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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
