Division on Visual Impairments


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.

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Page 13 of 47

13 VIDBE-Q Volume 63 Issue 3 make the whole. It requires immediate proximity and multiple opportunities to explore. Tactual learning simply takes more time. Before children know they can reach out and touch things, the adults have to intentionally set up opportunities for tactile interaction. We must overcome the fear that complex concepts are too difficult to put into a tactile format for students in the elementary grades. I had a kindergarten child with no functional vision that was presented a complex skeleton. We reviewed it over many sessions and he was able to not only understand the concepts, but he also explained it to his peers. Image 1. Skeleton outline using straws for ribs, yarn for muscles, wooden sticks as bone and fabric paint for smaller details. Image 2. Close-up of leg using wooden sticks as a representation of the bones and fabric paint to represent the skin.

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