Division on Visual Impairments

VIDBE-Q.63.3.Summer.2018

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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14 VIDBE-Q Volume 63 Issue 3 Image 3. Close-up image of muscles that was created using multiple pieces of yarn in intersecting patterns to create layers. The key to introducing more detailed concepts is that the representations must be easily understood and not overlaid with too many textures. If you keep the design simple, then the concept can be more advanced without becoming confusing to our students. In addition, the concepts must be taught over several sessions where you can focus on one section, such as the bones or muscles, and then focus on the representation as a whole. I used simple materials found in almost every classroom setting to create a very detailed model. In my experience, the most important feedback will come from your students. I asked this student to describe what he felt at each stage of the development of the body part we were focused on. He had to describe his thoughts about bones and muscles to me so that I could ensure that he understood the concepts being taught once they were put on paper. For example, I had started with plastic models of the skeleton and this child was unable feel the difference between the various parts of the body such as the bone and the muscle. As we read about each part of the body such as the rib cage, he would describe it in a way that made sense to him. He used his fingers to represent bones and then put them together with his thumbs touching on one side and his fingers on the other like a circle. Once I saw how he understood the concept of the rib cage, I used straws so that we could use them to create a three-dimensional (3D) design and then follow-up on the page a two-dimensional (2D) image. By presenting the same

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