VIDBE-Q 2025 Volume 70 Issue 2
strategies that teachers can implement to promote independence for SVI when
engaging in traditional painting activities. Broadly defined, antecedent-based
strategies for SVI are proactive changes to the environment or materials to create a
more accessible environment. We emphasize the importance of promoting
independence as it has been correlated with higher feelings of self-autonomy and
confidence for SVI (Papadopoulos, 2014).
Through these nine low-tech strategies, teachers can make small classroom
changes when engaged in visual arts activities that promote independence. We
primarily describe support for painting, but these strategies may also be applicable
to other art media outside of painting. For organizational purposes, the nine
strategies will be discussed through the following three categories: (a) providing
prompts for student artwork, (b) providing prompts for identifying materials, and
(c) decreasing tactile defensiveness.
Nine Ways to Adapt Painting for BLV Students
Providing Prompts for Student Artwork
Strategy 1: Adapting Contrast
Some SVI benefit from adapting the contrast of materials used when
painting. Teachers can incorporate bright colors or high contrast materials to help
students with residual sight to identify the canvas borders and colors. An easy way
teachers can do this is by placing sheet of paper that is a bright color or higher
