Division on Visual Impairments

VIDBE-Q 62(4) Fall 2017

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/913369

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Page 12 of 41

12 VIDBE - Q Volume 62 Issue 4 McGraw Hill Education website (https://www.mheducation.com/prek - 12/program/microsites/MKTSP - BGA04M0/samples.html#wonders). The first example comes from the first - grade curriculum. Students are asked to complete a Venn Diagram to demonstrate the details about the story that are alike and different. Venn diagrams can be problematic, because they are a visual representation that needs to be made t actile for braille readers. When the curriculum calls for a Venn Diagram, a potential adaptation for a braille user is to have three oversized index cards. The student can braille different attributes on two cards, and braille alike attributes on one card placed between the two differences cards. Place Wikki Stix around the information as appropriate, to create a tactile representation of the overlap (see Figure 1). Figure 1 . Left: compare and contrast example from Wonders , Right: braille adaptation. Another task in the Wonders (2017) curriculum is to draw illustrations of a concept being taught, such as drawing a sequence of pictures of a plant to show that it grows bigger (from the first grade curriculum). When the curriculum calls for drawing, it wo uld be most appropriate to have real objects, or models of real objects to show the concept for a student with visual impairments. If this is not possible, then a tactile drawing could be created for the student to explore the concept. Then, the student w ould create his/her

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