Division on Visual Impairments

DVI Quarterly Volume 58(4)

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.

Issue link: http://dvi.uberflip.com/i/231984

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"stick" with Eli. While he grasps concepts such as trailing, landmarks, squaring off, and diagonal cane technique, orientation and short routes within his school building have proven to be difficult hurdles. It is here that his lack of motivation and/or covering for confusion presents as humor and diversion of topic. While working on a story that he was highly motivated about writing braille, it occurred to me that I could sneak in some mental mapping of his school building. Here is an excerpt from Eli's story: "As I entered Valley Elementary School, I realized there were phantoms soaring through the air like storm clouds. When I turned right, and peered into Mrs. Roberts' classroom, I noticed that she had turned into a witch, casting spells and filling her room with haunted frogs. After I passed Mrs. Roberts' room, I arrived at the Guidance counselor's office, where there was slime oozing from the suggestion box. I noticed a smell coming from the hallway ahead. As I walked toward it, and turned left to enter the cafeteria, I saw werewolves eating BOO berry pie and ice SCREAM." His story continued and was about his school being haunted on Halloween. He found it very fun to create and he was so proud of it that he wanted to share it with his classmates. Because his Braille reading skills are still developing, he relies heavily upon memorization. Therefore, upon each retelling of his story, he was mentally walking that route. 50 Not only did we get a braille lesson from

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