VIDBE-Q Volume 65 Issue 1
the student, which may encourage him to propel himself towards it. As the
student continues to make visual progress and is well into Phase II, he may
begin to regard a simple, color, realistic 2-dimensional representation of his
favorite, familiar red Slinky when presented on an iPad. The backlighting
from the iPad often helps to make the image "pop", and draws visual
attention. The speech therapist may use the 2-dimensional image on the
iPad as she works on increasing the student's understanding of the Slinky's
visual salient features (Roman-Lantzy, 2018). The speech therapist may
also choose to use a color, realistic image of the Slinky photocopied onto a
transparency film, which is then presented on a LightBox. When the
student no longer has a need for lighted targets (possibly, mid to high
Phase II), the color, 2-dimensional image may be presented as a
photograph in conjunction with the student's Activity Calendar in the
classroom setting. At this point, because the student has had so many
opportunities to use vision throughout his day with all team members, he
may be at a high Phase II or entering Phase III (Roman-Lantzy, 2018) and
beginning to use pre-literacy materials in his classroom setting and at
home. A simple teacher or parent created book might be used with one or
two images on each page, again of his favorite, familiar red Slinky (see
Image 2).
