown words through use of classroom dictionary. Look in thesaurus to identify words that have similar and opposite meanings.

Discuss similarities and differences between: characters; between events in the story and their lives; between current books and other books on the topic or other books by the author, etc.
Picture
Rogow, Sally. Language, Literacy and Children with Special Needs. Pippin Publishing, 1997. This book focuses on the importance of supporting students with special needs so they can participate and be integrated into the educational mainstream. Rogow outlines a variety of approaches that will help teachers ensure that learning happens for everyone.

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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
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    • 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