VIDBE-Q Volume 68 Issue 4
9
Another author, a special education teacher who is becoming a Teacher of
Students with Visual Impairments (TSVI) and O&M specialist from Hawaii, shares
practical insights for designing a motivating book for her student who is blind and
has autism. The book she created supports the student's tactile literacy as well as
his self-regulation as he navigates the transitions in his daily schedule.
Highlighting the importance of language, another article features the
Communication Matrix Intervention Modules (CMIM). It can be used to recognize
expressive communication skills of individuals within the developmental language
range of 0-24 months. Used to identify forms of communication and their function,
Decker and Steele describe the matrix and discuss the relationship between
language and literacy, particularly illustrating a continuum of skills for expressive
communication and how this lays a foundation for communication. Authors also
provide examples of how to use the communication matrix to identify goals and
establish routines and opportunities for instruction.
Reading interventions are abundant for typically developing children, and
selecting one that is effective and appropriate for a particular individual can be a
difficult decision. In one of the articles in this journal, Jones investigates the
effectiveness of using Read Naturally as a reading intervention. This program
supports core reading skills identified in the National Reading panel as critical to
literacy development. After adapting the program for her students, Jones shares
