children, very few are written specifically to ad-
dress the learning needs and particular issues of
students who are blind or deafblind. However,
with creativity and some investment of time, gen-
eral curricula can readily be adapted to meet stu-
dents' needs. Screen-reading software and
brailled lessons and worksheets allow direct ac-
cess for students who are blind. Large print mate-
rials and picture symbols, like those available
through the Mayer-Johnson Boardmaker (see
Mayer-Johnson.com) program can be used to
adapt materials for students with low vision.
Teachers of students with visual impairments can
adapt the vocabulary and concepts of general
curricula to the intellectual level and learning me-
dia needs of their particular students.
Thankfully, there are a number of teaching
tools designed specifically for working with stu-
dents with visual impairments. Students who are
blind are often quite confused by three things
about bodies of the other gender: the location,
size, and shape of the sexual organs. One tool
that enables specific, direct teaching about the
form and function of male and female sex organs
are anatomically correct rubber models created
for this purpose by Jim Jackson and Company
(see www.jimjacksonanatomymodels.com). Be-
cause the Jackson models are somewhat larger
than usual, they are not a completely accurate
depiction of the norm; however, they do convey a
lot of useful information. For example, the erect
penis model is far preferable for teaching how to
put on a condom than the often-used unripe ba-
nana. The vulva model is tactilely graphic enough
to illustrate how the clitoris is stimulated, or possi-
bly not, during sexual intercourse.
When it comes to teaching about the loca-
tion and function of body parts, another useful
tool is the Talking Tablet with software by Touch
Graphics
(see www.touchgraphics.com) that is
typically used for teaching concepts like map
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