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VIDBE - Q Volume 62 Issue 4
local school district who are at least two years behind grade level in reading, under the
supervision of their professor and experienced reading teachers. Some students have
diagnosed disabilities and others do not. Very few have multiple disabilities. Before I was
paired with Alice, she had attended the Kit an d Dick Schomker Reading Center for three
sessions starting in the summer of 2016.
Learning about CVI
As a first - year graduate student, studying to be a teacher of students with visual
impairments (TVI) and a teacher of the deaf and hard of hearing (TOD), I was eager and
nervous about my new adventure. My professors assisted me in finding resources on
students with CVI and successful instructional strategies. The main resource I found was
the book Vision and the Brain (2015), specifically Chapter 15 (Barcl ay, 2015).
Like many students with CVI, Alice has preferences when working on academic
skills or instruction. When presenting materials Alice used a slant board. Alice also has a
color preference for presenting materials; she preferred yellow paper, wi th black colored
font, sized 72. Also, when presenting reading materials the pictures were to be on a
different page than the text to help decrease her distractibility (see Figure 1).
Figure 1. Image of a cat in a fruit hat with the adapted text "The fu n hat."
