Teaching Students with Visual Impairments
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    • 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 >
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      • Environmental Observations
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      • General Home Safety
      • Kitchen Adaptations
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      • Medication Adaptations
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      • 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
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      • Optical Devices for Near
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      • Read to Me Story Apps
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      • Accessing Audio Books
      • Navigate Computer without a Mouse
      • Word Processing and Shortcuts
      • Keyboarding Instruction
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      • iPads as Instructional Tools
      • Making the iOS Device Accessible
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Teacher Made Materials for Individuals who are Blind or Visually Impaired

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Teacher Made Materials

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated January 21, 2020


The following is a list of specialized materials that I have used over the years when working with students with visual impairments who have multiple disabilities, many of which I have picked up from fellow TVI's or Occupational Therapists. My favorite by far is the PVC pipe toy bar as it is so versatile and easily customized to meet the student's unique needs. Also, there are a number of skills that can be incorporated into it.

PVC Pipe Toy Bar

A PVC pipe toy bar can be easily made and can be modified to accommodate a student’s changing visual, auditory and tactile interest.
  
The following is a list of possible materials to hang:
  • Patterned cut-out shapes (die cuts)    
  • Reflective materials (DVDs, CDs, reflective ribbon, etc.)
  • Mylar pom-poms and balloons
  • Cups with handles   
  • Small, brightly colored stuffed animals
  • Mason jar rings
  • Bunches of colored ribbons
  • Garlands   
  • Balls
  • Theme related materials
  • Pie tin
  • Photographs

The Little Box

The “little box” is made out of a Clear-View plastic container (approx. 66qt.). Drill holes on the top and attach plastic ties that baby rings can be hung from.  Space the holes evenly and in such a way as to promote the parallel and non-parallel shift of gaze.  You can also encourage the student to come to mid-line when materials are suspended in the middle of the box.  Attach a large sheet of black Velcro material to the back and bottom.  Attach a strap or bungee cord to allow the box to be fastened to the student’s tray.  
Qualities of materials to use:
  • Toys the student enjoys
  • Are heavy and light
  • Make interesting noises
  • Have moving parts
  • Are almost the same as another thing but just a little bit different 
  • Fit together
  • Pull apart
  • Turn off and on
  • Light up
  • Are visually interesting
  • Are rough or smooth 
  • Feel cold, wet or warm
  • Have moving parts 
  • Vibrate
  • Are made with a variety of materials (such as wood, leather, metal, fabric, etc.)
  • Are graspable
  • Take into account the senses of smell and taste
  • Are changeable in shape
Place or suspend interesting toys/materials.  Toys can be suspended using infant links or can be firmly secured with elastic.  Both allow toys/materials to return to their position in space when they are not being handled.  You could also attach toys with Velcro.  Non-suspending toys/materials can be placed in the box including the portable APH lightbox and other items that may be switch activated.

Magnetic Board

Spray paint a cookie tray black.  Attach magnetic tape to the back of objects that you would like to encourage the student to sort/obtain/make designs.

Liquid Sensory Bottles

Obtain a clear plastic bottle with a screw top lid.  Fill the tube with water and glycerin. Add translucent bingo chips, bands, small LEGO pieces, glitter, beads, or sequins.  Seal with contact cement and allow to dry 24 hours before using. 

Dry Sensory Bottles

Fill a clear plastic bottle with small objects that are visually interesting (colored rice, beads, bells, bright colored marbles, colored sand, feathers, paper shreds, etc.). 

Pat Mat

Fill a gallon size bag that seals with glitter, reflective materials, sponges, theme-related materials, etc. Add water and food coloring if desired (Variation: fill the bag with hair gel and food coloring). Zip close the bag and seal it with sturdy strapping tape.  Place into a second bag and seal again.  Place the mat on the student’s tray or on the floor and encourage the student to attend to the mat.  Demonstrate how to push on the mat to make the objects move.  Encourage the student to touch/squish the bag.

Sound Shakers

These can be made using a variety of objects that can be filled (film containers, small jars, plastic eggs, etc.)  Fill with sound making objects (marbles, rice, corn, coin, paper clips, beads, sand, etc.) 

Wrist & Ankle Bracelets

The idea is to give the student something to look at on his wrists and ankles to encourage him to notice his extremities. Use a patterned and/or bright ponytail holder and attach a bell or other noisemaker if desired.

Tactile Board

It is useful in encouraging students to open their clenched hand, to help them achieve midline organization of hands, to facilitate their learning to utilize their tactile receptors in their fingertips, to perform tactile orientation, and to begin to compare materials.

Object Book

The purpose is to help a student with poor motor development who is a tactile learner, a book like aid with pages that are easy to turn and with something on each page that may encourage the student to be more actively engaged.  Materials can be added to correlate with a student’s book and/or theme.

Tactile Vests

The vests are for a student who is sitting in a wheelchair or car so that the student can get stimulation and play. The vest motivates the individual to perform midline organization of hands.  Make it out of a Velcro foam material (material that a Velcro hook material can be attached to).  Pieces of the Velcro hook material can be attached to objects such as a ping-pong ball so that it will adhere to the vest.  Two rings can be attached to the front of the vest so that objects can be tied to it. 

Fidget Boards

The purpose is to encourage the student to reach out and explore materials.  Spray a board black.  Drill holes evenly spaced throughout the board.  Attach tactually interesting materials that student would be interested in exploring tactually and visually.

Accommodations for Individuals with Visual Impairments

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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 to request job accommodations and strategies for communicating needs to teams and employers.

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ECC Complete Set Bonus

Purchase the TVI's Guide to Teaching the ECC Complete Set and immediately unlock the pages within the ECC Complete Set Bonus including bonus printables, interactive sensory stories, interactive matching activities, interactive choice making activities, job task box activities and MORE! This is my way of continuing to support you and say "Thank you!" for choosing to purchase the Complete Set. 

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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 >
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      • 3 Month Job Posting
      • 6 Month Job Posting
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    • Braille Jewely
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    • Post a Job
    • TVI, Hagerstown, MD
    • TVI, NE Georgia RESA
    • TVI, Albemarle, Virginia
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    • 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