32
VIDBE-Q Volume 64 Issue 2
For her instructional time, we created a partial symbol using the same
material from a work mat that we placed on her wheelchair or stander tray.
For lunch, we made two partial symbols using a straw from a cup she drank
from and part of a spoon. We also used these symbols during lunch by
having her use eye gaze to select bite or drink rather than us assume
knowing what she wanted. Again, this practice allowed our student to
practice self-determination and choice making skills within the classroom.
Next, we wanted to find a way to increase student engagement
during our whole class reading group. At that point, our reading group
consisted of a short passage either developed by the teacher or found
online. We read through the passage every day and took a comprehension
test on the last day of the week. We differentiated the comprehension test
to match the needs of our students so some had three, written answer
choices, while some had two or three picture choices. You will see in the
beginning research later in this article that for our target student with a
visual impairment, she was rarely engaged during the thirty minute group
session. We decided to try using story boxes with our students. Story
boxes are simply when you pair text with objects.
The first attempt of this strategy in our classroom was over a reading
passage on the Kentucky Derby that Sarah had written. During the first
