Division on Visual Impairments

VIDBE-Q 65.1 Winter 2020

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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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).

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