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Self determination

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Practicing Self-Determination Skills as Students Prepare for Transitions – Paths to Literacy

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Paths to Literacy Practicing Self-Determination Skills as Students Prepare for Transitions. For teachers, families, and others interested in literacy for children and youth with visual impairments

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About my eye

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Most people rely on their eyes to see and make sense of the world around them. If you're reading this, your eyes are hard at work. You use your eyes for countless other things, too, like doing homework, playing sports, looking for that favorite shirt, or watching out for the neighborhood's angry dog. That's why it's important to take care of your eyes.

Here you can learn about your eyes, how they work, and how to keep them healthy. Plus, you'll discover lots of fun eye facts.

Watch now! NEI scientists explain animal eyes, what your eyes do while you sleep, and more.

Healthy Vision Tips

Trick your brain with these optical illusions.

GO!

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Most people rely on their eyes to see and make sense of the world around them. Learn about your eyes, how they work, and how to keep them healthy - and discover fun eye facts!

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Texas School for the Blind and Visually Impaired

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Authors: Cindy Bachofer, PhD, CLVT

Keywords: eye anatomy, self-determination, science and technology

Abstract: The author discusses ways to teach students with visual impairment about anatomy and functions of the eye, visual impairment, and eye examinations. She lends her personal perspective as a teacher and consultant with visual impairment herself.

"What's wrong with your eyes?" or "Why can't you see that?" are questions that students with visual impairment, both those who are blind or have low vision, are likely to hear throughout their lives. These questions, ranging from curious to insensitive to supportive, may come from peers, from neighbors, or from someone in a store. Students may feel especially sensitive or self-conscious about their eyes as this is one trait that makes them different from peers and family. Having the ability to respond to such questions in a confident way whether to engage, delay, or end the conversation is an important part of self-determination. It is an empowering feeling to be able to direct the interaction and, if they choose, to describe this unique feature of themselves with poise and accuracy.

Explicit instruction at both the elementary and secondary level is needed for students to increase their understanding of the visual process and to explain these concepts in their own words. This article describes benefits of learning about the eye, including the visual system, and individual eye conditions and application of this topic in both the general curriculum and the Expanded Core Curriculum (ECC). The article also summarizes a set of lessons and activities developed over a number of years to learn about eye anatomy and functioning. This initial topic gives a natural lead-in for students to recognize the implications of their visual impairment and to describe tools and strategies they use to manage tasks independently. These activities came together in a semester-long unit for use with a class of 5 students in the Experiences in Transition (EXIT) program for young adults at Texas School for the Blind and Visually Impaired (TSBVI). An emphasis of this program is career readiness, including students' development of skills to put potential employers and co-workers at ease concerning their visual impairment and their ability to meet the demands of the job.

Information about their eye condition may come from different sources such as their parent, eye doctor, or the teacher of students with visual impairments (TVI). Instruction in this topic is a recognized part of the TVI role and chapters on the visual system and eye conditions are a standard inclusion in textbooks within the field of visual impairments. Few studies (Guerette, Lewis, & Mattingly, 2011; Sacks & Corn, 1996) are available to document students' knowledge of their eye condition and the area warrants further investigation. When asked, 85 of 89 students (Sacks & Corn, 1996) or 96% responded in a survey that they had questions about their visual impairment while only 42 of the participants (48%) reported that they brought this up with their parents. Students vary in how much they want to know about their eye condition and for some the most basic facts (e.g., name, part of the eye affected) are sufficient. Two studies across a 15-year span report similar and very limited understanding by students of their visual impairment. In the earlier study (Corn & Sacks, 1996), 34% (N=30) of participants could name their eye condition and only 13% (N=11) could name the part of the visual system that was affected. Researchers in the more recent study (Guerette, Lewis, & Mattingly, 2011), reported that 31 of 51 participants (62%) said that a parent, teacher, or doctor had told them the name of their eye condition. Of this group, only 16.3% could actually state the name and explain what it meant and 35.5% could only give the name. The majority of students in these studies seemed to remember that they'd heard about the impairment but had not retained enough information to respond accurately to more specific questions. What responses would our students give to an interviewer today?

Learning about the eye can have additional benefits for students beyond gaining factual knowledge about how the eye works. This includes self-awareness, application to academic work, and practice in areas of the ECC (e.g., assistive technology, self-determination). The development of positive self-identity for a young person who is visually impaired begins with having accurate information about his or her eye condition and being able to communicate this information to others in school, community, and work settings (Guerette, Lewis, & Mattingly, 2011; Sacks, 2010; Sacks & Corn, 1996). A critical part of healthy self-identity and positive self-esteem is recognition that the visual impairment is only one aspect of the person who is made up of many different interests and goals.

Talking about the eye can spark curiosity and open up communication for students who may have barriers about identifying as someone with a visual impairment or are struggling with a sense of low self-worth. I have often been surprised how students with a guarded demeanor have let their guard down when they pick up a 3-D model of the eye. They especially take ownership in these lessons when they get to guide the direction of exploration and when they discover that the resources for learning about the human eye go beyond a book. This information may be emotionally charged for some students and it is advisable to talk with parents before beginning instruction.

This topic can be applied in a student's academic setting in a number of ways. The study of optics and the properties of light fit into the science curriculum as a branch of physics and have relevance throughout our day with use of items such as eye glasses and camera lenses. Learning the names of the parts of the eye (e.g., cornea, vitreous) and eye conditions (e.g. hypoplasia, oculocutaneous albinism) fulfills language arts objectives of word construction and vocabulary building. Taking apart and rebuilding these multi-syllabic words can have high appeal for students with poor literacy skills and provide a bridge to related language arts objectives. Learning about the eye and the uniqueness of eye conditions also presents ideal topics for personal essays and research papers at any age level. Students may also be interested in independent study projects in classes such as journalism, public speaking, or art. Numerous benefits exist for studying this topic at both the elementary and secondary level.

Learning about the eye presents opportunities for practicing ECC skills. Instruction directly supports practice in assistive technology, self-determination, and sensory efficiency skills. Related areas include career education and social skills. The remainder of this article describes activities used with students to increase their understanding of anatomy and physiology of the eye and their eye condition. These lessons can be as brief as 10 minutes or last an hour and can be a motivating reward for completing other work. Most can be adapted to various grades and functioning levels and can be used for a single student or a class. A necessary component of each lesson is providing time for students to discuss what was learned as well as allowing the student to role play or practice communicating about their vision with an array of individuals (peers, teachers, doctors). This gives them the opportunity to test their own explanations and be prepared to respond when someone asks, "What's wrong with your eyes?"

Life-sized Eye (group activity)

Students participate in staging a super-sized eyeball from everyday items. Each student receives an object that represents a part of the visual system and a card with the part in bold letters or in braille as needed. The members of the cast have rehearsed a brief definition of their term such as "I'm the cornea and, like a windshield, I protect the eye and stop things from getting in it." "I'm the retina or the back wall of the eye where all of the nerves take the image and send it to the brain." Short definitions such as these capture the basic purpose and position in the eye. Depending on the group size, the cast can be as small as 5 or up to 20 with two life-sized eyes.

The Life-sized Eyeball lesson travels easily. My eyeball-in-a-bag kit typically includes seven eye parts: a large clear plastic serving bowl for the cornea, a brightly colored flexible 7" cloth ring pool toy for the iris, a clear plastic bowl-shaped planter insert for the lens, a thick balloon filled with a gel substance or a squishy, smooth ball for the vitreous, a shag carpet square or bath matt with thick pile representing cells and blood vessels as the retina, exercise bands for two cast members are the muscles of the eye, and finally, the brain is a textured rubber ball with bumps or nubs. To expand the list, additional parts such as a foam tube, from a craft or hardware store, can be used as the optic nerve and a round plastic leak-proof pouch for holding toiletries can serve as the aqueous. Additional factoids can be shared such as the aqueous is 99% water, the word base of retina in Latin means net, and eye muscles are the fastest reacting muscles in the whole body. The interactive nature of this activity appeals across school grades from kindergarten to senior year. Even hard to impress young adults have asked for a repeat session with the Life-sized Eyeball.

3-D Eye Model

Taking apart and re-assembling the 3-D eye model gives students time for a close-up inspection of the eye. A number of affordable models for purchase are available through the internet. The eye doctor or the science (human anatomy) teacher is another good resource. It is important that the model be an accurate representation of the eye and has removable parts so the student can understand their shapes and location within the eye structure. This lesson also gives a chance to practice definitions and review how the parts work together.

Eye Diagram in Color

A colorful, clearly labeled diagram of the eye is a great take-home page for students to keep. A copy on cardstock holds up better for long-term use. Study of this cross-section view of the eye gives practice time for naming the parts and knowing the position of each. Once this page is familiar, students can receive an un-labeled outline of the same diagram, or a tactile outline, to color and label. This activity lets them begin the process of finding their own words for describing their eye condition and its effect on functioning. A student may explain her light sensitivity when working on the computer and accessibility options that increase comfort. Several practice sessions are needed to help the student gain confidence to do this independently in conversation with others.

Eye Words Match-up

Correct spelling and pronunciation of parts of the eye is essential for students to feel confident in their communication. These words, such as sclera, conjunctiva, and vitreous, have an intriguing or exotic sound and this feature helps to capture student attention. Talking about the eye model has already provided exposure to this distinct vocabulary. Taking the words apart, either in print or braille, and re-matching them into pairs (e.g., cor-nea, ret-ina) is more engaging than spelling drills. Students can follow a word list at first in the matching exercise and then challenge themselves to timed contests in the matching.

Animal Eyes Research

Having a comparison to our human eyes is helpful in making distinctions of how our vision works versus other creatures in the animal world. Through resources such as children's books and short YouTube videos, this lesson reinforces the function of eye parts such as the pupil and photoreceptors. Younger children have a particular fascination for learning about animals and these brief activities lead to more in-depth understanding. Stephane Frattini's wordless book Who's Looking at You is filled with close-up pictures of animal eyes. YouTube videos also have stunning photography and present related information such as side-by-side comparisons of vision. For example, snakes can see heat signatures at night, birds and fish have ultraviolet photoreceptors, and a rat can move each eye independently. More than just great trivia, these activities can help a student become more receptive to discussing differences in eyesight and appreciating visual abilities.

Magnifier and Mirror Close Up

Examining the eye close up can be a fascinating experience. It is advisable to preface the activity with a little discussion to confirm each student's comfort level. Students can examine and admire their own eye with a 10x mirror, available in a variety of discount store cosmetic aisles. Shakespeare's line "The eyes are the window to the soul" may suggest why this close-up activity is a very personal one for some students. One student commented with an anti-climactic tone after observing his nystagmus, "So that's what they keep talking about?" Other eye conditions affecting the front view of the eye such as coloboma or aniridia can also be viewed. With permission, students may find a partner and agree to look at the eye of a peer or a family member through a stronger handheld magnifier of 6x or 8x power. Our eyes are as individual as our fingerprints and this activity proves that fact.

Clinical Low Vision Exam

Preparing for a low vision examination presents new topics for learning about the eye. Another visit to the eye doctor can raise anxiety and it is helpful for students to understand how this doctor visit is different. What is contrast sensitivity, field of view, or stereopsis? How are these characteristics measured and how does each impact functioning? A primary goal of the clinical low vision exam is to measure factors of visual functioning (e.g., acuity, adaptation to light) and to increase visual functioning (e.g., scanning to maximize field of view). Students and teachers can prepare for this exam by learning about the different tools used and recording questions for the doctor. The student becomes an active participant by bringing these questions to the appointment and becomes more invested in the information shared. Pictures of a contrast sensitivity test or a near vision test help students become familiar with these items ahead of time. For example, arranging the discs in the D-15 color test may confuse some students and they can practice by arranging a large pack of color markers in a similar manner. Having a chance to explore a range of optical devices before or after the appointment if a display area is available is another valuable aspect of the exam. To develop their awareness as an informed consumer of devices, it is essential for students to recognize that these tools vary in design and features such as power or field of view. As a concluding task, the student and teacher can take time to read the low vision report sent by the doctor following the exam. An alternative when an appointment is not scheduled is to arrange for a brief 15-minute phone interview or Skype call with a low vision specialist to cover a student's specific questions

Edible Eyeballs

Food is motivating for every age level. This activity provides one more representation of the eye and focuses on the exterior layer. A variety of recipes are online. Campfire-sized marshmallows give students a large surface area for creating their eye (or pair of eyes). This also invites discussion of the sclera, the visible white part of the eye. Students can choose their favorite iris color from Gummy lifesavers with the lifesaver hole being the pupil. After discussion of the pupil, students may prefer to add a big chocolate chip or an M&M to mark the empty spot. A flexible candy retina such as Rips® licorice squares sit on the back of the marshmallow. Students can use a plastic knife tip to make the opening in the marshmallow eye and the candy retina for the licorice vine candy optic nerve. Icing as glue is helpful for holding the parts together and adding to the popular dessert factor. This provides one more activity for students to practice talking about the eye and gain a conversational ease with eye anatomy. (Thanks to TVI Kathi Garza and her students in the TSBVI elementary summer enrichment program).

Technology Tools

The computer or iPad are ideal research tools for bringing together assistive tech skills and further study on the eye. Our reliance on vision as a primary sense leads to universal curiosity on how the eye works and disorders of the eye. A student may choose to explore topics such as instruments used in an eye exam (ophthalmoscope, auto-refractor), consumer organizations established for individual eye conditions (NOAH for albinism), or medical advances in vision (such as electronic retinal implants). Beginning tech users can read a simple teacher-prepared document that describes the process of seeing or search for student-oriented sites for learning about the eye (e.g., Kids' Health at http://kidshealth.org/kid/htbw/eyes.html). Being able to share specialized knowledge on an engaging topic can provide an important boost to student self-esteem.

Student Presentation

The telescoping chrome presentation pointer was appealing enough to lessen stage fright as each speaker considered the eye poster at the front of the room. Students in the Texas School for the Blind and Visually Impaired EXIT class took turns acting as presenter and describing the structure of the eye, their eye condition, and its implications on functioning. Activities through the semester prepared them for this assignment and, after a rehearsal, their delivery was impressive. Then, they wanted to do it again! Students could choose to record their presentation to show to teachers or they could expand this assignment to creating additional products such as a Powerpoint presentation or a pamphlet that becomes part of the portfolio that introduces them. This request affirmed that the unit had met its objectives of increasing self-awareness and confidence as a person with low vision and taking ownership in this feature that made each of them unique.

As an elementary student I can remember reciting the syllables of my eye condition, re-tro-lent-al fi-bro-pla-sia (now known as retinopthy of prematurity) the longest word I knew as a 9 year old. I was especially drawn to pictures of the eye in the encyclopedia. Talking about this out loud did not occur until I was an adult. Use of instructional time for students to retain the necessary knowledge of their eye condition and to gain confidence in expressing the information is warranted. This topic has multiple benefits for students in the general curriculum, areas of the expanded core curriculum, and psychosocial development. Lessons created for this topic can have great flexibility in terms of time commitment and student individual needs. From creating life-sized eyeballs to learning from YouTube videos, it's time for eye time.

References

Guerette, A., Lewis, S., & Mattingly, C. (2011).Students with low vision describe their visual impairments and visual functioning. Journal of Visual Impairment and Blindness, 105, 287-298.

Sacks, S.Z.,& Corn, A.L. (1996).Student with visual impairments: Do they understand their disability? Journal of Visual Impairment and Blindness, 90,412-422.

Sacks, S.Z. Psychological and social implications of low vision. (2010). In A.L. Corn & J.N. Erin (Eds.) Foundations of Low Vision: Clinical and functional perspectives. (pp. 67-96). New York: American Foundation for the Blind.

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Authors: Cindy Bachofer, PhD, CLVT Keywords: eye anatomy, self-determination, science and technology Abstract: The author discusses ways to teach students with visual impairment about anatomy and functions of the eye, visual impairment, and eye examinations. She lends her personal perspective as a teacher and consultant with visual impairment herself.

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Virtual Resources and Activities for Children

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Virtual Resources and Activities for Children

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Virtual Resources: Activities for Students - YouTube

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Helping children with cortical visual impairment (CVI) learn to see

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As we have seen on the page about using an Active Learning approach at home, expensive equipment is not a prerequisite to getting started! The video below shows how a simple bath mat and water beads can be an interesting and developmentally appropriate activity, without need for any specialized equipment.

Laundry Basket

A parent shared this simple idea: just place items inside the laundry basket and the child can pull them out through the holes. Be sure that the items are small enough or squishy enough to be able to fit. You can leave part of the item hanging out a bit for the child to find more easily and to help him or her get it started.

Voozeki with Bathmat & Beads

Description: A boy with cerebral palsy is seated outside in his wheelchair. On his lap tray is a spiky, gel bathmat with water beads. Please note that this activity is not recommended for someone who puts things in his mouth.

Active Learning at Home

Voozeki is actively learning through play and exploration. Children with limited mobility often have a difficult time grasping objects. His family has created this Active Learning space for him at home: with a backdrop armature they have been able to hang instruments and toys to make sounds or music.

NOTE: We recommend that some tubing be added over the elastic (for safety) to ensure that a child does not wrap fingers around the elastic and cut off circulation to the fingers.

Glow Art

This boy with CVI (cortical visual impairment) and cerebral palsy is using neon paint to create glow art. Neon paint has been placed on the cover of a slanted black notebook, which raises it a bit, making it easier for him to access both visually and tactually. A black light is shining on the paint, which illuminates it, without shining in his eyes or distracting him. Paintbrushes are suspended on elastic next to each of his hands, so that he is able to grasp them and bring them to the paint surface to create a picture. His family has created this set-up to allow him to explore the paint independently.

View Part 2 of the Glow Art video.

Voozeki with Red Garland

Description: Voozeki with Red Garland. Video courtesy of the Gardea family, 2018.

Note: The tinsel garland is not very strong and if eaten could be a hazard. While this child just rubs it on his face and touches it, it could be dangerous for children who might put it in their mouths or try to eat it. For those children you could string buttons on elastic (very long) or attach items to tubing, or use fringe from a material store that is more sturdy, etc.

Voozeki with Beach Chair

Description: A boy with cortical visual impairment and cerebral palsy lies prone on a lounge chair in the family yard.

Note: The beach chair is not very sturdy and someone must hold him in the position, but it is better than not doing it at all. Note that the hip joint cannot bend because the chair is too long. Finding a chair that is shorter in width would produce a better result by allowing the legs to move as well and this would be a good idea to try.

Comparing Similar Items

A typically developing infant or toddler is constantly moving, touching, mouthing, smelling, looking, and listening. A child spends a great amount of time in the first two years of life playing, experiencing and exploring with toys and objects. It is the method by which all humans develop foundational concepts. Through play, a child learns about size, shape, temperature, texture, flexibility, and density. A child gains cognitive skills such as spatial relations, object concept, object permanence, and begins to develop problem solving skills. A child will learn about the function of an object, compare qualities, understand quantity and begin to develop language skills. The individual with special needs must also have opportunities to master these skills, an Active Learning environment will provide this opportunity.

In the images above, a young boy examines sets of objects: a variety of different types of small balls on the left and a group of different hair rollers on the right. Exploring them and playing with them allows him to compare them and learn about their various properties. (Watch the video to see him playing with these.) Courtesy of SKI-HI Institute.
Video of Child Comparing Items While Sitting in His High Chair

Description: In Active Learning, foundational concepts are developed through exploration of similar objects. This video, produced by SKI-HI Institute, demonstrates how a young boy with a visual impairment explores the properties of similar objects.

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As we have seen on the page about using an Active Learning approach at home, expensive equipment is not a prerequisite to getting started! The video below shows how a simple bath mat and water beads can be an interesting and developmentally appropriate activity, without need for any specialized equipment.

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Songs for children. Kids songs. Educational songs and videos for children, toddlers and babies.

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10 Prop Box Ideas: Mini Learning Centers at Home

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Bring the spirit of learning centers into your home with prop boxes—plastic bins or cardboard shoe boxes you fill with materials and props related to one topic, such as math or writing.

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Our team of parents, teachers, and play experts have compiled all of our favorite at-home activities that kids can enjoy on their own or with their parents, from puzzles and coloring pages, to math and reading worksheets. We are dedicated to providing resources that keep your kiddos learning and having FUN!

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Some schools are already closing because of the coronavirus. If your child's school closes, too, your child may be stuck at home for days or even weeks. You may be worried not just about keeping your child occupied, but also about missing work.

Scrambling to arrange childcare or trying to work from home can add to the stress. In other words, school closures can be challenging for everyone.

To help keep the peace, here are some learning activities that are simple and fun for your child to try. These activities are free, except for the board games and some of the apps, and may even help keep skills up while your child's school is closed.

We'll continue to update this page as we discover more great resources. So keep checking back.

Reviewed by

Reviewed by

Amanda Morin&nbsp

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of The Everything Parent's Guide to Special Education. Two of her children have learning differences.

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Stuck at Home? 20 Learning Activities to Keep Kids Busy

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Some schools are already closing because of the coronavirus. If your child's school closes, too, your child may be stuck at home for days or even weeks. You may be worried not just about keeping your child occupied, but also about missing work.

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© Copyright 1997 - 2023 Audible, Inc Conditions of Use…

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A cane is simply an extension of a child's arms - enabling "cool cats" to avoid obstacles, like half-opened doors or book bags tossed on the floor!

Kids should take their canes everywhere - to the grocery store, to the restaurant, to grandma's house, on family vacation, everywhere!

Here are some tips for getting around school, so says Pete:

1. Get a Good O&M Trainer.

Get yourself a good O&M (orientation and mobility) instructor! The first step is to request an evaluation from whoever is handling your IEP (or IFSP for preschoolers). And check out the NFB Early Explorers program - they want to send you a free child-sized white cane!

2. Teach Safety, Not Fear.

Grown-ups say, "Watch out for cars or you will get hit!" But that only makes me afraid to cross the street. Teach kids to be careful - but not afraid - by providing multiple, safe opportunities to practice O&M skills: Stop, Look, Listen, and Wait for a Grown-up to Say, "All clear, go!"

3. Recess Is Fun!

Don't let anyone say you can't play on the playground! Grown-ups like to park kids on a swing, but swings are solitary - take a tip from Pete, he likes playing with all the other cats! Once someone shows you around the playground, you can slide down slides, climb on the monkey bars, and slip through tunnels. And don't forget about beeper ball, hula-hoop, tumbling, and running with a partner - it's fun to get moving!

4. Carry Your Own Tray.

When it's time to eat in the cafeteria, learn to carry your own tray, open food packages, select silverware, and throw everything in the trash when you're finished.

Very young kids park their canes at the cafeteria door, so both hands are free to carry a lunch tray. Here's how: Stretch both arms straight out from the waist, palms up. Then place the tray across the arms and curl your fingers over the edge of the tray. Practice that at home - start by balancing an apple on a tray!

5. Get Your Own Braille Library Shelf!

Ask for your own braille bookshelf at the school library, and learn exactly where it is - it should be easy to reach! Pete prefers Pete the Cat books, but your librarian can help you discover lots of good books. Ask her to join NBP's Children's Braille Book Club. Also check out Seedlings Braille Books for Children, and the American Action Fund for Blind Children and Adults.

6. Name Each Hallway.

The smartest way to get around school is to associate rooms with hallways and to name them. The Cafeteria Hallway leads to the bathroom and cafeteria; the Gym Hallway leads out to the playground and gym. Help your parents make a tactile map, so you know where everything is. Be one cool cat at school!

7. Own the Classroom!

Know your way around the classroom, just like the other kids. When Pete walks through the door, he knows the teacher's desk and board are on the right wall; the cubbies and bathroom door are on the wall straight ahead; the bulletin board and bookshelf are on the wall opposite the teacher's desk. And circle time? That's easy: it's carpeted! Where are the fish? Over there, bubbling!

8. Get on the Bus.

Pete wants to know, what's the big deal about getting on the bus? The bus parks in the same place every afternoon, so it is easy to find. When Pete says, "Hi, Ms. Amy!" and she always says, "What's up, Pete!" he knows for sure he's on the right bus. Anyone who uses a cane can find the curb and bus steps and hop right in. Pete likes to tell funny jokes on the bus all the way home!

These tips were written by Diane Brauner for Great Expectations

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A cane is simply an extension of a child's arms - enabling "cool cats" to avoid obstacles, like half-opened doors or book bags tossed on the floor! Kids should take their canes everywhere - to the grocery store, to the restaurant, to grandma's house, on family vacation, everywhere!

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iPad Apps for Blind Toddlers and Preschoolers

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iPad Apps for Blind Toddlers and Preschoolers

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A parent recently asked if there are any iOS apps for her son who is 16 months old and totally blind - the answer is a resounding YES!

There are many preschool apps that are great for toddlers and preschoolers without vision. I'd suggest starting with Cause and Effect type apps where the student touches the screen and hears a sound. One of my favorites is Peek-A-Boo Barn (by Night & Day). When introducing a new app, if possible, start from a concept that is familiar to your child. The app sounds like it is knocking when the app is waiting for the student to touch the screen. Tell your child that the barn is "knocking" as kids are often familiar with the concept of knocking. Have the child practice knocking on a door or tablet top. Then, teach that "knocking" on the iPad is a one-finger tap. Once the student taps (anywhere in the middle are of the iPad), the barn door opens and you hear an animal sound. There is a little pause giving the child time to identify the animal; then, a child's voice names the animal. Touch anywhere in the middle of the screen and the barn door closes. This app is repetitive so babies/preschoolers love it! Each time the barn door opens, there is a new animal.

Infant Zoo is a very simple cause and effect app with cute sounds. The student taps in the middle of the screen and hears a cute animal sound. This app has one item per page and is created specifically for infants. If your child has some vision, this app uses red, black and white colors (first colors that babies see/respond to), has an uncluttered visual background and includes some movement to catch the baby's attention.

I also like interactive books. These books teach basic concepts such as turning the page. Some apps use a tap on the right side of the iPad and others use a swipe to the left. Some of the preschool interactive books are songs, such as Wheels on the Bus (by Duck, Duck Moose). Encourage the student to listen to each page's song then explore the screen to find any cause and effect sounds. Example: Tap on the image of the students riding the bus: the student holding the guitar will make guitar sounds and the student holding the cat will "meow" when tapped. A few of the pages do not have associated sound clues; many students will quickly turn that page. Kids will soon learn where things are on each page, even if they cannot see the images. This teaches great spatial concepts at a very early age! Another fun story/song is the Itsy Bitsy Spide r (by Duck, Duck Moose). This book has a lot of interactive pieces on each page. I recommend starting with Wheels on the Bus as it not as complex and the touch targets are bigger.

A favorite interactive book is Five Little Monkeys Sitting in a Tree (by OceanHouse Media) . Have the book read to you. The app will stop after reading each page, allowing your child to tap and explore the screen. Tap a spot on the screen to hear the words or interesting sound. Not every item on the screen is a touch target, so all children will have to tap randomly to find the touch targets - it does not matter if the child has vision or not!

Search the Internet for infant or preschool apps - including interactive books - and see what might interest your child!

Keys for success:

Teach your child how to interact appropriately with the iPad (gentle touches, how to take care of the iPad, etc.)

Use the iPad as a bonding time, not a babysitter. Have your child sit in your lap and enjoy a book (ebook in this case!) together.

Model the gestures; when introducing an app you may need to model or verbally prompt what the child should do on each page.

Expect a short attention span from a toddler or preschooler!

Give your child time to explore and play at his/her pace.

You should be familiar with the app before introducing it to your child.

Explain what is going to happen, especially if there will be a loud or "scary" sound that might startle your child.

Have FUN!

Parent Hint: Most young children, with practice, can learn to perform all of the gestures, including a right or left swipe. Best practice is to work with your child until he/she is able to perform the necessary gestures without any modifications. However, there are a few young children that become frustrated when they are physically unable to master the right or left swipe. One solution is to pair the iPad with a Bluetooth keyboard; the child can use the right and left arrows instead of a right and left swipe. If your young child is struggling with the tap gesture, the iPad has built-in touch modification options. Go to Settings > General > Accessibility > Touch Accommodations and select the best option for your child's needs. To slow down the speed of a double tap, go to Settings > General > Accessibility > VoiceOver > Double-tap Timeout.

Always keep one step ahead of your child! That means you, as the parent, will want to learn about VoiceOver, the iPad's screen reader and you need to learn the VoiceOver commands/gestures. As your child begins to learn the basic gestures through games, you can teach him/her to drag his finger around the home screen of the iPad and listen to the various app names on the screen. You can teach the basic right/left swipe to move from app to app and the double tap to open the desired app. Put all of your child's apps on the first page of the iPad's home screen - move everything else to the second page or beyond. This will make it easier for your son/daughter to begin to learn to independently find and open his/her favorite apps!

The best way to truly learn VoiceOver is to use your iPhone - running VoiceOver - for a full week. Hint: Two-finger double tap will answer or hang-up a call when running VoiceOver.

For information about VoiceOver, read the Getting Started with VoiceOver on the iPad. Think ahead! What will your son/daughter be doing on the iPad as a preschooler? Check out the posts about Layla, a teach savvy 4 year old who happens to be blind:

As you begin the iPad adventure with your child, please consider sharing what works and does not work on Paths to Technology - there are many other parents who have the same questions that you do and/or parents who have a child who has learned to use the iPad that can be a resource to you!

photo credit: Hanalei: a real Digital Native on the iPad via photopin (license)

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Starting Blind Toddlers and Preschoolers on an iPad

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A parent recently asked if there are any iOS apps for her son who is 16 months old and totally blind - the answer is a resounding YES! There are many preschool apps that are great for toddlers and preschoolers without vision.

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Primary Playground

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With everyone staying at home and e-learning happening everywhere, I thought it would be fun to make different scavenger hunts to share with you each day for the kiddos to do.

They are listed in the order that I am posting them on Facebook. So you can choose whichever one you'd like to do.

I've gotten sooo many requests to have them be printable as well, so I put them all together in this resource. It currently has over 122 scavenger hunts. As I continue to make more, I will be adding to this as well.

You can grab the printable scavenger hunts directly from Primary Playground here or from my TeachersPayTeachers store here.

St. Patrick's Day Scavenger Hunt

Backyard Scavenger Hunt

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5 Senses Scavenger Hunt

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Spring Scavenger Hunt

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Rainbow Scavenger Hunt

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Book Scavenger Hunt

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Math Scavenger Hunt

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Inventor Scavenger Hunt

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Indoor Scavenger Hunt

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Nature Scavenger Hunt

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Letters Scavenger Hunt

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Black and White Scavenger Hunt

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Shapes Scavenger Hunt

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Rhyming Scavenger Hunt

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Neighborhood Scavenger Hunt

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Numbers Scavenger Hunt

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Easter Scavenger Hunt

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Rainy Day Scavenger Hunt

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Outdoor Scavenger Hunt

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Desert Scavenger Hunt

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Sight Word Scavenger Hunt

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Park Scavenger Hunt

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Earth Day Scavenger Hunt

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Community Scavenger Hunt

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Snow Day Scavenger Hunt

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Living and Non-Living Scavenger Hunt

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Urban Scavenger Hunt

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Gratitude Scavenger Hunt

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Autumn Scavenger Hunt

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Q & U Scavenger Hunt

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Apartment Scavenger Hunt

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Night Time Scavenger Hunt

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2D Shape Scavenger Hunt

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Mother's Day Scavenger Hunt

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3D Shapes Scavenger Hunt

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Home Scavenger Hunt

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Colors Scavenger Hunt

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Garden Scavenger Hunt

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Sunshine Scavenger Hunt

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Transportation Scavenger Hunt

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Caribbean Scavenger Hunt

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Birthday Scavenger Hunt

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Bigger or Smaller Scavenger Hunt

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Digraphs Scavenger Hunt

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Blends Scavenger Hunt

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Patriotic Scavenger Hunt

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Father's Day Scavenger Hunt

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Zoo Scavenger Hunt

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Double OO Scavenger Hunt

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Controlled R Scavenger Hunt

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Camping Scavenger Hunt

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Taller or Shorter Scavenger Hunt

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Animal Scavenger Hunt

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Fairy Tale Scavenger Hunt

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Lighter or Heavier Scavenger Hunt

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Beach Day Scavenger Hunt

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Canada Day Scavenger Hunt

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Nursery Rhyme Scavenger Hunt

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Farm Scavenger Hunt

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Insect Scavenger Hunt

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Back To School Scavenger Hunt

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Virtual Back To School Scavenger Hunt

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All About Me Scavenger Hunt

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The Night Before The First Day Of School Scavenger Hunt

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Computer Scavenger Hunt

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iPad Scavenger Hunt

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Chromebook Scavenger Hunt

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Google Classroom Scavenger Hunt

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Apple Orchard Scavenger Hunt

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Pirate Scavenger Hunt

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Fall Scavenger Hunt

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Pumpkin Patch Scavenger Hunt

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School Supply Scavenger Hunt

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Fire Safety Scavenger Hunt

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Halloween Decoration Scavenger Hunt

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Halloween Scavenger Hunt

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Creepy Scavenger Hunt

Halloween Candy Scavenger Hunt

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Thankful Scavenger Hunt

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Thanksgiving Scavenger Hunt

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Thanksgiving Day Parade Scavenger Hunt

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Christmas Lights Scavenger Hunt

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Christmas Scavenger Hunt

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Christmas Lights #2 Scavenger Hunt

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Christmas Eve Scavenger Hunt

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Chanukah Scavenger Hunt

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Winter Scavenger Hunt

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CVC Short A Scavenger Hunt

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CVC Short E Scavenger Hunt

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CVC Short I Scavenger Hunt

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CVC Short O Scavenger Hunt

CVC Short U Scavenger Hunt

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Valentine's Day Scavenger Hunt

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Weather Scavenger Hunt

Opposite Scavenger Hunt

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Grocery Store Scavenger Hunt

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Pet Store Scavenger Hunt

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Mardi Gras Scavenger Hunt

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Purim Scavenger Hunt

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Passover Scavenger Hunt

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Cinco de Mayo Scavenger Hunt

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OI and OY Scavenger Hunt

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Double EE Words Scavenger Hunt

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End Of The School Year Scavenger Hunt

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Long A Scavenger Hunt

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Long E Scavenger Hunt

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Long I Scavenger Hunt

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Do you have any other scavenger hunts that you'd like to see? Let me know and I'll see about adding it!

Long O Scavenger Hunt

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Long U Scavenger Hunt

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Summer Scavenger Hunt

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Wild West Scavenger Hunt

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Road Trip Scavenger Hunt

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New Year's Scavenger Hunt

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100th Day Scavenger Hunt

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2's Day Scavenger Hunt

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Food Pairs Scavenger Hunt

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Lunar New Year Scavenger Hunt

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Around The School Scavenger Hunt

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Kwanzaa Scavenger Hunt

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Thanks for stopping by!

Jenette

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Get those kiddos up and moving with these scavenger hunts! We have over 100 scavenger hunts that we've shared now! From holidays to math, we have it all!

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APRIL 14 @ 4:00PM

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Three Free Webinars

"Let's Talk Nondriving and Low Vision Driving for Teens and People in Their Early 20s"

What: 2-hour webinars conducted by Dr. L. Penny Rosenblum*, American Foundation for the Blind, with Dr. Anne Corn joining for Q&A

Who Are the Webinars for and When Are They?

Orientation and mobility instructors and teachers of students with visual impairments

April 13 from 4:00 PM - 6:00 PM EST

April 16 from 5:00 - 7:00 PM EST

Teens, those in their Early 20s and family members
Tuesday, April 14 from 5:00 PM - 7:00 PM EST

How Do I Participate?

Complete the online signup form.

Where Do I Go to Attend the Webinar and Get Handouts?

Approximately 2 days before your webinar, you'll be sent an email with information on how to join the webinar using Zoom along with a handout.

If I Can't Attend in Person, Can I Watch a Recording?

Dr. Rosenblum is working to make recordings available at a later time. Look for future announcements.

Can I Receive ACVREP continuing education?

Yes, you can receive 2 ACVREP CEUs for attending the full workshop.

Can I Receive a Certificate of Participation?

Yes, if you attend the full workshop you can receive a certificate.

Who Can I Contact for More Information?

Dr. L. Penny Rosenblum, prosenblum@afb.org or 202-469-6837

Dr. Rosenblum is the Director of Research at the American Foundation for the Blind and with Dr. Anne Corn co-authored the book Finding Wheels in 2000. A revision to the book is nearing completion. Both Drs. Rosenblum and Corn have low vision and have presented on this topic many times.

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"Let's Talk Nondriving and Low Vision Driving for Teens and People in Their Early 20s" What: 2-hour webinars conducted by Dr. L.

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Being the parent of a teenager can be a challenging job. When your teenager is visually impaired, however, you may find yourself dealing with all the issues most families encounter plus others. You may notice at times that your child's visual impairment affects her ability to make friends, participate in the activities other teenagers are doing, or keep up in school.

Alternatively, your child may be doing well in these areas but perhaps be struggling emotionally with feelings about her visual impairment, herself, and her future.

From Your Perspective

Each child is unique, and your child's successes and struggles will be her own. However, you may want to keep the following in mind.

There may be times when you observe your child struggling to do something such as prepare a meal or feeling dejected because her vision loss keeps her from getting a learner's permit for driving. These incidents may cause you to grieve for the "normal" sight your child doesn't have. Feelings of anger, denial, or depression are common in circumstances like these, even if your child has had her visual impairment since birth or early childhood.

When you feel this way, it may be helpful to try to turn it around and think about the things your child has learned to do, such as taking the bus downtown by herself or opportunities she's had because of her visual impairment, such as attending a summer work program or a college preparatory program for teenagers who are visually impaired.

From Your Teenager's Perspective

It can be a challenge to communicate with any teenager, so don't be surprised if your child doesn't want to talk about her feelings about being visually impaired. Let your child know that you're there to talk but realize she may not want to talk to you, or anyone, about how she's feeling.

It may help at times to try putting into words how your child appears to you-"You look down-in-the-dumps this morning," or "You look really excited!" Hearing you acknowledge what she might be feeling may help your child open up and either talk with you or tell you that you're wrong. Either way, you may be able to help her explore her feelings and give her a chance to express herself.

From Your Family's Perspective

Keep lines of communication open with your spouse or partner and extended family. Like you, they may be grieving about your child's visual impairment or feeling anxious about her future beyond high school. Sharing your thoughts and encouraging those you love to do the same can be helpful and therapeutic.

Deciding How Much Responsibility and Independence Is Enough

During the teenage years, parents typically let their children take on more responsibility and support their growing independence as they move toward adulthood. You may be having mixed feelings about this when it comes to your teenager. Your child may seem to be more vulnerable because of her limited vision. Try to weigh the pros and cons of each effort your child makes to be more independent. You won't always be able to be with her, so find ways to "let go" while keeping her safe. For example, you may want to request extra orientation and mobility (O&M) services as part of your child's educational program so that you and your teen can be confident that she has the travel skills to take the bus by herself to the mall. If you still have misgivings, encourage your child to go with friends or family on the bus so that she can get more practice in using her mobility skills.

Sharing Experiences

Talking with other families and with adults who are visually impaired may help you to gather information and deal with your feelings. To meet others, post a message on the FamilyConnect message boards; seek out parents' groups such as the National Association for Parents of Children with Visual Impairments (NAPVI) or organizations such as the American Council of the Blind (ACB) or the National Federation of the Blind (NFB); meet successfully employed adults with visual impairments on CareerConnect; or talk with the professionals on your child's educational team.

Keeping Your Life in Balance

Try to find time for yourself, time for you and your spouse or partner, and time to do things with friends or family. Maintaining balance in your life can help you feel more positive about your teenager's future and her prospects for a rewarding life.

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Challenges of Parenting a Visually Impaired Teen

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Being the parent of a teenager can be a challenging job. When your teenager is visually impaired, however, you may find yourself dealing with all the issues most families encounter plus others. You may notice at times that your child's visual impairment affects her ability to make friends, participate in the activities other teenagers are doing, or keep up in school.

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Links updated, April 2017
Table of Contents

Julian's Story

When Julian was almost two years old, he developed this adorable habit of closing one eye when he looked at you. It almost seemed as if he were winking. The possibility that Julian had a visual impairment didn't initially occur to his parents, but when Julian's left eye started crossing inward toward his nose...

Off they went to the eye doctor, who confirmed that, yes, Julian had a visual impairment-, often called "lazy eye." As the most common cause of vision problems in children, amblyopia is the medical term used when vision in one eye is reduced because that eye and the brain are not working together properly. ( 1) Julian was also very farsighted, especially in the eye he'd taken to closing.

Soon Julian had a brand-new pair of durable glasses suited to his active two-year-old self. The eye doctor also put an eyepatch over Julian's better eye, so that he would have to use the weaker eye and strengthen its communication with the brain. Otherwise, the eye doctor said, the brain would begin to ignore the images sent by the weaker eye, resulting in permanent vision problems in that eye.

Julian took good care of his glasses, but he didn't take well to the patch, unfortunately. He ripped it off every time his parents put it on...and back on... and back on again. So today his eye still turns inward if he doesn't wear his glasses.

Visual Impairments in Children

Vision is one of our five senses. Being able to see gives us tremendous access to learning about the world around us-people's faces and the subtleties of expression, what different things look like and how big they are, and the physical environments where we live and move, including approaching hazards.

When a child has a visual impairment, it is cause for immediate attention. That's because so much learning typically occurs visually. When vision loss goes undetected, children are delayed in developing a wide range of skills. While they can do virtually all the activities and tasks that sighted children take for granted, children who are visually impaired often need to learn to do them in a different way or using different tools or materials. ( 2) Central to their learning will be touching, listening, smelling, tasting, moving, and using whatever vision they have. ( 3) The assistance of parents, family members, friends, caregivers, and educators can be indispensable in that process. More will be said about this in a moment.

Types of Visual Impairment

Not all visual impairments are the same, although the umbrella term "visual impairment" may be used to describe generally the consequence of an eye condition or disorder.

The eye has different parts that work together to create our ability to see. When a part of the eye doesn't work right or communicate well with the brain, vision is impaired.

To understand the particular visual impairment a child has, it's helpful to understand the anatomy of the eye and the functions of its different parts. Rather than go into those details here, in this general fact sheet, we're pleased to refer you to the experts for easy-to-understand explanations and diagrams of the visual system.

National Eye Institute |
Visit the Institute online for a diagram of the eye, what different parts are called, and what aspect of vision each part is responsible for.
https://www.nei.nih.gov/health/eyediagram

Most of us are familiar with visual impairments such as near-sightedness and far-sightedness. Less familiar visual impairments include:

strabismus, where the eyes look in different directions and do not focus simultaneously on a single point;

congenital cataracts, where the lens of the eye is cloudy;

retinopathy of prematurity, which may occur in premature babies when the light-sensitive retina hasn't developed sufficiently before birth;

retinitis pigmentosa, a rare inherited disease that slowly destroys the retina;

coloboma, where a portion of the structure of the eye is missing;

optic nerve hypoplasia, which is caused by underdeveloped fibers in the optic nerve and which affects depth perception, sensitivity to light, and acuity of vision; and

cortical visual impairment (CVI), which is caused by damage to the part of the brain related to vision, not to the eyes themselves.

There are also numerous other eye conditions that can cause visual impairment. For a more comprehensive glossary of conditions, here are two resource pages you'll find helpful:

Because there are many different causes of visual impairment, the degree of impairment a child experiences can range from mild to severe (up to, and including, blindness). The degree of impairment will depend on:

the particular eye condition a child has;

what aspect of the visual system is affected (e.g., ability to detect light, shape, or color; ability to see things at a distance, up close, or peripherally); and

how much correction is possible through glasses, contacts, medicine, or surgery.

The term "blindness" does not necessarily mean that a child cannot see anything at all. A child who is considered legally blind may very well be able to see light, shapes, colors, and objects (albeit indistinctly). Having such residual vision can be a valuable asset for the child in learning, movement, and life.

Signs of a Visual Impairment

It's very important to diagnose and address visual impairment in children as soon as possible. Some vision screening may occur at birth, especially if the baby is born prematurely or there's a family history of vision problems, but baby wellness visits as early as six months should also include basic vision screening to ensure that a little one's eyes are developing and functioning as might be expected.

That said, common signs that a child may have a visual impairment include the following.

Eyes that don't move together when following an object or a face

Crossed eyes, eyes that turn out or in, eyes that flutter from side to side or up and down, or eyes that do not seem to focus

Eyes that bulge, dance, or bounce in rapid rhythmic movements

Pupils that are unequal in size or that appear white instead of black

Repeated shutting or covering of one eye (as noticed with Julian)

Unusual degree of clumsiness, such as frequent bumping into things or knocking things over

Frequent squinting, blinking, eye-rubbing, or face crunching, especially when there's no bright light present

Sitting too close to the TV or holding toys and books too close to the face

Avoiding tasks and activities that require good vision ( 4)

If any of these symptoms are present, parents will want to have their child's eyes professionally examined. Early detection and treatment are very important to the child's development.

How Common are Visual Impairments?

Very common, especially as we grow older. But there are many causes of visual impairments that have nothing to do with the aging process, and children certainly can be-and are-affected. In the U.S., there are approximately:

455,462 children with vision difficulty (the term "vision difficulty" refers only to children who have serious difficulty seeing even when wearing glasses and those who are blind.) (5)

42,000 children with a severe vision impairment (unable to see words and letters in ordinary newsprint) (6)

61,739 children in educational settings who are legally blind (7)

Each year States must report to the U.S. Department of Education how many children with visual impairments received special education and related services in our schools under the Individuals with Disabilities Education Act (IDEA), the nation's special education law. Data for the school year 2015-16 indicate that the following numbers of children were served in the U.S. and its outlying areas:

2,799 children (ages 3-5) with visual impairment (8)

24,944 children (ages 6-21) with visual impairment (9)

Understanding How Children with Visual Impairments Learn

Children with visual impairments can certainly learn and do learn well, but they lack the easy access to visual learning that sighted children have. The enormous amount of learning that takes place via vision must now be achieved using other senses and methods.

are a primary information-gathering tool for children with visual impairments. So are the senses of smell, touch, taste, and hearing. Until the child holds the "thing" to be learned and explores its dimensions-let us say, a stuffed animal, a dog, a salt shaker, or a CD player -he or she cannot grasp its details. That is why sensory learning is so powerful for children with visual impairment and why they need to have as many opportunities as possible to experience objects directly and sensorially.

Families, friends, and others can support sensorial learning in many ways.

"Mmmm. Do you smell dinner?" appeals to the child's sense of smell.

"Listen to that bird singing outside" calls to the child's hearing. You might also say, "That's a robin," which gives the child a name for the bird that sings the song he or she is hearing.

"Your clothes are so soft today" speaks to the child's sense of touch and helps the child build a picture of the "whole" from the many details. ( 10)

Being able to see enables us to capture the "whole" of an object immediately. This isn't so for children with a visual impairment. They cannot see the "whole," they have to work from the details up to build an understanding of the whole.

The Help Available under IDEA

If you suspect (or know) that your child has a visual impairment, you'll be pleased to know there's a lot of help available under IDEA-beginning with a free evaluation of your child. IDEA requires that all children suspected of having a disability be evaluated without cost to their parents to determine if they do have a disability and, because of the disability, need special services under IDEA. Those special services are:

Early intervention | A system of services to support infants and toddlers with disabilities (before their 3rd birthday) and their families.

Special education and related services | Services available through the public school system for school-aged children, including preschoolers (ages 3-21).

Visual impairment, including blindness, is one of the disabilities specifically mentioned and defined in IDEA. If a child meets the definition of visual impairment in IDEA as well as the State's criteria (if any), then he or she is eligible to receive early intervention services or special education and related services under IDEA (depending on his or her age).

To identify the EI program in your neighborhood
Ask your child's pediatrician for a referral. You can also call the local hospital's maternity ward or pediatric ward, and ask for the contact information of the local early intervention program.

Accessing special education and related services
If your child is between 3 and 21 years of age, we recommend that you get in touch with your local public school system. Calling the public school in your neighborhood is an excellent place to start. The school should be able to tell you the next steps to having your child evaluated free of charge. If found eligible, your child can begin receiving services specially designed to address his or her educational needs and other needs associated with the disability.

Developing a written plan of services
In both cases-in early intervention for a baby or toddler with a visual impairment and in special education for a school-aged child, parents work together with program professionals to develop a plan of services the child will receive based on his or her needs. In early intervention, that plan is called theIFSP (individualized family service plan). In special education, the plan is called the IEP (individualized education program). Parents are part of the team that develops their child's IFSP or IEP.

There's a lot to know about early intervention for infants and toddlers with disabilities and about special education and related services for school-aged children. Find out more about these crucial services for eligible children with visual impairments, beginning at:

How IDEA Defines Visual Impairment

IDEA provides the nation with definitions of many disabilities that can make children eligible for special education and related services in schools. Visual impairment is one such disability the law defines-as follows:
Visual impairment including blindness...
...means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness. [§300.8(c)(13)]

Working with the Medical Community

If you have a child with a visual impairment, you'll probably find yourself dealing with a variety of eye care professionals who become involved to diagnose and address your child's specific disability or eye condition. Wondering who these professionals might be, what qualifications they should have, and what kind of expertise they can bring to your child's care?

Family Connect is an excellent source of this information. Family Connect is an online, multimedia community created by the American Foundation for the Blind (AFB) and the National Association for Parents of Children with Visual Impairments (NAPVI). We suggest you download (or read online) Family Connect's toolkit called Working with Medical Professionals. The toolkit is available online in English and Spanish, at:
http://www.familyconnect.org/info/after-the-diagnosis/working-with-medical-professionals/13

Need a glossary? |Becoming familiar with medical terminology relating to the visual system may also prove helpful, especially when talking to medical professionals and reading about your child's impairment. If you're baffled by the terms you hear, visit the Glossary of Eye Terminology, which lists common terms that eye doctors use when discussing symptoms, tests, treatments, surgery, diseases and conditions, and the anatomy of the eye. The glossary's online at: http://www.eyeglossary.net/

Adapting the Environment

Making adaptations to the environment where a child with a visual impairment lives, works, or plays makes evident sense, but it may be difficult for families, daycare providers, or school personnel to decide what kinds of adaptations are necessary to ensure the child's safety while also encouraging his or her ability to do things independently.

Two resources you can consult, depending on your role in the child's life, are:

Family Connect | Adapting Your Home
http://www.familyconnect.org/info/browse-by-age/infants-and-toddlers/parenting-and-family-life-iandt/adapting-your-home/1235

IRIS Center | Offers a professional development module for teachers called Accommodations to the Physical Environment: Setting up a Classroom for Students with Visual Disabilities.
https://iris.peabody.vanderbilt.edu/module/v01-clearview/

Educational Considerations

Children with visual impairments need to learn the same subjects and academic skills as their sighted peers, although they will probably do so in adapted ways. They must also learn an expanded set of skills that are distinctly vision-related, including learning how to:

move about safely and independently, which is known as orientation and mobility (O&M);

use assistive technologies designed for children with visual impairments;

use what residual vision they have effectively and efficiently; and

read and write in Braille, if determined appropriate by the IEP team of the child after a thorough evaluation. (11)

These are just some of the skills that need to be discussed by the student's IEP team and included in the IEP, if the team decides that's appropriate. Each of the above skill areas-and more-can be addressed under the umbrella of special education and related services for a child with a visual impairment.

Tips for Teachers

-Learn as much as you can about the student's specific visual impairment. What aspects of vision are affected, and how does that affect the student's ability to move about the classroom, see the board, or read a textbook? Parents (and the student!) can be an excellent source of this information.

- Learn about the many instructional and classroom accommodations that truly help students with visual impairments learn. We've listed a few in the resource section. Strongly support the student by making sure that needed accommodations are provided for classwork, homework, and testing. These will help the student learn successfully.

-If you are not part of the student's IEP team, ask for a copy of his or her IEP. The student's educational goals will be listed there, as well as the services and classroom accommodations he or she is to receive.

- Consult with others (e.g., special educators, the O&M specialist) who can help you identify strategies for teaching and supporting this student, ways to adapt the curriculum, and how to address the student's IEP goals in your classroom.

-Find out if your state or school district has materials or resources available to help educators address the learning needs of children with visual impairments. It's amazing how many do!

-Communicate with the student's parents. Regularly share information about how the student is doing at school and at home.

Tips for Parents

- Learn as much as you can about your child's specific visual impairment. The more you know, the more you can help yourself and your child.

-Understand that your child is receiving small bits of information at a time, not all at once through vision. Help your child explore new things with his or her senses and build up a concept of the "whole." For example, your child might need to be shown a banana, help you peel it, feel the banana without its skin, have a bite of it, and then help you mash it in her bowl to understand the qualities of bananas and that bananas can be eaten in different ways. ( 12)

- Encourage curiosity and explore new things and places often with your child. Give lots of opportunity to touch and investigate objects, ask questions, and hear explanations of what something is, where it comes from, and so on.

-Learn how to adapt your home, given the range and degree of your child's visual impairment. Help your son or daughter explore the house and learn to navigate it safely.

-Encourage your child's independence by letting him or her do things, rather than you doing them. Teach how to do a chore by using hands-on guidance, give lots of practice opportunities with feedback. Now, your child knows the skill, too.

- Work with the early interventionists or school staff (depending on your child's age) to build a solid individualized plan of services and supports that address your child's unique developmental and educational needs.

- Talk to other parents of children who have visual impairments similar to your child's. They can be a great source of support and insight in the challenges and joys of raising a child with vision problems. Many of the organizations we've listed in the Resources section have state or local chapters you can contact. You can also visit Parent to Parent, which specializes in teaming new parents up with veteran parents of children with similar disabilities. P2P is online at: http://www.p2pusa.org/p2pusa/sitepages/p2p-home.aspx

- Keep in touch with the professionals working with your child. Offer support. Demonstrate any assistive technology your child uses and provide any information teachers will need. Find out how you can augment your child's learning at home.

Resources of More Information

In alphabetical order, here's a starter list of organizations providing info on visual impairments, including blindness. Explore the sites below and the wealth of material they offer to families, services providers, and educators. We also include helpful resources and accessible materials for those with visual impairments.
Organizations to Consult
American Council of the Blind
800.424.8666 | http://www.acb.org

American Foundation for the Blind
Find services in your state at the link below.
http://www.afb.org/directory.aspx

American Printing House for the Blind
800.223.1839 | http://www.aph.org/

Family Connect
http://www.familyconnect.org/parentsitehome.asp (English)
http://www.familyconnect.org/parentsitehome.asp?lang=esp (Spanish)

Foundation Fighting Blindness
800.683.5555 | 800.683.5551 (TTY)
Find your local chapter | http://www.blindness.org/local-chapters
http://www.blindness.org/ (English)
http://www.blindness.org/en-espanol (Spanish)

Lighthouse Guild
800.284.4422 | http://www.lighthouseguild.org/

National Braille Association
http://www.nationalbraille.org/

National Braille Press
888.965.8965 | http://www.nbp.org

National Federation of the Blind
http://www.nfb.org/

National Library Service for the Blind and Physically Handicapped, Library of Congress
http://www.loc.gov/nls/

National Eye Institute, National Institutes of Health
http://www.nei.nih.gov/ (English)
https://www.nei.nih.gov/health/espanol (Spanish)

Prevent Blindness America
800.331.2020 | http://www.preventblindness.org
Accessible Materials Other Helpful Resources
Are You the Parent of a Blind Child?
http://www.acb.org/node/392

AEM Navigator
The AEM Navigator is an interactive tool that facilitates the process of decision-making around accessible instructional materials for an individual student.
http://aem.cast.org/navigating/aem-navigator.html#.WOPpYzvyuUk

References

1 | Centers for Disease Control and Prevention (CDC). (2015, September). Common eye disorders: Amblyopia. Atlanta, GA: Author. Online at:
https://www.cdc.gov/visionhealth/basics/ced/index.html

2 | American Foundation for the Blind. (n.d.). Accommodations and modifications at a glance: Educational accommodations for students who are blind or visually impaired. Retrieved April 4, 2017 from the Family Connect website:
http://www.familyconnect.org/info/education/know-your-rights/accommodations-and-modifications-at-a-glance/235

3 | American Foundation for the Blind. (n.d.). What's different about the way visually impaired children learn? Retrieved April 4, 2017 from the Family Connect website: http://www.familyconnect.org/info/browse-by-age/infants-and-toddlers/education-iandt/whats-different-about-the-way-visually-impaired-children-learn/1235

4 | American Optometric Association. (n.d.). Preschool vision: 2 to 5 years of age. St. Louis, MO: Author. Online at: http://www.aoa.org/patients-and-public/good-vision-throughout-life/childrens-vision/preschool-vision-2-to-5-years-of-age?sso=y

5 | American Foundation for the Blind. (2017, January). Children and youth with vision loss. New York: Author. Online at: http://www.afb.org/info/blindness-statistics/children-and-youth/children-and-youth-with-vision-loss/235

6 | Lighthouse International. (n.d.). Prevalence of visual impairment. No longer available online.

7 | American Foundation for the Blind. (2017, January). Children and youth with vision loss. New York: Author. Online at: http://www.afb.org/info/blindness-statistics/children-and-youth/children-and-youth-with-vision-loss/235

8 | U.S. Department of Education, Office of Special Education Programs. (2016, July). Table 1-2. Number of children ages 3 through 5 served under IDEA, Part B, by disability category and state: 2015-2016. Online at: https://www2.ed.gov/programs/osepidea/618-data/static-tables/2015-2016/part-b/child-count-and-educational-environment/1516-bchildcountandedenvironment-2.xlsx

9 | U.S. Department of Education, Office of Special Education Programs. (2016, July). Table 1-3. Number of students ages 6 through 21 served under IDEA, Part B, by disability category and state:2015-2016. Online at: https://www2.ed.gov/programs/osepidea/618-data/static-tables/2015-2016/part-b/child-count-and-educational-environment/1516-bchildcountandedenvironment-3.xlsx

10 | American Foundation for the Blind. (n.d.). Promoting your baby's growth and development. Retrieved April 4, 2017 from the Family Connect website: http://www.familyconnect.org/info/browse-by-age/infants-and-toddlers/growth-and-development-iandt/promoting-your-babys-growth-and-development/1235

11 | American Foundation for the Blind. (n.d.). The expanded core curriculum. Retrieved April 4, 2017 from the Family Connect website:
http://www.familyconnect.org/info/education/know-your-rights/expanded-core-curriculum/235

12 | American Foundation for the Blind. (2011). What's different about the way visually impaired children learn? Retrieved April 4, 2017 from the Family Connect website:
http://www.familyconnect.org/info/browse-by-age/infants-and-toddlers/education-iandt/whats-different-about-the-way-visually-impaired-children-learn/1235

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Links updated, April 2017 Table of Contents When Julian was almost two years old, he developed this adorable habit of closing one eye when he looked at you. It almost seemed as if he were winking. The possibility that Julian had a visual impairment didn't initially occur to his parents, but when Julian's left eye started crossing inward toward his nose...

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10 THINGS TO KNOW BEFORE GOING TO COLLEGE WITH YOUR WHITE CANE

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10 THINGS TO KNOW BEFORE GOING TO COLLEGE WITH YOUR WHITE CANE

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I started using a blindness cane full-time when I started attending college, and I was surprised to learn that navigating on my college campus was much different than navigating in my hometown or at the store. While it wasn't hard for me to adjust to using my cane at college, it was definitely different than I had expected it to be, since I was walking everywhere. Today, I will be sharing ten things to know about going to college with a blindness cane.

You'll wear through cane tips more quickly

About a year ago, I was giving a tour of my college to a middle school student who asked me why the tip of my blindness cane looked brand new after six weeks of using my cane at college, because they were expecting it to be worn out from all of the walking I was doing on campus. I admitted to the student that I had just changed the tip of my cane shortly before our tour, because I had managed to wear through my blindness cane tip in about two months due to the rough terrain on campus and surrounding areas. I haven't gone through a cane tip that quickly since then, but I definitely tell students that they will be changing their cane tips more frequently once they get to college.

Related links

People might ask you strange questions, but most won't notice

During the first few weeks of the semester, I often get questions from new students about how and why I use a blindness cane. Most questions are asked with good intentions, but there's always one student that tries to convince me that I don't need my blindness cane if I can use my phone at the same time. Once the first few weeks of the semester are over, literally no one asks me about my cane or even notices it exists for the most part. So no worries about people staring- in college, no one cares.

Related links

Take advantage of campus O&M lessons and escorts

Many colleges offer lessons for students of all sight levels on how to get to the most common classroom buildings on campus during the first week of the semester. However, the state department for the blind and visually impaired often has a dedicated orientation and mobility specialist that can come to your college and teach you how to navigate with a blindness cane, which can be an awesome resource for students who may not feel comfortable navigating on their own. Contact your case manager before the start of the semester for more details.

Another great resource to take advantage of is campus security escorts. While they won't walk you to class every day, they are happy to help you get somewhere at night or find you when you get lost in a forest like I did as a freshman.

Related links

Don't leave your cane on the floor

Remember how I said no one will notice your blindness cane in college? The exception to this is if your cane is in the middle of the floor in the classroom, library, or dining hall, since people definitely will trip over it. I fold my cane and put it in my backpack or behind me when I'm not using it, but you can also prop it against the wall or on your shoulder.

Related links

You don't have to explain why you don't use your cane in certain places

When I first started using a cane, people would ask me why I didn't take it certain places like to take out the trash or to navigate my dorm room. As a result, I would take my cane places for no reason or give people unnecessary explanations as to why I didn't take it with me somewhere. In reality, you don't have to explain why you use or don't use a cane, so don't assume that you have to use your cane in places people would expect you to.

Related links

A lot of people might assume your access needs, so make sure you can explain them

One of my friends said that they enjoy using a cane because it means people automatically will guide them around or give them Braille materials just because they have a cane. As someone with low vision who uses a cane, I don't ask strangers to guide me or read Braille, so I have had to explain to many people that I don't need those things and instead need things like audio cues or large print. Make sure that you can communicate your access needs, especially to professors and staff.

Related links

Know how to get your cane tip un-stuck from places

Okay, this is a funny story. One time, when walking on campus with two of my friends, one of them got their blindness cane stuck in a sewer grate. Since they couldn't figure out how to get it loose, we had to get help in order to get their cane loose, and I also had to stick my hand in a sewer grate too. After that experience, I decided to practice getting my cane tip un-stuck from places such as sidewalk cracks, doors, and of course sewer grates.

Have a spare cane

There are lots of reasons to keep a spare cane in your backpack or dorm room, since canes can get lost, stolen, or damaged for many reasons. I started keeping a spare cane in my backpack after I left my cane on my seat in the dining hall to grab a drink, turned around, and saw someone licking my cane. Until I could clean my cane, I decided to use a spare one and question why someone would lick a blindness cane when they were surrounded by food at the dining hall.

Related links

Don't be afraid to use your phone to navigate

I mentioned earlier that people get confused sometimes when they see me using my cane and phone at the same time, but often times I use my phone to help me navigate campus or to access human guides who can help me get where I am going. Colleges can be confusing to navigate, so having access to a device that can help you find where you need to go is invaluable.

Related links

Never be embarrassed about needing a cane

During my freshman year, I was embarrassed at times about needing a cane and wondered why I was using one until my cane helped stop me from falling down a flight of stairs and getting hit by a car when I was walking back from class. My cane gives me the freedom to travel independently, and I hope that other students will never feel that they shouldn't use a cane because of the opinions of others. After all, it is much less embarrassing to use a cane than it is to fall down a flight of stairs at freshman orientation twice in an hour- not that I would know anything about that...

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Ten Things to Know About Going to College with a Blindness Cane

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I started using a blindness cane full-time when I started attending college, and I was surprised to learn that navigating on my college campus was much different than navigating in my hometown or at the store.

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Google Maps has recently introduced a new feature for visually impaired users (blind or partially sighted people). Maps now offers more detailed voice guidance than before, with verbal cues to make navigating with limited vision much easier.

"Going somewhere new can be a challenge - you have to cross many new streets, navigate intersections that are often busy and potentially dangerous. You may miss turn-offs; you may even get lost!" Explains Leila Aniya, a special education teacher at Writinity and LastMinuteWriting.

Now, imagine you are one of the 36 million people in the world who are blind, or the 217 million people who have a visual impairment. Even simple journeys are instantly more challenging for the visually impaired, and although familiar trips are easy, like from our home to the office, going somewhere strange can be intimidating and even scary.

Google's new feature helps visually impaired people know they are on the right route and to know when they are approaching a turn - it also lets them know if they are approaching an intersection, and alerts them if they leave the route.

The app update has been built with Google employee Wakana Sugiyama, 'from the ground up, by and for people with vision impairments.' Sugiyama is visually impaired herself, and works for Google as a Business Analyst in the Online Partnerships Group. She worked with the Maps team to advise on the new features and to test early versions herself.

In a blog post, Sugiyama noted that she can navigate the streets of Tokyo with a lot more comfort and confidence. As she goes on her journey, Google Maps proactively lets her know that she's on the correct route, what the distance is to her next turn, and what direction she is walking in. As she approaches larger intersections, she gets a heads-up to cross with added caution. Similarily, if she accidentally leaves her route, she receives a spoken notification she is being re-routed. All of these features make her, and she hopes, other visually impaired people, feel a great deal more confident about making journeys around cities.

The update was released in October 2019, starting on Android and iOS systems. It's currently available in English and Japanese, but is being translated into other languages soon.

Once installed, the app feature is enabled by going into the settings options in Google Maps, choosing Navigation, finding the Walking Options header, and enabling Detailed Voice Guidance.

As Sugiyama noted, the update gives visually impaired people a great degree more freedom and confidence wherever they are going. They can also be used by people who want a more screen-free experience walking to their next destination - it's an update for everyone! It's a bit like being on a bus or tram and receiving audio notifications of when to get off. Of course, not everyone wants this kind of guidance, but it's great to have the option.

Google has also released another feature for users with vision impairments - an automated image descriptions feature for the internet browser Google Chrome. Using machine learning, this update describes with an image depicts and describes this to the user via screen reader or Braille display. This massively improves the experience of the internet for the visually impaired, allowing them to see images that have previously been inaccessible to them - given that online content is largely visual!

It's a step in the right direction by tech companies! These updates come in lieu of World Sight Day, which is observed annually on the second Thursday of October. The intent of World Sight Day is to draw attention to blindness and vision impairment, and was originally initiated by the SightFirstCampaign of Lions Club International Foundation in 2000. Since then, it has been integrated into Vision 2020 and the World Health Organization. The theme for 2014 was 'No More Avoidable Blindness.'

"It's great to see tech companies paying more and more attention to physically impaired users, and using technology to combat the difficulties they face. We hope to see more updates like this in the future. The possibilities, when we use technology to make life easier for disabled users, are endless!" Says Alecia Watt, a tech writer at DraftBeyond and Researchpapersuk.

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Google Maps Offers Voice Guidance for Visually Impaired Users

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Google Maps has recently introduced a new feature for visually impaired users (blind or partially sighted people). Maps now offers more detailed voice guidance than before, with verbal cues to make navigating with limited vision much easier. "Going somewhere new can be a challenge - you have to cross many new streets, navigate intersections that are often busy and potentially dangerous.

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Sarah Moreau and John Clare, O&Ms in Alaska, invite middle school O&M students to connect through Zoom, every Thursday during COVAD-19 school closures. The first virtual meeting was Thursday March 26, 2020.

Details for Student Virtual Meetings

Who: Middle school O&M students 6-8th grade

When: Thursdays, 1 pm EST (9 am AKDT)

How: Zoom https://zoom.us/j/9176373336 Meeting ID: 917 637 3336

Notes from March 26 Virtual Meeting

Sarah shared these comments after the first meeting:

Today was our first time gathering! We had 67 participants!!!!

Beyond introducing each other, and getting free time to chat, we provided a little homework to do and think about when not reading, sleeping, or playing video games.

Walk around perimeter of house by hand trailing or shoreling with cane.

Imagine you need to use the restroom in a building you have never been in, and think of three questions you would ask to locate the restroom.

We enjoyed meeting everyone, seeing all of the kids chat and mingle and start to form a friendship.

Details from Parents Feedback/Support Virtual Meeting

Who: Parents of Middle School O&M Students

When: Friday March 274 pm EST (12 pm AKDT)

How: Zoom https://zoom.us/j/931311026 Meeting ID: 931 311 026

FB page Middle School Virtual O&M
(Posted on Paths to Technology with permission.)

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Middle School Virtual O&M: Thursday Zoom Meetings

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Sarah Moreau and John Clare, O&Ms in Alaska, invite middle school O&M students to connect through Zoom, every Thursday during COVAD-19 school closures. The first virtual meeting was Thursday March 26, 2020.

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DEVELOPMENT OF HAND STRENGTH FOR BEGINNING BRAILLE READERS

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DEVELOPMENT OF HAND STRENGTH FOR BEGINNING BRAILLE READERS

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These ideas are designed to address developing handskills for the young beginning braille reader who is ready to start braille instruction and who has received preschool instruction on concept development. For experienced TVIs this will be a review of ideas and activities you may already be familiar with. Many of these fine motor activities are simple, and may well be things you already do. The ideas and activities listed below are not necessarily my own. They have been gathered over the years from other TVIs, books, and resources, and I have simply pulled them together for your reference. Thanks to all those who shared their ideas with me!

Readiness Skills

Preschool skills and concepts important for braille learning and reading

The student should be able to:

Manipulate objects with purpose and explores with two hands

Communicate with others

Demonstrate emotional and mental readiness

Discriminate, name and match shapes, textures and objects

Sort by features, size and shape (classification)

Relate part to whole

Sequence objects, activities or events, ability to anticipate

Background of rich and varied experiences to assist with comprehension

Understand concepts:

Directional concepts: Left, right, behind, in front, top, bottom, back, center, nearest, middle, farthest, above, between, upper, next to, below, up, down, higher, lower, over, under, closer, away from, beside, facing, in, on, out

General concepts: tall, short, big, small, different, same, more, less, first, second, last

Explore books, turns pages, listens to and understands simple stories

Explore and understand 2 dimensional shapes and simple pictures

Follow 2-3 step directions

Develop basic pre-reading skills along with peers

Planning Activities

When planning activities for young children, try to include music, movement and games. These help children to develop many skills, in addition to making learning fun.

Music

Increases attention and concentration

Facilitates multisensory learning

Improves memory

Can raise energy levels and reduce stress

Movement

Cross midline

Improve blood flow

Stimulates

Reduces tension

Games

Creates fun environment

Increases memory for activities/learning

Areas of Instruction

Explore hairbrush, toothbrush, sponges, and towels

Play with finger paints, pudding, shaving cream

Add textures such as sand, glitter, small craft/toy objects

Differentiate temperatures, e.g. with ice, hot pads

Water play: scooping, pouring, cupping in palms

Sensory Box: rice, macaroni, beans, sand; hide coins and other objects

Textures: sandpaper, aluminum foil, fabrics, screens

Matching games: finding the same and different objects. Encourages exploration and discrimination

Spinners with board games

Card games

Make texture books

Differentiate: hard/soft, sharp/dull, wet/dry, sticky/slimy, bumpy/smooth

Explore toys and the environment

Pull string toys w/speech

Play with hammer toys, clay/play dough

Play with push lever toys (as in gumball machines)

Play with push button toys

Push down on spinner toys

Wind up music boxes or Jack-in-the-Box toy

Cooking tasks:

Stir cookie dough batter

Use garlic press, potato masher, juicer, hand mixer, sifter

Open jars, remove lids from containers- find what is inside

Squeeze water out of sponge, squeeze bulb or medicine dropper

Fill liquid dishwasher soap dispenser with water and squeeze out liquid into sink

Tear paper (increasing thicknesses)

Use scissors on different textures

Punch holes with paper-hole puncher

Staple papers together

Squeeze paper holders/clips

Crumple paper into balls and glue to make shapes and pictures

Squirt water from squirt bottle or squirt gun

Hang things with clothespins

Play modified tug of war games with yarns or shortened jump ropes

Shovel sand in sand boxes

Draw in wet sand with stick

Push down on pump bottle dispensers (containers filled w/water)

Lift/carry "heavy" objects, box lids

Practice separating strong magnets

OT Tools for Increasing Hand Strength

Practice knocking on doors

Practice different kinds of waves
Finger, wrist, arm, twisting left to right)

Make circles with your wrist

Be a waitress/waiter
hold something with your palm facing upward

Practice fanning yourself with your hands

Do crab walks and wheelbarrow walks

Use Therabands: pull out with wrists

Do weight bearing tasks such as yoga positions

Wring out wet hand towels or sponges

Practice twirling jump rope

Open jars

Twist screws into pre-drilled holes

Put pegs in holes

Play with puzzles with recessed holes

Dial old fashioned phones

Twist knobs on radios or toys

Pull up a zipper

Button

Put small items in slots (coins, buttons, paper clips)

String beads

Play musical instruments

Use scissors

Learn correct hold of pencil/crayon

Color shapes/pictures (use screen board/sand paper)

Play games with small pieces

Use tweezers or tongs to pick up objects

Spray plants with water bottle

Move marbles around in your hand (use different size marbles)

Hand skills: Cat's claw

Bend fingers at the second joint

Pair with "Meow", slink like a cat

Making fist and stretching out fingers to the beat of music or to count

"Where is Thumbkin...?"

Finger games

Make finger circles

Touch finger to palm

Touch thumb to fingers

Pinch nose

Touch pointer to pointer from opposite hands

Watch the pointer wave hello

The Middle man says hello...

(waving fingers one at a time)

With finger puppets, use name of puppet

Making donuts with clay

Play with push button toys

Play a piano

Practice pointing to objects on pages with different fingers

Use different fingers to pump hand sanitizer container before work each day

Use individual fingers push down score card from APH

Use finger pointer to point to things with different fingers

Daily living skills- e.g. buttoning, zipping...

Scribbling/writing letters on brailler

Popping bubble wrap with thumb and one finger

Pressing and activating talking toys

With putty/clay:

Squeeze between two fingers (pointer and middle finger, middle finger and ring finger)

Hold in fist and push thumb into center

Squish putty with thumb and individual finger

Pinch off putty into small pieces from larger piece

The Jumping Frog helps to work on finger pressure. Students can practice making the frog take short and long jumps

Mangold Program, Patterns activities

Squid Tactile Activities Magazine from APH

Touch and Tell from APH

Magnet game

Mystery bag/box games

Play sorting games with real objects (silverware, socks)

Sort objects such as different beads, macaroni, beans or buttons into baskets or jars

Use homemade books with known objects

Create Pocket book of textures-put smaller texture squares into pockets

Play "I spy" with objects-have student find named object from objects on tray

Follow mazes and lines with two hands

Sort/Sequence by temperature, thickness, texture, size, shape and function

Puzzles and formboards

Use crafts to encourage exploration, discrimination, matching and finding the same and different

Creating Tactile Discrimination Pages

Materials to use can include:

Tracking Practice:

How many "a's" (alligators) can we pick up along the way?

Modeling (hand under hand)

Handmade ruler device

Hand curvature device

Marking Pages

Use a variety of tools to make marking pages fun!

Magic Nuudles, different sized push pins, magnets and magnet boards

Marking Papers with Pencil or Crayon

Use textured mat (screen board/sand paper) to practice marking with crayon

Use Wikki Stix to create circle for learning to draw a circle

Using crayon stub or Chunky Crayons (Chunky Critter Crayons) to learn correct hold position

Holding marker with thumb while reading and flipping it out to mark papers

Adapting Braillers - for hand placement and adaptive keys

Tip! To help develop rhythm using braille: use a metronome, or sing and hum songs while practicing.

Setting up a Desk for Brailing:

Arms should be no less than 90° angle to the surface of the braille page or of the keys ofthe brailler

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These ideas are designed to address developing handskills for the young beginning braille reader who is ready to start braille instruction and who has received preschool instruction on concept development. For experienced TVIs this will be a review of ideas and activities you may already be familiar with.

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56 TACTILE IDEAS FOR CONCEPTS AND MATH SKILLS

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56 TACTILE IDEAS FOR CONCEPTS AND MATH SKILLS

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Children who are blind or visually impaired, including those who have additional disabilities or deafblindness, benefit from lots of hands-on exploration of real objects from the natural environment. Exploration of various household items can help to develop basic concepts about size, shape, color, and lay the foundation for classification skills, matching, and sorting. They can compare groups of objects and find the one that is "big" or "little" or "same". At the same time, experimenting with common objects provides lots of opportunities to practice counting and arranging items, and preparing for more advanced mathematical skills, such as addition and subtraction.

To Develop Skills of Counting, Matching and Sorting, Categorizing, and Discriminating

Using different textures, make sounds, play and extend the learning. Rattle the spoon in the cup, fill the cup and the jug with water find out which holds the most, squeeze water from the sponges. Match the socks, cate- gorise the brushes, find all the circular, square shapes, longest, shortest objects.

Understanding the Qualities of Objects: 'Woodness of the wooden spoon'

Experience and maximize the learning opportunities:

Shortest-longest

Handles of wooden spoon, different top (fork)

Categorize by spoon head: Thinnest-widest

Measure using the spoon as a unit of measurement.

Understanding the Qualities of Objects: 'Whisking of the Whisk'

Explore the qualities of the different whisks:

Whisk bubbles in a bowl

Make cupcakes using whisk

Make a mobile with whisks

Add plastic whisk to the collection

Explore electric hand whisk (not plugged in)

Listen to the sound each whisk makes when it is used.

Find out which is the heaviest- lightest whisk

Concept Hanger

Hang Bracelets, metal objects, wooden objects, square/circular/rough/smooth/cold to touch objects.

Change the objects each week, collect the objects with the child.

Sort by shape, size, length, texture, height

Metalness of Metal

Oval metal tin

Bracelets

Shirt cufflets

Clock

Bolt

Pastry cutter

Classification/Concept Bags - Silver and Shiny Bag (two attributes)

Beads, belt with sequins, make up bag, buckle, boxes, bracelet

Understanding Number as a Whole

'Numerousness' The oneness of one, the 'twoness' of two, the 'threeness' of three.

The box contents can be used to understand the oneness of one, the 'twoness' of two, as well as to understand the 'pencilness' of the pencil, or the woodeness of the wooden spoon.

Pencils, fans, bottles, spoons, toy cars, brushes, any objects from around the house.

Sorting / Matching

Shells, buttons, beads, etc.

Big and Little

Small and large objects from around the house or from within the child's daily environment.

Same and different

Objects which are exactly the same and objects which are different, some with more subtle differences, e.g. pattern on the bracelets

Positive Eye's Supermarket Comparison

Sorting by Shape Ordering by Size

Largest to smallest using pots, jam jar and

Create Games and Activities to Match 3D Shapes to Real Objects and 2D Shapes

Use Lazy Sue or a large tray divided into four areas.

(include names of shapes, number of sides)

Matching 3D to 2D shapes and naming the shape.

Real object-3D model-2D model of plane-name of shape-number of sides.

Foam board cut to size of tray to make interchangeable work activity card.

2D shape cut out in foam board with zychem outline shape stuck on top.

Early Number Line

Bucket Number Line-add number to each bucket and appropriate number of objects to each. Add letter to each bucket, e.g. To spell the word bucket and add number of objects beginning with each letter.

Number Line

Counting, adding, subtracting activities

Detachable individual boards stuck on with Velcro, can be used for other counting activities. Use with spinner to play snakes and ladders (up and down the number line)

Make homemade dice up to 3

Write number in letters using discs

Write numbers in large print or braille

Subtraction and Addition Activity

Spin the spinner to get a 6 then choose a flag from the central pot, read the sum, there is a number missing, place the flag in the correct tower which has the missing number at its base.

Lazy Sue with activity mat added.

Unifix used to make towers

Unifix velcroed to base with number added in sticky back braille.

Matching Patterns

Matching patterns, subtle patterns made of different textures and also matching lines of patterns (see picture on right)

Make patterns on laminated strips, use small cubes or flat felt shapes (Hobbycraft)

View and print the original document here: Tactile Maths Ideas - Early Years up to 5 - 7

There are more shared ideas at https://www.positiveeye.co.uk/resources/ and www.positiveeye.co.uk/blog.

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56 Tactile Math Ideas: Ideas and Suggestions for Development of Basic Concepts & Early Maths Skills

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Children who are blind or visually impaired, including those who have additional disabilities or deafblindness, benefit from lots of hands-on exploration of real objects from the natural environment. Exploration of various household items can help to develop basic concepts about size, shape, color, and lay the foundation for classification skills, matching, and sorting.

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Tactile baby blankets or quilts are a wonderful way to encourage exploration among our youngest children who are blind or visually impaired, including those with multiple disabilities or deafblindness. Presenting the child with a variety of tactile elements encourages exploration and promotes a baby's cognitive development. While tactile blankets may not seem to be related to literacy, they can help babies with visual impairments to develop important motor skills, as well as an understanding of basic concepts, which are at the foundation of literacy.

You can also use a tactile blanket to observe what textures and colors the child is interested in, a simple form of assessing what the child is interested in. It may take awhile for the child to allow their hands, feet or cheeks to touch the texture, but all of these opportunities develop interest, use of hands, tactual awareness and cognition.

Design

Ideally blankets should be designed to suit the individual needs and interests of a specific child. Considerations such a child's preferred color (which is especially important in children with cortical visual impairment or CVI) can be taken into account. Some children strongly prefer different types of textures or, conversely, are reluctant to touch certain textures. While all items that are attached to a blanket should be very sturdy, care should also be taken with small items which may be a choking hazard.

Blankets can be a collaborative project, with help and input from the family, TVI, Early Intervention Specialist, Occupational Therapist and any other members of the team.

Specifications

The blankets shown here were made by my mother, who is a retired nurse. She has been sewing all her life, and started sewing the blankets during the last 5 years. She learned that there was a need for them and she wanted to help meet that need. She lives in Pennsylvania and sends the blankets to me when she's finished. At first we distributed them to TVIs working in early intervention, but now we share them with Perkins International, where they have caught on around the world.

Blankets measure three feet by two feet. (This is the size of an infant to lie on our hold on their lap.)

One side of the blanket should be a SOLID color. (This provides good contrast for toys or other items placed on it.)

Variety of colors and textures should be added to the other side. This may include corduroy, velvet, flannel.

Small, but sturdy items can be sewn onto the textured side, such as an empty spool of thread on a sturdy piece of string, a plastic scrubby, a pocket with something inside (like a small teddy bear).

Materials that make sound can be attached, such as mylar crinkle paper, small bells or other items of interest to the child.

Materials may be donated or recycled (e.g. fabric stores may be willing to donate scraps or old outfits that the child has outgrown can be repurposed)

The amount of time needed to make a blanket will depend on the skills of the seamstress, as well as how many additional items are attached. Pat Jacobs makes several at once and says that it takes her about an hour for each one.

Using the Blanket

The blanket can be used with the baby in different positions, such as on the stomach or back, or sitting up.

The baby's socks can be removed, to explore with feet and toes.

As babies begin to explore, they realize that their hands can give them a lot of information.

Skills Addressed Through Tactile Blanket

tactile exploration

gross motor skills (e.g. rolling over, kicking, head control)

visual scanning

auditory localization

fine motor skills (e.g. raking, grasp and release, pincer grasp)

categorization and concept development (smooth, rough, scratchy, loud)

The babies pictured in the photos above are developing head strength and neck control while exploring different textures.
The important thing to remember is that there is no single right way to make a blanket. Think about what the child is interested in and what skills you are hoping to promote. Then use your imagination and put your creativity to work!

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Tactile Baby Blankets - Paths to Literacy

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Tactile baby blankets or quilts are a wonderful way to encourage exploration among our youngest children who are blind or visually impaired, including those with multiple disabilities or deafblindness. Presenting the child with a variety of tactile elements encourages exploration and promotes a baby's cognitive development.

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Materials:

I used:

A cheap painting bucket from Home Depot (It gives great auditory feedback!)

Big bells from a craft store

Big pom poms from the craft store

Sound ping pong balls from APH (You could use shaker eggs or regular ping pong balls, which still give auditory feedback when they hit the side of the bucket.)

Procedure:

I just place it in her lap and let her go to town! We talk about smooth, fuzzy, hard, jingle, shake, and I enjoy watching her find her favorites. Right now it's the pom poms!

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I used: A cheap painting bucket from Home Depot (It gives great auditory feedback!) Big bells from a craft store Big pom poms from the craft store Sound ping pong balls from APH (You could use shaker eggs or regular ping pong balls, which still give auditory feedback when they hit the side of the bucket.)

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Compiled by Kari Arnold and Susiene Royson

There are endless possibilities for children to learn new skills at home and in the community. Here are some ideas for families to try in different learning environments. Have fun exploring!

Home

Kitchen

Independent exploration: Create a cupboard that has safe items for child to explore: plastic bowls, wooden spoons, plastic measuring spoons, plastic measuring cups

Sink play: Help child explore the wonders of water by playing in the sink. Model pouring water from a cup to another item. Make bubbles with dishsoap. Model how to wash dishes. Use food coloring to make the water different colors. Use different temperatures of water to talk about hot and cold. Use ice cubes to teach the concept of melting.

Basic cooking: use picture symbol recipe cards (can be braille) and develop "kitchen" vocabulary: stir, pour, whip, add, ingredients. Let child assist in simple cooking activities. Give them their own set of play kitchen items for pretend play.

Let children sort and fold laundry (color, size, towels vs. clothes). Allow child to put clothes in washer and/or dryer, put clothes away, or put clothes in the room of the person they belong to.

Sensory experiences - Put pudding and other foods in Ziploc bags and containers and let them squeeze, squish and shake.

Stack rolls of toilet paper or rolls of paper towels.

Use a child's broom and have child help sweep the kitchen floor.

Bathroom

Have the child assist in taking off shirt, pants, shoes, and socks.

Water play: In the bathtub, pour water into different size/shape containers or move hand/legs slow/fast. Use bubbles and various toys and allow for supervised, independent play.

Body awareness - use a washcloth to learn body parts by saying, "put the wash cloth on your knee, etc." Use bathtub body paints to learn body parts and/or colors by saying put a blue dot on your hand, etc.

Mirror exploration: Have the child copy facial expressions. Talk about happy, sad, mad, surprised, etc.

Family Room

Take out and clean up toys (pictures/tactile labels of toys labeled on shelf/in cupboard where toys go)

Interactive play with members of the family - roll a ball, read a story, play a game, sing songs, repeat nursery rhymes, finger play, explore and interact with toys, share, take turns, and have a conversation.

Put different sized, different colored items on the floor and supervise as the child searches for and picks up items and places them into a small container.

String various sized items onto a string or use snap beads to create a necklace.

Let the child color in a coloring book. (If you don't want to use crayons, you can use colored pencils or scented markers.)

Have the child turn the pages of a book one page at a time. (board books for infants and other books for toddlers)

Use a small box or container and let the child push small trucks or cars into the "garage".

Ask the child to find parts of pictures and find them in a book.

Make a book of pictures of friends and relatives and talk about and point to people in the pictures. Ask the child questions about the pictures. For example, "Find grandma" or "Who is sitting on the bike?"

Make story boxes/bags for hands on literacy experiences. Find items that relate to the story. For example, for the book The Very Hungry Caterpillar use a plastic Easter egg, toy food items and silk plant leaf. Model play with the items as the story is read.

Create/use books with textures, sounds, scratch and sniff and flaps that cover parts of pictures.

Outdoors

Explore outdoor textures: sand, grass, tree bark, flowers, and leaves. Use words like soft, rough, smooth, bumpy, etc.

Auditory experiences: birds, insects, flies, bees, cars, trucks, dogs, sprinklers, etc. Ask the child, "What do you hear?" Have the child point in the direction of the sound.

Spend time in the sun and shade. Then describe and talk about the weather every day. Use words like hot, shady, wet, breezy, etc.

Sand box/water play: pour water/sand into different size/shape containers. Place a variety of toys in the sand to scoop, sift, and play. Hide items in the water/sand and ask the child to look for them.

Play with bubbles. Have the child follow them and try to pop them.

Model sweeping and provide a child-sized broom for child to practice.

Have child help plant flowers and/or seeds. Allow them to help with every aspect of care: water, weed, pick, etc.

Community

Grocery Store

Talk, talk, and talk. Describe every part of the experience. For example, "We are going into the fruit section. It smells good."

Before putting an item in the cart, hand it to the child and describe it and tell them to feel, smell etc. If it's several items, let them put the items into the produce bag.

Direction: Develop position skills by saying right, left, up, down, over, aisle, top/bottom, row etc.

When checking out, let child help put items on the belt.

When paying, talk about money and the cash register.

Park/Playground

Supervise while the child explores independently.

Model and practice gross motor skills - running, jumping, climbing etc.

If other children are playing, foster interaction and social exchanges.

Help the child develop awareness of their self in space. Describe the experiences. For example, we are climbing up the slide and now we are going down. When we swing, we go back and forth.

Let the child get on and off equipment independently, monitoring closely for safety.

Walk over different types of surfaces, such as grass, pavement, wood chips, curbs, etc, describing the changes in the surfaces.

Pick flowers, acorns, leaves, etc so the child learns where items on the ground come from.

Library

Attend story time at the library to develop listening skills as well social interaction with other children.

Ask the library if they have a section for large print, tactile and/or braille books for children. If not, ask them if you could have a small section to put some items so when the child comes, there are accessible books for the child to check out.

Check out audio books and practice listening skills and page turning.

Record your child's favorite books.

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Activities for Learning at Home and in the Community

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Compiled by Kari Arnold and Susiene Royson There are endless possibilities for children to learn new skills at home and in the community. Here are some ideas for families to try in different learning environments. Have fun exploring!

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Systematic building of skills in toddlers and pre-schoolers will facilitate learning to read and write braille in the future! Skills to build include: concepts such as same and different, tactual awareness and perception, and fine motor such as exploring objects with hands and using hands cooperatively.

Pre-braille skills are skills designed to increase tactual awareness and perception in individuals who will learn to read and write braille in the future.
Start by teaching the following concepts:
The concept of same or different should be the last concept that you teach.

To teach rough or smooth, begin by gathering items that are rough and smooth and placing them in a container. Many of the objects that are rough or smooth can be found around the house or school and are not items that need to be purchased.

Items that are rough:

You can also use items located in the classroom:

carpet

concrete walls

rocks in the classroom aquarium

corrugated bulletin board border

You can also go outside:

tree bark

sand on the playground

pavement in the parking lot

bricks on the school building

Items that are smooth:

In the classroom:

the top of a table

a door

the side of a filing cabinet

the front of a book

Outside:

the side of a car

the slide on the playground

a leaf off of a tree

To teach this concept:

The idea behind teaching hard or soft is that the child can feel the difference between something that is hard and something that is soft. The child needs to understand that when we push on something hard it doesn't give while pushing on something soft does. Teaching soft or hard often involves the child banging, slapping or hitting an object. Before starting hard or soft explain to the child that we need to be careful how we hit, bang or slap an object as it might damage the object but more importantly it might hurt us. Hitting an object that is hard with all our strength will cause you to hurt yourself and maybe even break a bone.

Items that are hard:

dinner plate

a fork, butter knife or spoon

measuring cups or spoons

the remote control for the television or stereo

a picture frame

You can also use items (and associated actions) located in the classroom:

You can also go outside:

stomp on the parking lot pavement

slap a car hood or door

bang on the playground slide or monkey bars

Items that are soft:

a pillow

a stuffed animal

a blanket

a nerf ball

a winter coat

couch cushions

sponge used to wash cars or dishes

In the classroom:

cushions

pillows in the reading center

beanbag chairs

sleeping mats in the kindergarten classroom

Outside:

any of the tumbling mats used in the gym

leaves on trees

the seats in a car

the cushions on a bench

sand around the slide or playground equipment

To teach this concept:

When you first begin teaching small or big, make sure the size difference is extremely different. For instance, use a matchbox car to show small and then go outside and touch a regular car to show big. As the student understands the concept and his or her tactual skills improve, your student will be able to tell the difference between objects that quite close in size. It's also important to mention that size is relevant, especially when comparing objects. If you ask a child if a couch or a chair is smaller, s/he is going to say that a chair is small even though many chairs found in a home are big.

Items that are big in a home:

Items that are big in the classroom:

Items that are big outside around the school building:

find a tree that is too big for the child to reach around and have them try to give it a hug

walk around the outside of the school and see how long it takes

walk around the play area

Items that are small in a home:

Items that are small in the classroom:

a book

items from the living or house center

play food

a cell phone

a camera

a book bag

different containers from around the class

kid's chairs for the classroom

Items that are small outside around the school:

a plant or flower

a container for a plant

the door handle of the building

a single brick on the outside of the building

To teach this concept:

If you have taught the concepts of rough/smooth, hard/soft, and big/little, then you have done most of the work for this area. When we sort by a specific characteristic, we are only asking the child to make a pile of objects based on our desired characteristic. In sighted children, we ask them to sort objects based on color. For a child who is working on increasing tactual perception we might ask them to sort objects based on whether the items are paper or plastic.

Ideas for sort objects by specific characteristic:

To teach this concept:

This idea is different from sorting by a specific characteristic although it may seem similar. To sort by a characteristic, the students are sorting items that have a characteristic in common but are not the same item. For instance, they may be pulling items out of a bag and identifying if the item is paper or metal. The paper items in the bag are not going to be all the same. They will be all kinds of paper products. When teaching same and different, the objects the student is sorting need to be the same exact object.

You can use lots of different items to teach same and different. Since many students have difficulty grasping the concept of different, begin by teaching the concept of same. Gradually introduce the idea of same and not the same. Then go to same and different. Start with 3D (dimensional) objects. Then gradually move to objects that are glued to a paper.

There are different programs available for moving from real objects to paper and tactile drawings. All of these programs involve the student identifying tactile drawings of the shapes circle, triangle and square. If you have not taught these shapes then now is a good time to start.

To teach this concept:

Begin by sorting objects that are very different such as counting bears and blocks. Have them put the bears in one container and the blocks in another container.

It is easier to sort objects that are 3D than those on a paper. Don't talk about the idea of same and different at this time but build on the idea that they are sorting objects because these are alike. Many kindergarten classrooms have tubs of manipulatives. Use some of those items during this stage.

Give the student an object, then place 2 objects in front of the student and ask them to pick the one that is the same. If the student is having trouble identifying which object is the same, have them feel the object and talk about how the objects are alike. They are both .... They both have .... This object isn't alike or it isn't the same as these other 2 because it is ....

As your student begins to consistently identify items that are the same, you can begin to give them an object and ask them to identify which one is different from the other 2.

To teach different, provide the student with 3 objects (2 of which are the same) and ask the child which one is not the same as the other 2.

Begin to change your language from "Not the same" to "Different".

Gradually you can give the student an entire bag of items and they will be able to match all the objects in the bag as alike and different.

Once your student is consistently identifying same and different, you may elect to use several of the available programs that teach tactile awareness and perception.

Tips to teach same or different:

Go to the craft cabinet and pull 15 to 20 items and glue them to note cards to make tactile cards that the students can match.

Use objects and talk about the characteristics and attributes of each objects. Say these are the same because they are both ...

The only good way to teach this idea is to go over the concept everyday.

Commercially Available Programs for Developing Pre-Braille Skills

Patterns Prebraille Program available from American Printing House for the Blind (APH)

This program is designed to prepare children before they begin braille reading. It helps build a child's auditory, tactual, conceptual, and language skills. The emphasis in this program is on exposure to a variety of common childhood experiences.

This is a classic set of braille reading readiness books. It consists of three volumes with tactile pages and regular print instructions. Volumes I and II introduce embossed hands and geometric forms, while Volume III introduces braille dots.

On the Way to Literacy: Book Set I: Early Experiences for Visually Impaired Children available from APH

This handbook and print/tactile storybooks help young children who are blind or visually impaired develop emergent literacy skills.
This article was originally posted on the BrailleSC website, which was funded by a grant from the US Department of Education with support from the University of South Carolina Upstate and The Maryland Institute for Technology in the Humanities.

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Teaching Basic Concepts and Pre-Braille Skills

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Systematic building of skills in toddlers and pre-schoolers will facilitate learning to read and write braille in the future! Skills to build include: concepts such as same and different, tactual awareness and perception, and fine motor such as exploring objects with hands and using hands cooperatively.

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As Teachers of Students with Visual Impairments (TVIs) we teach our students the Expanded Core Curriculum. Cooking, under Independent Living Skills, is an area where TVIs can typically create a meaningful lesson plan for students of nearly any age. This article suggests a method of creating understanding around cooking for younger elementary students who are learning braille.

Teaching Independence and Concept Development

We want to teach independence. Does independence mean that the student learns to open a packaged can, or bag, or a box and to feed herself? These are examples of independence. Our students have not had the opportunities that peers have had to see what goes into their breakfast, lunch, and dinner through daily incidental learning. Do we have a responsibility to the student to build a foundation of nutrition and an understanding about how eating choices may impact their health? Teaching students what is in their food will give them the basis from which they may learn to make nutritious choices-whether a food is a "go" food or a "whoa" food.

This article is about one method of helping to build independence and helping students understand what ingredients are in their food. It explains how we might have students experience making a food from scratch and then, after they know what is in it, teach them another way to make that allows them to be more independent.

As my first grade student ate her snack, I regularly asked her what the snack was made out of. She could identify salty and sweet consistently, but not other components or ingredients. She did not know what was in her food.

My colleagues and I collaborated with a local community teaching kitchen. This particular teaching kitchen is a community resource where high school students learn real life and work skills in an alternative setting, adults with disabilities come to work and learn, and the public can buy ready-made goods or order custom-baked goods. The teacher and chef at the kitchen had prior experience teaching an adult who is blind. She was willing to meet with, collaborate with, and teach us and our students.

Identifying Priorities and Goals for Teaching Cooking

My colleagues and I put together a list of ideas about our priorities in teaching cooking and to our students. The goals we set for our activity are listed below.

Knowing what is in food-to be accomplished by making food from scratch

Making something they can replicate at home

Practicing measuring and pouring with adapted measuring cups, etc.

Learning what kitchen appliances are, how they turn on, what they are used for and getting experience with them

Setting the table

Cutting their own food

Safety around cooking and cooking equipment

Social/Emotional-recognizing that they are not the only 1st/2nd grader in the world who reads braille

Talking with the Chef, she helped us understand that we could accomplish all of our goals through building a lesson around waffles. Cooking waffles became our lesson plan, with slicing strawberries, and making whipped cream.

The first and second goals drove the choices that were made in the program and will be expanded upon below. Goals 3-7 are standard for cooking lessons. Goal 8 in particular was significant for this group.

Goal 1: Knowing What Ingredients Are In Food

We wanted our students to know what is in their food. While making a familiar food (waffle) from scratch does not take students out to the farm to grind the grain and really learn where the food comes from-which would be a worthwhile lesson, but not one we tackled through this program-it does help them learn about ingredients. It gives the experience of learning about and assembling the ingredients. The community teaching kitchen allows our students the opportunity to tactilely experience what they likely miss that a peer might passively gain as their parents assemble breakfast on weekends in the kitchen at home. These experiences ranged from opening up a bag of flour and reaching in to feel the soft, powdery texture to taste testing it. They were able to taste and touch nearly every ingredient used in the lesson. The students also used a commercial mixer to make whipped cream. Before they used the commercial mixer, they used an old fashioned hand crank mixer. With the crank mixer they were able to safely control the speed of the beaters and feel how they turned into each other. They also appreciated the efficiency of the electric mixer after taking a turn with the crank.

Goal 2: Learning to Make Something to Replicate at Home

We felt strongly that it was important to make something that the students could replicate at home. While not every student has a waffle iron at home, the majority of students have access to a toaster. We allowed the students to make waffles from scratch with many hands monitoring and supervising. After they had made every component from scratch, we also taught the students how to use a toaster and tongs to make frozen waffles. After instruction, each student left with the full homemade recipe in braille and with a box of frozen waffles, a set of tongs, and a few strawberries and an egg slicer (to cut the strawberries); so that they could demonstrate their new skills immediately for their families.

Goal 8: Social Experience with Other Students with Visual Impairments

Ten minutes into the experience, one student entered the room and sat down. After listening to another student who had arrived before her reading with her teacher, she said, "I want a large print copy like her." The other student answered, "I have braille." The first student replied, "Why?" "Because it's easier." When they got up to leave, a different student explained to the others why she uses her cane. The words that we as teachers had been using for months with the students to try to motivate them to use and even embrace braille and the cane had not done much to change their opinions. Hearing a peer explain why they use braille or a cane, started to change students' perceptions instantaneously. They knew that it was okay to pull things in close to see them or to use auditory cues to understand when the waffles were finished. Once they understood that they had their visual impairments in common, they were open to the experiences and to taking the opportunities to explore instead of standing back and letting their peers have the experiences as they sometimes do with sighted peers in class.

Unanticipated Outcomes

As TVIs, it was a challenge to incorporate the needs of all the students into one lesson. Each teacher gave their student the level of assistance that each needed. We all benefitted from the expertise of the Chef, who understood details that we did not foresee (such as a forgiving mixture that would not get too dense with over mixing or the simplicity of using an egg slicer to cut strawberries).

Ultimately, the familiarity of the frozen waffles won our informal 'taste test'. All of the students reported that they preferred the taste of the frozen waffles. We might have been disappointed considering that we put in hours of work for the students to tell us that they preferred familiar frozen waffles. But the day didn't end there. The day ended with another proclamation by the students.

The students want to be chefs when they grow up.

We were able to give these students new experiences that they valued and the students are open to learning more. They even forged new friendships in the process.

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Cooking: Concept Development and Independence for 1st and 2nd Graders

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As Teachers of Students with Visual Impairments (TVIs) we teach our students the Expanded Core Curriculum. Cooking, under Independent Living Skills, is an area where TVIs can typically create a meaningful lesson plan for students of nearly any age. This article suggests a method of creating understanding around cooking for younger elementary students who are learning braille.

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PROMOTING INDEPENDENCE THROUGH TASK ANALYSIS

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PROMOTING INDEPENDENCE THROUGH TASK ANALYSIS

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My son Liam (age 8, deafblind, braille reader) has always loved to help me in the kitchen. When he was younger I started out with small things, like putting dishes away from the dishwasher that were at his level or I would let him put his fish sticks in the pan. As he got older, I slowly added to his list of responsibilities. For example, I wanted to teach him to cook broccoli in the microwave. I began by letting him push the button on the microwave to start it (our microwave is labeled in braille). Then eventually I let him get the broccoli out of the freezer and also get the bowl to put it in. (He now initiates these many steps on his own, as well as with other similar types of tasks.) Once he was able to do all of this, I taught him how to put water in the bowl and carefully carry it from the kitchen sink to the microwave. He is now able to do every step by himself.

Using Task Analysis at Home

This process of breaking down an activity into individual steps is known as "task analysis". To do this, you look at whatever activity or "task" you would like your child to accomplish, and then you make a list of all of the smaller steps that are involved. This is a very helpful technique for teaching, and it makes the task manageable for both the child and the teacher or parent. In this way, there is minimal frustration, and the child can feel a sense of pride as he or she is able to do each part of something independently. So, in the above example with the broccoli, I didn't just ask Liam to do the whole thing at once. Instead, I broke the whole process of cooking it in the microwave into many small steps, and just asked him to do one part of the whole process. Then, as he learned each part, he was able to do multiple steps with increasing independence until, finally, he was able to do the whole thing by himself.

More Ideas for Breaking Down the Steps in an Activity

I used this same process with his cereal in the morning. He now is able to get breakfast by himself in the morning...but he did not get to this point overnight. It was a lot of purposeful little lessons, one step at a time, that allowed him to complete the task successfully and independently. Liam is so eager to do things himself that it is hard to keep up with him! I always need to think of the "next" step for supporting his independence with tasks.

Making Playdough Using Measuring Cups

This leads us to Liam making his own playdough (with help from mom). Lately, he has been helping me make things that require measuring -- most recently...pancakes! That led me to buying him measuring cups that were in braille. I wanted Liam to be able to read a recipe card, pay attention to simple instructions and create playdough using his new measuring cups. Below I created a list of steps used for creating playdough with my son. It was fun to see how the years of "baby steps" that prepared him for a task such of this. He was very proud as we worked together to make his playdough.

Materials:

Measuring cups labeled in braille. The cups can be labeled or you can mark them yourself. I bought ours online.

Recipe card in braille (this could also be in print, or pictures of tactile symbols, depending on the needs of your child/student)

Task analysis: Breaking down the process into simple steps

The great thing about a "task analysis" list is that you can look at the steps, before you begin an activity, and see if your child/student is able to do each step with little to no help. If they are not, you are able to "pull" one of the skills out from the list and work on that in isolation. You can do this for any task that you want your child to complete and create your "next step" goals from the list!

Making Homemade Playdough

Read the recipe together. Discuss what you will be making together.

Gather the materials and place them on the table. Take time to feel, explore and name each item: water, flour and salt.

Grab a large mixing bowl together and a spoon and place them on the table with the materials.

Introduce the measuring cups and read them together.

Go back to the recipe and read it again.

Discuss what needs to happen to complete the first step -- Measure 1 cup of flour.

Repeat the steps above for the salt and the water.

Stir the ingredients for the dough together as best you can.

Put the spoon down and mash the dough together with your hands (your hands will get very sticky; Liam absolutely hated this part).

If the dough is to sticky and wet, add more flour. If the dough is not holding together add a little more salt or water.

Form the dough into a ball.

Some Guiding Questions:

How much flour do we need?

Can you find the cup labeled "1 cup"?

How will you pour the flour?

The cup needs to be full and flat across the top of the cup, how will you know it's full? (Liam held the cup with one hand and poured the flour with his other hand. He kept one finger inside the measuring cup so that he could feel when it was full. I had to help him pour since the flour was heavy. He loved this part!)

What do you do if it spills?

This activity was a great way to promote independent living skills, as well as to practice braille reading, measuring, and fine motor skills, such as pouring and stirring. We both had a lot of fun in the process!

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Using Task Analysis to Promote Independence

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My son Liam (age 8, deafblind, braille reader) has always loved to help me in the kitchen. When he was younger I started out with small things, like putting dishes away from the dishwasher that were at his level or I would let him put his fish sticks in the pan.

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Miha is a 6-year-old boy born with LCA (Leber congenital amaurosis) and is legally blind with only light perception. He was included in an early intervention program from a very early age, which was a good thing, but also a challenge. The TVI (teacher of the visually impaired) told us about the timeframe during which a child is supposed to master certain tasks, and we sort of expected him to follow the exact age and timeline she stated. But children are not robots and one cannot just switch them on and off as it suits our agenda. So, we had a certain period of adjustment and usually over-reacted when Miha did not want to cooperate for whatever reason. There was a lot of crying and. on the whole, he was doing just about everything else but the TVI tasks. I was all stressed out thinking how we were losing valuable time that could never be recovered. Sound familiar?

Anything Can Be a Source of Learning

Finally, I realized that we needed to bring early intervention into our daily life by including the tasks into everyday activities and situations. This prompted incidental learning, that is it gave Miha the opportunity to explore and learn concepts through routine activities in the natural environment. I realized that just about anything can be a source of learning. As it turned out, even a washing machine and doing the laundry.

As with most European households, we keep the washing machine in the kitchen under the counter. When Miha started to explore the home environment, the washing machine fascinated him. One of his first words for it was "WAWAVU". We assumed he was mimicking the sound of a washing machine water pump.

Concept Development: Explore the Washing Machine

He began opening and closing the washing machine doors a lot. That was an opportunity to explain to him the concept of OPEN-CLOSE-DOORS that he associated also with room doors that are bigger (concept BIG/SMALL), made from different materials (WOOD vs. PLASTIC).

Then he started to explore the inside of the washing machine. (*Please keep the machine unplugged from electrical current when a small child is near and be always present while the child is exploring any utility device.) First he realized that the drum is a HOLE and he began to throw small toys inside. This helped to reinforce the concept of IN-OUT. Then he discovered that the drum turns and that the toys inside are turn at the same time. This gave us a chance to talk about the positional concepts of UP and fall DOWN. These were also his first lessons in understanding the effects of gravity. (SCIENCE!)

Using a Model to Represent the Whole

We bought him a small scale washing machine toy to give him a sense of how a washing machine looks like as a whole. Again this presented an opportunity to learn about shapes - ROUND door, SQUARE box, to understand the difference between a MODEL (toy) and a REAL OBJECT (washing machine).

As he grew bigger, we started to play the laundry game. He helped me to fill the real machine with dirty laundry, but he also played with the toy model at the same time. This was an opportunity to develop SYMBOLIC PLAY. It was a time to learn the concept of DIRTY/SMELLY - CLEAN/FRESH SCENT. He also started exploring the buttons, what they do, learning that EVERY BUTTON HAS A FUNCTION. In time he learned to operate the washing machine - learned about TEMPERATURE: colder water for sensitive clothes, warm water for bedding. This was also an opportunity to work on tactile discrimination: SOFT, THICK FABRIC, SENSITIVE SILK vs. STRONG WOOL and shapes: STOCKS, T-SHIRTS, PANTS. This gives him a chance to work on matching and sorting skills, as well as talking about size order (big, bigger, biggest) and to practice counting (how many socks?) You can also start a conversation about light, thin clothes that we wear in the summer in contrast to warm, thick heavy clothes we wear in the winter time and learn about SEASONS.

Developing a Sense of Independence

Miha is now in charge of operating the washing machine. He helps me with loading the laundry and then he chooses the appropriate controls by pressing and turning the buttons. This gives him a feeling of INDEPENDENCE and involvement in our everyday lives.

When he started to learn braille, we also labeled the washing machine with braille labels. He quickly realized that the name of our washing machine is different from the one his grandmothers had. He learned that even though items were similar, they can have different names with different buttons and doors, but still serve the same purpose.

Creating an Experience Book to Reinforce Concepts

To help Miha learn to read braille, we created a short book titled "Miha and the Washing Machine", giving him the leading role in the short story. This way he can read about things that he knows and that are meaningful to him. It is full of tactile illustrations using materials like WikkiStix and different fabrics representing clothing. This again helps him to understand the REPRESENTATION of real objects.

Text of "Miha and the Washing Machine"

Mihca so od nekdaj zanimali pralni stroji.

Ko je bil še zelo majhen, je pralnemu stroju rekel vavavu.

Vedno je rad raziskoval boben pralnega stroja.

Vrtel ga je in vanj metal stvari: lučke, kocke, gatke ali žoge.

Ko je malo zrastel, se je naučil, da pralni stroj pere perilo in da ima gumbe.

Raziskal je vsak gumb posebej.

Veliki okrogli gumb je za programe.

Vrtiš v desno in določiš, ali boš pral na 40 ali 30 stopinj.

Centrifuga mu ni preveč všeč, ker je zelo glasna.

"Jaz bom prižgal pralni stroj!" zavpije Mihec in pritisne gumb za vklop.

Miha and The Washing Machine

Miha has always been interested in washing machines.

When he was very young, he called the washing machine a wawavoo.

He always liked to explore the drum of the washing machine.

He twirled it and threw things into it: lights, dice, clothes and balls.

As he grew a little older, he learned that washing machine washes laundry and has buttons.

He explored each button individually.

The big round button is for settings.

You spin to the right and decide whether to wash at 40 or 30 degrees.

He doesn't like the centrifuge too much because it's very loud.

"I'm going to turn on the washing machine!" cried Miha, pushing the power button.

Teaching your child through participation in daily activities makes it easier for your child to learn and at the same time gives him a feeling of involvement. Learning becomes spontaneous and less demanding; the child is connecting with us and learning at the same time.

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The Story of a Washing Machine: Learning by Participating in Daily Activities

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Miha is a 6-year-old boy born with LCA (Leber congenital amaurosis) and is legally blind with only light perception. He was included in an early intervention program from a very early age, which was a good thing, but also a challenge.

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Consult with your O&M

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UNMATCHED VARIETY

Choose the cane and tip that work best for you. We have more options than anyone else in the business. Choose Your Cane

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Hear what our customers, employees and partners have to say about what we do. Read Their Stories

WHAT'S NEW AMBUTECH?

We are coming out with products and new ideas all of the time. Keep up to date with our Facebook page and our website so that you never miss out on new and improved Ambutech products! Contact Us

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Choose the cane and tip that work best for you. We have more options than anyone else in the business. Choose Your Cane Hear what our customers, employees and partners have to say about what we do. Read Their Stories We are coming out with products and new ideas all of the time.

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Consult with your O&M

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The National Federation of the Blind has distributed more than 64,000 free white canes since 2008.

The white cane gives blind people the ability to achieve a full and independent life, allowing us to travel freely and safely. We started our free white cane program because we believe that no blind person should be without a white cane, regardless of his or her ability to pay for it.

Your gift of a white cane could not have come at a better time for me! My wonderful wife of forty-three years, who has Alzheimer's, has moved to an assisted living facility. The only place I could find to get a cane was a fourteen hour round trip for me and I can't drive anymore. What you have done for me I will remember for the rest of my life.

Request a Free White Cane

To request a white cane, you can fill out our online application or mail a completed application to our office.

Any blind individual in the fifty states, the District of Columbia, and Puerto Rico can request a cane for their personal use. Requests can be made as often as every six months.

How to Choose Your Cane Size

The canes distributed through our free white cane program are straight fiberglass canes (i.e., not folding or telescoping). All canes are white with a loop on top of the handle and come with a cane tip.

For adult first-time cane users, we recommend measuring from your shoulders to the floor. The cane needs to reach about two steps in front of where you are stepping. The speed of your pace and length of your stride will make a difference. More experienced cane travelers may wish to have a longer cane, measuring at least chin height.

For children, teens, and young adults who are first-time cane users, we recommend measuring from your chin to the floor. More experienced cane travelers may wish to have a longer cane, measuring at least nose height.

Cane Travel Training

Because we are committed to ensuring that every blind person can acquire the training he or she needs to use the white cane, we are proudly affiliated with top-notch model training centers. The innovative training programs we have pioneered at these centers are increasingly being replicated by other rehabilitation agencies and providers.

For more information on cane travel and techniques, we invite you to read, " Care and Feeding of the Long White Cane: Instructions in Cane Travel for Blind People."

More Information

For more information, please contact us at freecane@nfb.org or 410-659-9314.

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The National Federation of the Blind has distributed more than 64,000 free white canes since 2008. The white cane gives blind people the ability to achieve a full and independent life, allowing us to travel freely and safely.

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How to navigate your iPhone with VoiceOver — Apple Support

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Independent living skills are foundational to students' development into successful, capable adults. These skills are often referred to as "daily living skills" and include areas such as eating, dressing and hygiene. Because students who are blind or visually impaired miss out on incidental learning that comes naturally to their sighted peers, they must acquire these skills through direct, sequential instruction. Parents and caregivers can teach these skills at home and discover which adaptations and techniques may be best suited to their child's needs.
Watch Video "
In this hour-long webinar with Alexandra LaVoie you will learn:

An overview of skills you can teach your child, no matter his or her age

How to identify and prioritize the independent living skills your child needs now

Strategies to teach these skills

How to create an ideal learning environment for your child at home and in your community

An understanding of commonly used adaptive equipment to help your child perform daily living skills

Webinar presenter

Alexandra LaVoie, Occupational Therapist

As an Occupational Therapist at Perkins School for the Blind, Alex works with students who have visual impairments and multiple disabilities to develop critical life skills needed to increase their independence and lead successful, meaningful lives. She also ensures independent living skills are incorporated into each student's educational plan, and provides ongoing consultation and training in each skill area as Perkins' Independent Living Skills Coordinator. Alex is co-facilitator of Building a Better Day, that teaches parents to create enriching activities for their child post high-school.

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Independent living skills are foundational to students' development into successful, capable adults. These skills are often referred to as "daily living skills" and include areas such as eating, dressing and hygiene. Because students who are blind or visually impaired miss out on incidental learning that comes naturally to their sighted peers, they must acquire these skills through direct, sequential instruction.

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By Courtney Tabor-Abbott

What is Self-Determination?

Life is a series of choices. From infancy up through our entire adulthood, we are making decisions nearly every moment of the day. Should I play with trains or play dough? Should I do my homework or play video games? Should I order that salad or those french fries? Where should I go to college? What kind of retirement plan do I need? Some of these choices are simple; others are far more complex. Some of them don't matter much; others will shape the entire courses of our lives.

When we make these choices, we are practicing self determination. We make choices based on what we know about ourselves, what we like and what we think we need (i.e I really love French fries, but I probably need some vegetables in my diet today). We are using the ability to make decisions, assess options, set goals, and plan on how to achieve those goals. We make the choice about whether to eat the french fries or the salad. We decide whether to study for a test or binge watch Netflix instead. We choose which jobs to apply for, which schools to go to, whether or not to have children.

For people who are blind or visually impaired, self determination can often be particularly challenging. Many students with vision impairments are used to decisions being made for them by well-intentioned family members, teachers, and peers. Because so much information is typically absorbed through visual perception, students with vision impairments are often unaware of the various options available to them, whether these are the menu choices in the cafeteria or the career paths that exist in their communities. Sometimes, students with complex needs have difficulty communicating choices they would like to make, and need communication devices to assist them in making these decisions. When the awareness of choices, the control over decision making processes, and/or the ability to communicate are impacted, students can struggle to exhibit self determination, and this can negatively impact their confidence and self-esteem.

Teachers of students with vision impairments who have particular knowledge and understanding about the psychosocial implications of a vision impairment can provide instruction in the area of self determination so that students develop confidence and the ability to make choices, set goals, and advocate for themselves.

What does instruction in Self-Determination include?

Instruction in the area of self-determination can include the following:

Self-awareness: Who am I? What do I like to do? What am I good at and what things are hard for me? What is important to me?

Opinions, perspective, and critical thinking: What are my viewpoints on some issues that are important to me? Why do I feel that way? If my friend feels one way about something and I feel differently, is that okay?

Personal responsibility: taking charge of accomplishing tasks such as self-care, personal organization, etc. (i.e a student packing his own backpack for school).

Awareness of options: having an understanding of what choices exist in which situations (i.e clothing choices, recreation/leisure options, career awareness).

Understanding of disability: What does my disability mean for me? How is my vision, hearing, etc. affected by my disability? How would I describe my disability to someone else?

How does Self-Determination empower students?

Progress in the above areas of self-determination will empower students to:

Set goals: What do I want to accomplish? Is this a realistic goal for me? How can I accomplish this goal?

Use skills of self-advocacy: What are my needs? What are the tools that help me in school/work/play? How can I identify a situation where I should advocate for myself? How can I ask for help if needed, or decline help if I don't need it?

Self-Determination and Transition

As students prepare to leave school and transition to adult life, special education teams develop transition plans to assist a student in moving to the next step. One of the important components of transition planning is that the student has a leading voice in the development of a transition goal and plan. Developing skills in the area of self-determination will allow a student to participate confidently in this process, and to make important choices about next steps after high school. For students whose disabilities limit their capacity to make these decisions independently, this does not minimize the importance of self-determination. Those who are unable to verbalize decisions about their ultimate transition goals can nonetheless make important choices that will enhance their well-being (i.e. What activities do I want to spend my time doing? What are things that make me happy that should be included in my day? Who are the important people in my life that I want to spend time with?)

Once students have moved beyond high school and into adult life, self-determination plays a key role in their independence, confidence, and well-being. Students who understand their own strengths and interests can use this knowledge when considering job opportunities. Students who understand their own disability and its related needs will be able to communicate these needs and self-advocate in their post-secondary education courses, in the workplace, and with the family members, friends, and staff that provide support in their daily lives. Self-determination requires confidence, but it also builds confidence. Students who are able to make their own choices, no matter how big or small these decisions, are empowered to take ownership of their lives and the activities they participate in. Students who understand themselves, their needs and desires, and how to communicate these to others are able to be active participants in their lives, rather than being acted upon by others. When students learn skills of self-determination, they become adults with self-respect and the keys to foster happiness in their own lives.

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By Courtney Tabor-Abbott Life is a series of choices. From infancy up through our entire adulthood, we are making decisions nearly every moment of the day. Should I play with trains or play dough? Should I do my homework or play video games? Should I order that salad or those french fries?

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Skip to content Skip to section navigation

Ready for some fun? Game nights are a fantastic way for students to build social skills, without feeling like it is work.

Procedure

This activity can be done at home or at school. To incorporate this into a student's home life, parents or caregivers can pick a night to designate as family game night. Alternatively, instructors can organize a class period or after-school activity as a time for multiple students to meet to play games together as a group.

Allow for the opportunity to play several types of games, including:

Games that rely on luck vs. games that require some element of strategy

Games where individuals compete vs. games where teams compete

Games the student does well at vs. games that are somewhat challenging

Playing games is a great opportunity to practice many social skills, including but not limited to:

Cooperation

Winning/losing

Decision-making

Conversation skills

Understanding humor

Understanding how to relax

Rule following

Turn taking

Variations

This activity also encourages students to work on recreation/leisure skills and compensatory skills.

Some games that are not readily accessible can be made so through strategies like tactile labeling.

Games can be developed or adapted based on a student's needs. Students can practice sensory efficiency, for example, by taking turns with another student in identifying smells, sounds, or objects by touch.

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Building Social Skills Through Game Night

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Skip to content Skip to section navigation Ready for some fun? Game nights are a fantastic way for students to build social skills, without feeling like it is work. This activity can be done at home or at school. To incorporate this into a student's home life, parents or caregivers can pick a night to designate as family game night.

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It's not just our voice assistant that gets smarter, it's the entire WeWALK experience. Through free and continuous software updates, the next big WeWALK features is just a download away.

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WeWALK | Smart Cane for Visually Impaired and Blind People - WeWALK Smart Cane

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Enhancing the mobility of visually impaired people through revolutionary smart cane and smartphone app Buy Now Download The App Revolutionary Smart Cane and Smartphone App The Perfect Pairing for Ultimate...

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3 BLINDNESS AWARE MOBILE NAVIGATION APPS

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3 BLINDNESS AWARE MOBILE NAVIGATION APPS

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Most GPS navigation platforms do not include a full set of features and functions for travelling with a cane or guide dog. In this section we will introduce you to three mobile GPS navigation apps, one for Google Android and the other two for Apple iOS, which have been designed from the ground up to accommodate the special needs of the vision impaired. All three of these apps have been extensively reviewed in AFB's AccessWorld, and we will provide links to each of these articles as we briefly introduce them here. We will also take an in depth look at the enhanced functionality offered by these "blindness aware" mobile apps, and demonstrate how purchasing and installing one or more of them can enhance your mobility and make independent travel easier, safer, and much more enjoyable.

Nearby Explorer for Android

Nearby Explorer from the American Printing House for the Blind, available for a onetime charge of $99 from the Google Play Store, was reviewed in the October 2014 issue of AccessWorld. Unlike the other mobile apps we will describe in this section, Nearby Explorer installs a complete set of NAVTEQ maps on your device. This allows most of the app's features to work without a data connection. Currently, there is no trial version.

The Seeing Eye GPS App

The Seeing Eye GPS App from Sendero Group, reviewed in the November, 2013 issue of AccessWorld, is available in two versions. You can purchase the Seeing Eye GPS XT App for a one-time charge of $299. You can also download the standard app for free and then choose one of three subscription plans: one month for $9.99, one year for $69.99, or three years for $129.99.

The Seeing Eye GPS app Version 2.0 uses Google Maps only for navigation. It uses either TomTom or Foursquare for points of interest. (See below for a description of Open Streets Maps and Foursquare.) Seeing Eye also doesn't give haptic feedback on the maps view like Nearby Explorer does. Other than that it looks

The Seeing Eye GPS app map and POI information are stored on company servers, so you will need a data connection to access most features.

BlindSquare

BlindSquare from MIPsoft was reviewed in the July 2014 issue of AccessWorld. It is available for $29.99 from the iTunes App Store.

One of the reasons this app is much less expensive than the other two mentioned above is because it does not provide turn-by-turn directions. Instead the app passes this function off to your choice of installed navigation apps including Apple Maps and Google Maps. Additionally, for location and other POI information, the developer has eschewed expensive commercial mapping solutions in favor of relying exclusively on free location databases, primarily Open Street Maps and Foursquare.

Open Street Maps is a crowd-sourced project that was founded in 2004 with the goal of providing accurate mapping data that would be available without charge to individuals, app developers, and technology solutions around the world. Foursquare is a social connector, a way to keep track of where your friends are and what they are doing right now. You can post your current location by checking in using a smartphone app so your friends can also find you. Frequent check-ins garner points and badges. Increasingly, businesses are offering discounts to people who check in frequently, and if you are the person who checks in most at a restaurant, bookstore, or other location, you may even be designated that place's mayor. With millions of Foursquare users regularly adding and checking into locations, it has become one of the largest and most frequently updated POI databases available.

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Three Blindness-Aware Mobile Navigation Apps

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Most GPS navigation platforms do not include a full set of features and functions for travelling with a cane or guide dog. In this section we will introduce you to three mobile GPS navigation apps, one for Google Android and the other two for Apple iOS, which have been designed from the ground up to accommodate the special needs of the vision impaired.

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In a recent post, I reviewed apps that could be helpful for persons with a visual impairment in outdoor environments. Apps for navigating indoors are designed differently than apps for outdoor navigation. The main difference includes not using a GPS system because it is not reliable indoors and therefore not of much use for effective navigation inside buildings.

Here are ten apps or devices that have been developed to help visually impaired or blind persons find their way indoors.

( READ MORE: Look at this white paper on digital assistive wayfinding and navigation (DAWN) technologies.)

This app allows a sighted person to "be the eyes" for a blind person in need of help moving through an unfamiliar environment. The app will work indoors or outdoors using a live video connection. Blind users can request help from a sighted person, and the sighted users will then be called for help. As soon as the first sighted volunteer accepts the request for help, a live audio-video connection is set up between the two, and the sighted user can tell the blind person what they see when the user points their phone at something using the rear-facing camera. This app has been reviewed by the American Federation for the Blind .

Blavigator is a prototype vision system for persons with very low vision. An ordinary webcam connected to a portable computer or smartphone is worn at chest height. The computer analyzes the video frames to identify valid walking paths and obstacles just beyond the reach of a person's white cane.

This wearable GPS receiver provides auditory location information and mapping tools to augment independent travel for people who are blind or visually impaired. To prepare for a journey, a user can choose a location almost anywhere in the world and virtually navigate to that place as though they were doing it in person. The device has a "look around" capability that automatically announces nearby streets, intersections, and businesses in dozens of categories.

This small and discreet wearable device is for people who are blind or partially sighted. Buzzclip uses ultrasound to detect obstacles that may lie directly in one's path. It then notifies the user of these obstacles through intuitive vibrations, allowing the user to safely navigate around any objects that they may encounter, including essential head level obstacle.

Float's newest app, called Cydalion, works in indoor environments. It scans the surrounding area and gives augmented reality audio feedback to a person with a visual impairment who is wearing it. For a detailed discussion of the technology behind Cydalion, see the article by Pamela Hogle in Learning Solutions Magazine.

This app is the successor to an earlier navigation aid called that was developed a few years ago. The EyeMusic app captures shapes and colors and translates them into "soundscapes" - auditory representations of pictures. Colors are represented using different musical instruments, higher pixels of the image are converted into higher notes on a given musical instrument (i.e., higher pitches on the piano, trumpet or the violin) while lower pixels of the image are translated into smaller notes on the same musical instruments.

With some of the same capabilities as Cydalion, this device from a Swiss company is currently being tested in Europe. The expected price is $2000, but that includes the pocket computer that runs the device, and the price will come down as this market becomes more competitive. If you are interested in this device, you need to get your name on their waiting list.

This indoor navigation app enables users to find their way around large meeting spaces and always to take the shortest route between two places. The user is guided by a combination of positioning algorithms, Bluetooth low-energy beacons, and a free mobile app on an iOS phone or tablet.

The PERCEPT system uses electronic tags mounted at specific landmarks determined by Orientation and Mobility instructors. PERCEPT includes real-time interactivity, a gesture-based user interface, and detailed navigation instructions.

This app uses augmented reality headphones to convert images and colors taken by a live camera into binaural sound. With training and practice, a user who is blind can learn to navigate an indoor environment by listening to the AR feedback.

At Float, we have incorporated the best of the features of each of the above solutions into our new Cydalion app .For a demo of Cydalion, or to discuss our custom development capabilities for other apps, please .

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Gary Woodill is a senior analyst with Float, as well as CEO of i5 Research. Gary conducts research and market analyses, as well as assessments and forecasting for emerging technologies. Gary is the co-editor of " Mastering Mobile Learning," author of " The Mobile Learning Edge," and the co-author of "Training and Collaboration with Virtual Worlds." He also presents at conferences and is the author of numerous articles and research reports on emerging learning technologies. Gary holds a doctor of education degree from the University of Toronto.

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In a recent post, I reviewed apps that could be helpful for persons with a visual impairment in outdoor environments. Apps for navigating indoors are designed differently than apps for outdoor navigation. The main difference includes not using a GPS system because it is not reliable indoors and therefore not of much use for effective navigation inside buildings.

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TOP 9 OUTDOOR NAVIGATION APPS FOR VISUALLY IMPAIRED

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TOP 9 OUTDOOR NAVIGATION APPS FOR VISUALLY IMPAIRED

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As part of our development work on assistive devices to help persons with a visual impairment, Float has researched outdoor navigation aids for people who are visually impaired and blind.

Outdoor apps are usually designed differently than apps for navigation indoors in that they typically include a GPS for some or all of their data gathering. (GPS systems are not used indoors because they are unreliable inside buildings and of little use for effective navigation.)

We know it is essential to find the navigation aid that works best for each. While one aid can be suitable for a person with a high level of vision loss, it can be unsuitable for someone with a different degree of vision loss.

With this in mind, here are nine apps or devices that have been developed to help people with low to no vision find their way in the outside world, along with a description of each app from their applicable app store or vendor.

( READ MORE: Look at this white paper on digital assistive wayfinding and navigation (DAWN) technologies.)

Ariadane is used to navigate by tapping on the streets. The app then presents voice directions for quick exploration of the area. The app vibrates the user's iPad after a road has been crossed and can announce bus or train stops. It works in several languages for navigation using Google Maps.

This app allows a sighted person to "be the eyes" for a person who's blind in need of help moving through an unfamiliar environment, both indoors and outdoors. Be My Eyes uses a live video connection, allowing blind users to call to request assistance from a sighted person. As soon as the first sighted volunteer accepts the request for help, a live audio-video connection is set up between the two. Then, the sighted user can tell the blind person what they see when the blind user points his or her phone at something using the rear-facing camera. The American Federation has reviewed this app for the Blind .

BlindSquare uses GPS and the internal compass in a smartphone to locate the user, then gathers information about the surrounding environment from the Foursquare website. BlindSquare uses algorithms to decide what information is the most relevant and then speaks it to the user with a synthesized voice. (iOS only)

This small wearable device uses ultrasound to detect obstacles that may lie directly in one's path. It then notifies the user of these obstacles through vibrations, allowing the user to navigate around any objects that they may encounter, including head-level obstacle detection for outdoors navigation. A video on Buzzclip shows it in action.

This app tells the user where they are and how to get to their destination. Navigational guidance automatically speaks before and after every intersection. Users can ask GetThere for their current location, the distance to the nearest intersection, and a description of unusually shaped intersections, all by shaking their mobile device. It also detects when the person has gone off the planned route and what they need to do to get back on track. A notification alarm can be set to indicate when a person is close to their destination, a useful feature for travel by bus or train.

Nearby Explorer uses onboard maps and GPS, so no live data connection is required for navigation. It includes complete maps for the United States and Canada. The app works by letting a user select from among 18 different location-related announcements that include typical items like street name and address, as well as specialized options like approaching streets and nearby places with the distance and direction to them. T he American Federation for the Blind reviewed this app.

LookAround for the iPhone, with VoiceOver, announces the current street, city, cross street, heading, and nearby points of interest.

Talking Goggles continuously checks a video stream for familiar images, and will speak out the name of the picture when it recognizes it. The app recognizes most images within seconds, including logos, landmarks, books, products, artwork, text, and more.

This simple Android app is a navigation aid with a built-in compass that points towards a specific street address. It periodically updates the status bar with the user's current location about the nearest street address. Users can input a destination and directly launch Maps Navigation in Walking Direction s mode.

This list is only the tip of the iceberg on new outdoor navigational apps that assist persons with a visual impairment. There are dozens more in this list of over 130 assistive technologies for persons who are blind or have a visual impairment .

We hope you find an app for outdoor navigation that works for you.

What's your favorite app on this list?

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Gary Woodill is a senior analyst with Float, as well as CEO of i5 Research. Gary conducts research and market analyses, as well as assessments and forecasting for emerging technologies. Gary is the co-editor of " Mastering Mobile Learning," author of " The Mobile Learning Edge," and the co-author of "Training and Collaboration with Virtual Worlds." He also presents at conferences and is the author of numerous articles and research reports on emerging learning technologies. Gary holds a doctor of education degree from the University of Toronto.

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9 Outdoor Navigation Apps For People With Visual Impairments | Float

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As part of our development work on assistive devices to help persons with a visual impairment, Float has researched outdoor navigation aids for people who are visually impaired and blind. Outdoor apps are usually designed differently than apps for navigation indoors in that they typically include a GPS for some or all of their data gathering.

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Braille Works looks to the tech world this week. We're highlighting some of the most useful mobile apps which play a role in the visually impaired community. It's rare to find someone that isn't glued to their smartphone these days. But, with that dependence on technology, many have found independence for themselves.

Need to know how far you've walked in a day? There's an app for that. Need to know how many calories you've eaten? There's an app for that. Need to know where you're spending your money? Yep, you've guessed it- there's an app for that too. But what if you need exact directions because you can't visually see the landmarks or map of the city you're visiting? Or you can't tell if you're holding a can of beets or cranberry sauce until you open it? Well, for those with blindness, thankfully there's an app for that too.

5 of the Best Mobile Apps for Users who are Blind or Visually Impaired

Apps have made life easier for many people living with blindness or a visual impairment. Being able to read things that are only in visual print, was a task that might have required a non-sighted person to seek the help of another. But apps in combination with the ever growing presence of technology grant people new ways of reading things and doing really anything. We learn to read with our ears and write with our voices.

Voice-over features on smartphones are a game changer. They grant the same access to the digital world to nonsighted users like everyone else. In turn, it seems that more people realize that blind people matter too. Microsoft pushed for more accessible versions of Windows. Netflix adopted audio description technology for its programs. And, everywhere we look, we're redefining the definition of "to look". People are people no matter how they "see". And, apps are helping people level the playing field and be more independent. We're going to focus on 5 mobile apps for the blind that have really made a difference.

1. LookTel: The Money Identifier Mobile App

LookTel Money Reader instantly recognizes currency and speaks the denomination, enabling people experiencing visual impairments or blindness to quickly and easily identify and count bills. [Learn More]

2. KNFB Reader App: Reads Virtually Any Text Aloud

The KNFB Reader converts printed text into high-quality speech to provide accurate, fast, and efficient access to both single and multiple page documents with the tap of a button on the iPhone. [Learn More]

3. TapTapSee: Identify Objects Through Photos

TapTapSee is designed to help the blind and visually impaired identify objects they encounter in their daily lives. Simply double tap the screen and take a photo of anything, at any angle. You'll hear the app speak the identification back to you (Note: Requires VoiceOver to be turned on). [Learn More]

4. Color ID Free: Discovers the Names of the Colors Around You

Color ID Free uses the camera on your iPhone to speak the names of colors in real-time. [Learn More]

5. Be My Eyes: The One Everyone's Been Talking About- People Helping People in Real-Time

Be My Eyes - Be the eyes for a blind person in need of help remotely through a live video connection if you are sighted or be assisted by the network of sighted users if you are blind. [Learn More]

We know there's way more than just 5 useful apps out there and we'd love to hear what apps you have found helpful in your life! Has there been a game-changing app that you've come across? How has your life changed because of technology?

Tell us about it on Facebook and Twitter or email us today to talk about how we can help bridge that gap between businesses and their blind customers. Let's connect on LinkedIn - a piece of tech that in and of itself is changing the way professionals connect every day.

This post was written by

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5 of the Best Mobile Apps for the Blind or Visually Impaired

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Braille Works looks to the tech world this week. We're highlighting some of the most useful mobile apps which play a role in the visually impaired community. It's rare to find someone that isn't glued to their smartphone these days. But, with that dependence on technology, many have found independence for themselves.

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Added to the Lifestyle category on 26 October, 2015

App Store Description:

ACB Link connects members and friends of the American Council of the Blind. With ACB Link, you can:

1) Access valuable resources offered by the American Council of the Blind
2) Get push notifications designed to keep you in the know about late-breaking news items of value to ACB members and friends
3) Easily and conveniently...

Added to the Entertainment category on 21 June, 2017

App Store Description:

Actiview is your all-in-one app for accessibility content at the movies!

When you go to an Actiview enabled movie theater, connect to the Wi-Fi and choose from the available services, including:

-Audio Description
-Amplified Audio
-Closed Captioning
-Multi-language Captioning
-Sign Language Interpretation...

Added to the Lifestyle category on 1 June, 2017

App Store Description:

Aira is a visual information service that has been specially designed for people who are blind or low vision. Through augmented reality and artificial intelligence, Aira instantly connects you to a highly-trained, sighted agent that's dedicated to enhancing your everyday experience.

-- Key Features --
- Can be used on just your...

Added to the Lifestyle category on 15 January, 2015

App Store Description:

Be the eyes for a blind person in need of help remotely through a live video connection if you are sighted or be assisted by the network of sighted users
if you are blind.

Be My Eyes is all about contributing to and benefiting from small acts of kindness, so hop on board and get involved!

Blind users can request help from a...

Added to the Utilities category on 1 July, 2016

App Store Description:

BeSpecular is the best way to do a good deed so that even when you have a busy schedule, you can help someone who's blind. As a blind/visually impaired
person, you can ask text/voice questions and receive quick replies that are friendly and helpful.

Do you want to help/volunteer in your community, but you don't have the time?...

Added to the Navigation category on 18 March, 2018

App Store Description:

Description

1. Overview
When a visually impaired person is lost sight of yellow Braille block (formal name "Visually Impaired Guidance Block") at a station or a public facility, its existence and the approximate direction is estimated by the App, and also Warning block (dotted sureface block) is detected. Furthermore, the App...

Added to the Productivity category on 18 October, 2017

App Store Description:

Braille Talk is an application that reads out Braille electronic book using synthesized voice incorporated into iOS devices, such as iPhone or iPad.
If you are qualified, you can get a Braille electronic book from Sapie (Japan), or Bookshare (USA) by registering on-line library.

It deals with various kinds of voices.
Since it...

Added to the Education category on 30 August, 2014

App Store Description:

Learn and practice contracted braille (Unified English Braille) with Braille Tutor!

Braille Tutor provides an interactive learning experience for a sighted or blind braille learner. It works on iPad using onscreen keys or home keys on
a Bluetooth keyboard. It is self-voiced, but also works with iOS accessibility.

The app...

Added to the Utilities category on 21 December, 2018

App Store Description:

Cash Reader identifies banknote denomination for the largest number of currencies.
Point your camera to the money in hand and hear, see or feel its value.

All banknotes supported by Cash Reader are listed below alphabetically by region.

European Union:
Euro, British pound, Bulgarian lev, Croatian Kuna, Czech Crown,...

Added to the Health and Fitness category on 7 March, 2017

App Store Description:

This application plays a role as eyes so that visually impaired persons can choose the color and pattern on clothes by themselves.

When you take a picture of clothes with this application, it speaks the color and pattern on clothes. The color included in clothes is expressed by up
to 4 colors. The pattern is expressed by a...

Added to the Productivity category on 24 April, 2018

App Store Description:

FlickType is the practical QWERTY keyboard for Apple Watch, as well as a fully accessible iPhone keyboard for visually impaired users.

TYPE EFFORTLESSLY, ANYWHERE.
FlickType's universal design makes typing easy, fast, and comfortable - even on your Apple Watch!

SURPRISINGLY SMART.
When typing, don't slow down and try...

Added to the Utilities category on 13 February, 2013

App Store Description:

iMove supports independent mobility of visually impaired people.By using iMove, you can:

Know the address where you are;

Know points of interest are around you (e.g. schools, stations, pubs, etc.);

Record speech notes associated to your location. A speech note will be played every time you will be close to the place...

Added to the Productivity category on 18 September, 2014

App Store Description:

KNFB Reader gives you instant access to print anytime and anywhere.
KNFB Reader 3.0 is a rapid and efficient text recognition app. Its text-to-speech, text-to-Braille, and text highlighting tools make it valuable for blind, low-vision, dyslexic, and others with reading differences.
Use it to import or take a photo of anything...

Added to the Navigation category on 27 July, 2017

App Store Description:

Loadstone GPS is an app which enables blind pedestrians to "go blindly where
everyone sighted has gone before."
What sets Loadstone apart from other GPS apps for the blind?
* designed by the blind for the blind
* no data plan required
* available in multiple languages
* create, store, and share your own...

Added to the Education category on 6 January, 2016

App Store Description:

MATH FOR ALL CHILDREN... INCLUDED THE BLIND!
MathMelodies includes a video-game, a tale and a math workbook for children within a single application! It is an easy and interactive way to learn math, and the first application designed to be accessible and entertaining both for blind and sight impaired children.
MathMelodies introduces...

Added to the Navigation category on 9 May, 2015

App Store Description:

GPS orientation aid which provides distance and directional information to a selected point of interest.
Such a point can be an address from your address book or a point of a self-defined route.
The non-free version of MyWay also allows file exchange via the iTunes filesharing option.
There, you can also import files...

Added to the Education category on 14 April, 2017

App Store Description:

Talking Typer finally makes its way to iOS. Help students make typing progress with this fun-to-use self-voicing app!

Talking Typer
An accessible typing and computer keyboard tutorial app with a keyboard game to help increase speed and accuracy in a fun environment!
Learn to type or improve your skills with drills, practice...

Added to the Health and Fitness category on 3 December, 2014

App Store Description:

ViaOptaDaily is a multi tool application that can help blind or visually impaired people in their everyday life. It uses voice guide and every section
has an audible tutorial. Users can use it in various contrast modes, or in blind mode alike. It incorporates 6 main functions:
- Weather (current and 3 day's forecast)
-...

Added to the Education category on 21 March, 2016

App Store Description:

Visual Brailler is the simple braille editor. It's a braille writer for your iPad, and it has a place in every braille transcriber's toolbox. Use it for NLS certification exercises or to practice UEB. Show off your mastery of braille!

Features:
* 6-dot braille on-screen keyboard
* Support for any and all 6-dot braille codes...

Added to the Productivity category on 31 March, 2019

App Store Description:

Scan paper documents with the camera and recognize text. Listen using built-in text-to-speech. Save and export. Unlimited use: no subscriptions or additional
charges.

State-of-the-art A.I. for OCR and text recognition: Fast and accurate, even in poor lighting conditions. Works entirely on device: No need for internet
and your...

Added to the Productivity category on 16 January, 2013

App Store Description:

The new way to access printed information for print and visually impaired!

VOICEYE is the smartphone application enabling those with print impairments to access printed information using a VOICEYE code on the printed material.Information regarding the VOICEYE code on the printed material:

VOICEYE can hold as much as two A4...

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iOS & iPadOS Apps Developed Specifically for Blind or Low Vision Users

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Added to the Lifestyle category on 26 October, 2015 App Store Description: ACB Link connects members and friends of the American Council of the Blind. With ACB Link, you can: 1) Access valuable resources offered by the American Council of the Blind 2) Get push notifications designed to keep you in the know about late-breaking news items of value to ACB members and friends 3) Easily and conveniently...

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Have you heard all the hullabaloo about the iPad and its amazing apps for special needs children?

So what about your child? Are there apps out there that might help your child communicate, develop finger dexterity, learn about cause and effect or maybe just have fun? Can we really use iPad apps to facilitate learning in children with low vision and other visual impairments? Can blind kids really play with apps?

The answer is a resounding YES!

There are hundreds of thousands of apps available for the iPad and iPhone, so finding the ones that work well for your child is no easy task. And that's where we come in! With the help of our dedicated iPad app reviewers, Eric Jerman and Mary McDonach, we'll sort through all the apps out there and bring you the ones that makes sense for your family.

Check out the categories below to find what you are looking for. You can also see all of our reviews and app-related articles on our iPad apps articles page. You might want to start by learning about iPad accessibility. If you want to suggest an app or become an app reviewer, please contact us!

App Categories

Getting Started with iPad Apps

Cause & Effect

Read to Me Stories

Music & Sounds

Communication

Games & Recreation

Education

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iPad Apps for Blind Children | WonderBaby.org

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The iPad is proving to be a goldmine of learning opportunity and accessibility for children with special needs. The only downside is that the growing list of available apps to explore can be overwhelming! We break down the categories and research for you. This is one page you'll want to bookmark!

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CVI friendly - The Very Hungry Caterpillar

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CVI friendly - Twinkle Twinkle Little Star

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POLAR BEAR POLAR BEAR WHAT DO YOU HEAR?

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CVI friendly - Polar Bear, Polar Bear, What Do You Hear?

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ADVICE FOR RAISING A VISUALLY IMPAIRED CHILD

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ADVICE FOR RAISING A VISUALLY IMPAIRED CHILD

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Advice for Parents of Visually Impaired Children

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HOW BEING BLIND AFFECTS SOCIAL INTERACTION

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HOW BEING BLIND AFFECTS SOCIAL INTERACTION

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What I Can See As A Legally Blind Person

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Developed in conjunction with specialist teachers in the field of visual impairment, the activities have been specially designed for use with children with low vision, including those with cerebral visual impairments and complex needs.

High contrast animated images and great sound effects designed to provide visual stimulation and to develop and assess visual preferences. With a choice of three styles of image and a choice of eight basic foreground and background colours, including black and white, these activities are ideal for assessment of picture recognition and colour preferences.

View Apps & Accessories

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Developed in conjunction with specialist teachers in the field of visual impairment, the activities have been specially designed for use with children with low vision, including those with cerebral visual impairments and complex needs. High contrast animated images and great sound effects designed to provide visual stimulation and to develop and assess visual preferences.

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10 Tips for using ride sharing when Blind or Low Vision

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10 Tips for using Uber or other ride sharing when Blind or Visually Impaired! #LiveAccessible

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Disabilities are wide-ranging and come in a variety of forms.

Per the National Center for Education Statistics, 19% of college undergraduates reported having a disability in 2015-2016.

People with disabilities can attend college - and thrive.

College is an exciting time of academic exploration and self-discovery. With the right support and accommodations, students with disabilities can excel in the classroom and participate in various extracurricular activities. Unfortunately, college students with disabilities frequently note that accessibility issues, like a lack of working elevators, incorrect use of Braille on signage, and broken wheelchair ramps, impact their ability to consistently attend class and engage with their campus communities.

To be more inclusive of all students, including students with disabilities, universities should adopt the social model of disability. The social model of disability emphasizes universal design, which is the process of creating buildings and infrastructure that are safe and accessible for everyone. It's also important for students with disabilities to feel empowered to champion their own needs and advocate for support.

All students with disabilities have equal access to higher education, says Oscar Gonzalez, interim accessibility resources senior director at Minnesota State University. He continued, Own your disability, and understand how it shapes your experience. Know that you aren't alone, and be willing to ask for what you need.

Knowing Your Student Rights

Students with disabilities are protected by federal law, enabling them to participate fully in U.S. society. Legislation such as Section 504 of the Rehabilitation Act of 1973 and the Americans With Disabilities Act (ADA) protect students with disabilities against discrimination by creating responsibilities for colleges, universities, and other public organizations.

Americans With Disabilities Act

Created in 1990, the ADA paved the way for a more inclusive society for people with disabilities. The ADA provides a wide range of protections for those with disabilities and created important accessibility standards in employment, public transportation, and telecommunications.

Title II and Title III of the ADA require that both public and private spaces (including college campuses) are accessible to everyone. This means that both private and public universities must make sure that students with disabilities can safely access buildings, equitably participate in the classroom, and reasonably engage in extracurricular activities.

The ADA includes language concerning the various accommodations that should be made available for college students with disabilities, including:

Communication accommodations for people with hearing, vision, or speech disabilities

Reasonable accessibility modifications to university policies, practices, and procedures

Accessibility standards for new and renovated buildings

Section 504

Section 504 of the Rehabilitation Act of 1973 protects college students with disabilities from discrimination. Under this section, any college or university that receives federal funding must provide accommodations so that students with disabilities can participate in the classroom and in educational programs. Some of the accommodations that college students with disabilities may receive include:

Extended time for test taking

Recording devices

Sign language interpreters

Section 504 also applies to K-12 students, but K-12 students receive more hands-on and personalized support. For example, K-12 schools are responsible for finding and identifying students who need accommodations and for providing the necessary support for their academic success.

Colleges and universities, on the other hand, are not required to seek out or identify students who are in need of accommodations. Under Section 504, it is the responsibility of college students to self-disclose and report their accommodation needs. This process often includes submitting official medical documentation to one's college or university. Students with disabilities who are not seeking accommodations do not need to disclose their disability status to their university.

Most colleges and universities have a designated office and/or website that details the procedures students should follow in order to document their disability with their school. Students are encouraged to begin the accommodations process with their university as early as possible in the school year. This will ensure that your campus has time to set up the appropriate accommodations that will enable you to thrive in the classroom.

Twenty-First Century Communications and Video Accessibility Act

The Twenty-First Century Communications and Video Accessibility Act (CVAA) is a law that Congress passed to update the telecommunications protections for people with disabilities. Previous laws ensured accessibility for telephones and TVs, but couldn't keep up with new technology. The new law includes safeguards for people with disabilities to access the latest technology like broadband, digital, and mobile innovations - the very technologies that the act is named after.

The CVAA has two main sections. Title I requires that broadband products and services (including smartphones) are fully accessible to people with disabilities. Title II makes it easier for people with disabilities to view video programming on TV and the internet. This includes requiring captioning of shows and re-runs on online streaming services.

For college students with disabilities, the act guarantees equal access to information and communication resources, which are vital for academic success. The provisions on internet-based communications technologies require captioning, descriptive audio, and more on public-facing websites and course materials, allowing disabled students, on campus or online, to use technology for their education. This is especially important for certain classroom accommodations and ensures all students have an equal opportunity to learn and participate in campus life.

Assistive Technology Act

The Assistive Technology Act, first approved by Congress in 1988, promotes awareness of and access to assistive services and devices that can help folks in education and work settings, as well as in other activities. Under this law, each state gets grants to help provide services to people with disabilities.

Wheelchair ramps, accessible parking permits, and large-print books are examples of low-tech assistive devices and services. Medium tech can include enlarged computer keyboards and audiobooks.

High-tech devices are those that are computer-based, such as voice recognition software, screen readers, and voice-activated environment controls.

Evaluating Campus Disability Services

Because students with disabilities tend to have specific needs, selecting the appropriate college may present a challenge. Before applying to a school, it's important to learn as much as possible about the school. Explore whether it is inclusive, accessible, and accepting of those with disabilities.

The size of a school's disability services office can provide insight into its ability to accommodate students. The bigger the staff in that office, the more resources and accommodations they're likely to offer.

Visit the school's website and social media accounts. Search for its disability resource center and clubs or networks for students with disabilities and neurodivergent students.

Students who choose to visit campuses in person can make the most out of their time by learning about the school and the disability services office. Also, visit the financial aid office, dining halls, and health services departments. The school may offer virtual tours if an in-person visit isn't possible.

Email or call to schedule an appointment to speak with particular offices and ask them specific questions.

Gonzalez says you should ask the following:

Can you meet with someone on campus to discuss your accommodations? How will they support you? And what type of resources do they offer?

Does this college or university have programs to meet your needs? Is there a community for students with disabilities on campus?

Are there scholarships available for students with disabilities who would like to attend that college or university?

Once you know what accommodations you'll need, Gonzalez says to consider the institution's quality of support services. These include:

Academic or vocational counseling and planning

Career training and placement options that align with your interests and skills

Housing, employment, and financial services

Social, physical, and mental health and wellness services

When asked how family and friends can support disabled students, Gonzales responded with a few key ways folks can offer support during a student's transition to college. He says it's important to encourage independence and self-advocacy by helping students manage their time and assignments, communicate with professors, and ask for help when needed.

Additionally, it's vital to openly discuss the impact of disabilities on students' lives and what they need to succeed while creating a safe space for others to share their experiences. When accompanying a student to their first appointment with disability services, it's important to prioritize the student's voice and empower them to advocate for themself.

Paying for College

Students with disabilities are eligible for many financial aid and scholarship opportunities.

Federal and state assistance is available. Federal Pell Grants, for instance, do not require repayment. Students with disabilities may also be eligible for government assistance programs such as Social Security Disability Insurance (SSDI) or Supplemental Security Income (SSI).

Nonprofits, schools, and other businesses also offer scholarships. These can supplement students' federal and state financial aid, drastically reducing college expenses.

Students can apply for scholarships specific to their disabilities, as well. The Sertoma Hard of Hearing or Deaf Scholarship and the National Federation of the Blind Scholarship Program are two examples.

Frequently Asked Questions About Students With Disabilities

How do you refer to students with disabilities?

The disability community is split on language. Many people prefer identity-first language: disabled person. Others prefer person-first language: person with a disability.

The best option is to use the language that an individual prefers. Don't assume all people prefer the same language.

What is a disability resource center?

Colleges and universities typically have disability services offices where students can find help with services and accommodations like assistive technology, note-takers, and extra time on tests.

These centers and offices can coordinate with instructors and other campus departments to provide reduced class loads, priority class registration, and housing and parking accommodations, among many other services.

Some colleges also offer tutors and workshops where students can learn study skills.

Can students with disabilities attend college?

Of course! Disability doesn't mean inability. It just may mean a student has to find unique ways to navigate barriers. People with disabilities commonly attend and successfully complete college. They then enter the workforce.

This is why disability legislation exists. It allows students with disabilities to learn alongside their nondisabled peers. Learn about the various types of support different colleges offer. With the right support, students with disabilities can excel in school.

What challenges do students with disabilities face?

Disabilities are wide-ranging and include learning, physical, and psychological disabilities, health challenges, and vision, hearing, and speech conditions.

Some students with disabilities may face challenges in traditional learning environments due to a variety of factors - sensory sensitivities, mobility challenges, or challenges with subject-specific work.

Students with disabilities may have specific transportation needs and face financial challenges and disability discrimination. It's important to get support from the school's disability offices, campus groups, organizations, and others.

With Advice From:

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College Guide for Students with Disabilities | BestColleges

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Thanks to advocacy and legislation, students with disabilities can successfully navigate higher education. Read this guide to learn more.

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The National Federation for the Blind estimates, that in 2015, 7.29 million adults reported to have a visual disability. In 2015, 42% of blind or visually impaired individuals were in the workforce, but less than 15% had earned a bachelor's degree at an accredited higher learning institution. In contrast, more than a quarter do not finish high school. Data also suggests that as many as 29% of people who are blind or visually impaired currently live below the poverty line.

Individuals who are blind or visually impaired face unique challenges in the classroom. Instructors can ease these struggles by offering different accommodations for students with visual disabilities and structuring courses around these learners. Our guide for students with visual impairments explores the different accommodations and teaching strategies that allow these learners to receive a proper education and enter the job market as qualified professionals.

Visually Impaired

The American Foundation for the Blind (AFB) defines vision impairment as "a visual acuity of 20/70 or worse in the better eye with best correction, or a total field loss of 140 degrees." Visual impairment may also be affected by limited ability to adapt to light or darkness, sensitivity to light, light/dark contrasts or glare. Vision that falls between 20/200 and 20/400 is defined as severely impaired, while vision from 20/500 to 20/1000 is categorized as profoundly impaired.

The Royal Institute for Deaf and Blind Children notes that visual impairment most commonly affects visual acuity, sharpness or clarity of vision, visual range, and color perception. Possible causes of impairment include genetic conditions, in utero infections, birth complications, disease, trauma and old age. Visual impairment is also known as 'low vision'.

Legally Blind

Technically, legal blindness refers to any level of vision loss that qualifies an individual for specialized education, job training, accommodating devices, disability benefits and tax exemption. Individuals who are legally blind can typically use their vision to some extent.

According to the AFB, "the clinical diagnosis refers to a central visual acuity of 20/200 or less in the better eye with the best possible correction, and/or a visual field of 20 degrees or less." Visual acuity is a person's ability to distinguish objects from a certain distance and is measured using a Snellen Eye Chart; the smallest letter visible from 20 feet away to someone with 20/200 vision is discernible from 200 feet away to an individual with average vision. Visual field is the total area (in degrees) visible to an individual when facing forward without moving their eyes from side to side.

Total Blindness

The AFB defines total blindness as the "inability to see anything with either eye." This condition is normally caused by diseases of the eye, such as glaucoma, cataracts, Late-Onset Retinal Degeneration (L-ORD), and/or Stargardt's Disease. Advanced diabetes may also contribute to total blindness. Due to the lack of light perception, totally blind individuals may also develop Non-24, a disorder that affects daily circadian rhythm and causes them to fall asleep during the day.

The World Health Organization (WHO) estimates that there are 285 million visually impaired people in the world. The organization also estimates that 82% of people living with blindness are aged 50 and above.

Data on Visual Disability in Colleges

62,528 U.S. students attended elementary or primary school in 2016 and qualified for Braille, large-print, or audio-based learning materials. Of these:

Additionally, a 2015 survey found there were 6,833,000 blind or visually impaired individuals in the U.S. between the ages of 16 and 75+ who were classified as 'non-institutionalized'. Of these:

Among all blind or visually impaired individuals in the U.S. between the ages of 21 and 64 who are classified as 'non-institutionalized':
Source: National Federation for the Blind
Statistics for blind/visually impaired individuals
in the U.S. 21-64 who are non-institutionalized:

The median annual income is $37,600

29% (1,052,500) live below the poverty line

42% (1,526,100) are employed in some capacity

1,019,100 are employed full-time

Transitioning to College

Transition planning is an important step for students who are classified as blind or visually impaired. According to Carmen Williams, a teacher of visually impaired students, most students with a visual disability are generally expected to be relatively independent learners by their senior year of high school. Those who use assistive technology should be able to operate and maintain their equipment without help from their instructor or other students in the classroom.

Ideally, the student will meet with a career counselor during this phase to develop an Individual Plan for Employment (IPE). A primary goal of the IPE is to explore different 'post-school activities' related to the individual's career plans; these activities commonly include:

A degree program at an accredited postsecondary institution

Job training

Integrated and/or supported employment

Adult services

Independent learning services; usually through a non-profit community organization

Most IPEs call for at least some college education. The Americans with Disabilities Act and Section 504 of the Rehabilitation Act require college campuses to offer learning facilities that are accessible to all students (regardless of disability) and educational devices designed to accommodate students with different disabilities. However, the quality and availability of these facilities and materials will vary from school to school. An article from Inside Higher Ed in 2013, examined a lawsuit against Louisiana Tech University after the school was accused of providing materials that limited accessibility for blind or visually impaired students.

Students who are blind or visually impaired face unique social challenges at higher learning institutions. A 2015 article from USA Today profiled legally blind college students across the U.S. who described awkward conversations with academic peers inside and outside the classroom. Mickey Damelio, a teacher for visually impaired students at Florida State University, emphasized the need for dedicated advocates for students with visual disabilities. "If vision teachers have done their job right, visually impaired students are going to experience the same things in college as sighted kids," he noted. "They'll be offered drugs and sex, and have the necessary skills to make the right choices, and not become a victim."

HOW SCHOOLS ACCOMMODATE STUDENTS WITH A VISUAL DISABILITY

Most academic experts agree that Universal Design of Learning (UDL) is key for integrating blind and visually impaired students into the college classroom dynamic. UDL addresses and modifies course curricula that exclude any student, particularly those with a disability that affects their ability to learn and/or receive instruction in a class setting. In order to create universally accessible courses, postsecondary institutions must take the following steps to ensure their classes and campuses are completely inclusive:

Modify course instruction to meet the needs of every individual learner. For blind and visually impaired students, this means the availability of auditory software, large-font presentations and/or Braille materials.

Allow students with special needs to complete coursework, give presentations and take exams using alternative formats.

Work with students with specific needs to gain access to adaptive software and technology that helps them learn effectively.

Appoint individuals who can assist these students as note-takers, readers, scribes or other essential roles.

Offer students with special needs additional time for assignments and tests, as well as getting to class.

Ensure all classrooms, dormitories, dining halls and other facilities are completely accessible to every student, regardless of disability.

Guide students with disabilities to specialized counselors, resource centers and other on-campus services dedicated to assisting these individuals.

Assistive Technology

Specialized software, devices and other forms of technology have removed many academic barriers and allowed students with disabilities to receive a proper education. As mentioned above, postsecondary institutions are required by federal law to offer accommodations to all students with disabilities; most campuses maintain assistive technology centers where these learners can acquire the necessary equipment and materials.

Some of the most common forms of adaptive technology for students who are blind or visually impaired include the following:

Screen Reader

These devices enable blind or visually impaired students to read onscreen text using a speech synthesizer. The user operates the screen reader by inputting different letter combinations on a keyboard or Braille display, and this causes the speech synthesizer to read what is printed; the display will also 'speak' when changes occur on the screen. Other capabilities include a 'find' function, spell-check, and cell reading for spreadsheets.

Screen Magnification

This application automatically zooms in on text and graphics in order to assist students with low or limited vision. Users operate magnification using a mouse or keyboard commands. This system also presents written materials in a smooth, easy-to-read font.

Video Magnifier

Also known as a closed-circuit television system (CCTV), this device projects magnified text and graphics on a screen using a mounted or handheld camera. Magnification and focus level is usually determined after the camera has been positioned at a reasonable distance for the user, but some video magnifiers are designed to automatically focus.

Adaptive Keyboard

Most blind and visually impaired students are able to operate standard keyboards. For those who are not, specialized keyboards come with locator dots on important keys. Embossed, removable Braille overlays for keyboards are also available.

Portable Note-Taker

These pocket-sized devices are designed to assist blind and visually impaired students with Braille-friendly buttons and/or a standard QWERTY keyboard. In addition to recording lectures, a note-taker may also be used to read books, compose assignments and find directions.

Optical Character Recognition

This form of technology is engineered to scan text and then repeat the text aloud using a speech synthesizer or save the data. OCR devices are usually programmed to detect and call out misspelled words. Some allow users to store data on the device using a memory card, as well as download it to a PC hard drive. According to the AFB, there are few devices on the market that are able to interpret graphs, photos, videos and other non-text media; these devices aren't yet able to interpret handwritten text.

Braille Embosser

Braille embossers can be attached to printers in order to print documents in Braille. Generally, these embossers require thick paper and will only print on one side. Braille translation software (see below) is also required for most embossers.

Braille Display

Refreshable Braille displays use pins to transcribe on-screen text into tactile Braille the user can feel with their fingertips. These devices are usually attached to the keyboard and/or connected to the PC with a cable. Most translate Braille into one line of printed text at a time, but faster versions are available for advanced readers.

Braille Translation Software

There are numerous options for software that converts written text into tactile Braille. Some of the most popular platforms include Duxbury Braille Translator, Braille2000 and Index Braille.

Popular Assistive Apps

Ariadne GPS features fingertip-accessible maps to help guide people with visual disabilities wherever they travel (as long as the area is covered by Google Maps). Special alerts indicate crosswalks, bus stops and other important landmarks.

Using the same audio processing techniques employed by the ears, BioAid enhances sound clarity and adjusts the volume of ambient noise.

What are some key factors in choosing the right school?

The number one factor to consider would be whether or not the school has an active office of disability services. It is my assumption that many schools have services for people with disabilities, however, the nature of services provided divides apples from oranges. Some institutions provide quality services, whereas others only offer generic services.

Another factor would be the number of people with disabilities attending the school. It is almost certain that schools with very few students with disabilities (or ones with none at all) will have basic to no services available. Indeed, it would be quite odd to find oneself as the only one with a disability out of an entire campus. Accessibility is yet another crucial factor to be considered while hunting for a school. Essentially, accessibility determines students' participation and success in a wide array of areas.

How is the accommodation process when working with professors/disability services?

In my experience, the process of communicating accommodation requests has been quite smooth. Most professors are cognizant of the needs of students with disabilities. I've only had a few incidents where professors appeared oblivious to the unique needs of students, or they decided to blatantly ignore them. Consequently, it's best if the Office of Disability Services also focuses on providing official communication regarding accommodations to faculty on campus on top of communicating with the students themselves.

What are key factors in your studies that make you successful?

In terms of success, my achievements squarely hinge on the services provided by the Office of Disability Services. Not only do reasonable accommodations count, the quality of the relationship between the student and staff means a lot. Of course self-determination, commitment, and the need to work hard cannot be overstated as important to my success.

You're the student, can you offer any additional advice to students?

First and foremost, my counsel would be to embrace patience as a virtue. I understand some of our concerns can be frustrating, however, the manner in which we present ourselves while waiting for services or intervention determines the kind of responses we get. It would be irrational to brush officials the wrong way while expecting quality services.

Another point is being proactive. As we expect services to come our way, it is important to take full responsibility of our education. This aspect has a direct bearing on grades. If, for whatever reason, something had to be done, and it wasn't, it should never turn out that it is because of our own negligence. Let it be that someone slept on their job and not you. I have always reminded myself that grades are permanent.

I cannot sign off without mentioning the importance of networking. I have come to appreciate the feeling of camaraderie, especially when faced with tough times in the college experience. It is very important to establish meaningful relationships that we carry on even after completing college. We ought not to be limited just to our close friends, we need to reach out to faculty and other professionals as well.

Summary & Wellness Strategies

Integration and inclusion are key to a successful college experience for any student who is blind or visually impaired. While federal regulations are in place to ensure accessibility and accommodation for all disabled students, college applicants should carefully research all of their prospective academic destinations in order to learn about campus services, dedicated personnel, available accommodations, and other resources. Once a choice has been made and an offer of acceptance has been granted, the student should immediately contact the school's office for disabled students. Depending on the institution, the student may be able to chat with their future disability counselor ahead of on-campus relocation.

Students with visual disabilities should also make time to speak with each professor at the beginning of every semester/quarter. These private conversations allow the student to ask questions, share concerns and inform the instructor about all of their specific classroom needs. These talks also open the door for further discussions about assistive technology and learning accommodations. Any blind or visually impaired student that enrolls in a class taught by an instructor who refuses to offer the required accommodations should immediately contact their disability counselor and/or the school's office for disabled students.

Life outside the classroom is just as crucial for college students. Blind or visually impaired learners are urged to frequently visit their school's disabled students center to learn about gatherings, trips, and other upcoming events that are designed to incorporate individuals with visual disabilities. Disability counselors can also assist these students with any personal or social issues that arise throughout their program.

Below you'll find a list of academic scholarships for blind and visually impaired students, as well some additional organizations dedicated to assisting visually disabled individuals and promoting their inclusion.

Scholarships

Al Camp Memorial Scholarship

American Council for the Blind

American Foundation for the Blind

Blinded Veterans Association

Jewish Guild for the Blind Scholarship

Brother James Kearney Scholarship

Lighthouse Guild

Mary P. Oenslager Scholastic Achievement Award

National Federation for the Blind

Arthur E. and Helen Copeland Scholarships

These two scholarships are available for current members of the United States Association of Blind Athletes. Current USABA members can choose from two annual, one-time scholarships. One male and one female receive one-time awards of $500 each; only legally blind applicants will be considered for either category.
View Scholarship

Additional Resources

The AFB fights stigma and promotes inclusion of Americans who identify as blind or visually impaired. The AFB was founded in 1921 and came to prominence when notable blindness advocate, Helen Keller, began to work with the organization in 1924.

The NFB seeks to eliminate society's reduced standards and low expectations of blind and visually impaired individuals in order for them to reach their full potential. The NFB was founded in 1940 and boasts 50,000 members, making it the largest organization in the country dedicated to visually disabled individuals.

Founded in 1961, the ACB strives to recognize the strengths of blind and visually impaired individuals nationwide. The organization has historically played a prominent role in promoting disability legislation (including Section 504 of the Rehabilitation Act) and advocating for changes in social security that benefit individuals with visual disabilities.

Founded in 1905, this organization provides a comprehensive database of healthcare providers and facilities that specialize in treating patients with visual disabilities. Health plans are also offered to qualifying individuals.

The USABA supports blind and visually impaired athletes of all ages. The organization is affiliated with the U.S. Olympic Committee and offers programs in a wide range of well-known Olympic sports, including goalball, a team sport designed for participants with visual disabilities.

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A Guide for College Students With Visual Impairments

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The National Federation for the Blind estimates, that in 2015, 7.29 million adults reported to have a visual disability. In 2015, 42% of blind or visually impaired individuals were in the workforce, but less than 15% had earned a bachelor's degree at an accredited higher learning institution.

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Freedom Scientific - High-quality video magnifiers, braille displays, screen magnification software, and #1 screen reader, JAWS.

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Freedom Scientific provides software solutions for blind and low vision needs. Whether you are looking for a screen reader, like our world renown JAWS software or a magnification software such as ZoomText, we have a variety of solutions to meet your specific needs.

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Download PDF
Decades ago, acquiring or retaining a driver's license would have been a significant challenge or improbability for individuals with mild to moderate vision loss. Today, thanks to expanded vision standards for driving in licensing jurisdictions across the United States, many candidates with low vision can now qualify and apply for (at least restrictive) driving privileges.

The decision to commence-or continue-driving must be made based on a discussion between the individual, an ophthalmologist, a driver rehabilitation specialist or driving instructor, and the state licensing authority. "Although it may be tempting to tell some patients that they cannot drive, this decision must be considered carefully because driving privileges should not be withheld without clear justification," said John D. Shepherd MD, at the University of Nebraska Medical Center in Omaha.

Ophthalmologists have multiple responsibilities to low vision patients who are seeking licensure, including assessment, education, and referrals-and, in some cases, discussion about the use of a bioptic lens system.

BIOPTIC LENS. A binocular-mounted dual-lens system is used for visual assistance in driving. The driver is using the telescopic unit for short-term vertical spotting to resolve distant detail, color, or movement of objects or forms in her dynamic driving environment.

The Bioptic Lens System

Why a bioptic lens? In order to safely operate a vehicle, drivers must be able to identify cues within their visual field, accurately assess this information, and take appropriate action. Many individuals with mild to moderate visual acuity (VA) loss are capable of recognizing these cues; however, due to reduced central VA, identifying or interpreting them may be a challenge. "With the aid of a bioptic lens and specialized driver training, many of these individuals can learn to drive safely," said driver rehabilitation specialist Charles P. Huss COMS, who estimated that there are approximately 8,000 to 10,000 persons in the United States who are currently licensed bioptic drivers.

How the lens works. A bioptic lens is a dual-optic lens system consisting of a small telescopic unit mounted onto a pair of eyeglasses (carrier lens), slightly above an individual's natural sightline ( Fig. 1). The driver looks through the carrier lens about 95% of the total driving time. The telescope is used intermittently and for brief fractions of a second for glimpsing detail, color, or activity in the field of view and for spotting road signs, traffic lights, pedestrians, or motor vehicles that are 20 feet distant or farther. Viewing through the telescope is only undertaken when the car is on straight sections of a roadway and when other cars are at a safe distance.

Using the telescopic lens is not as easy as putting on a pair of glasses and shifting the car into drive, however. Viewing through the miniature magnifying unit, even though briefly, can present 2 problems to new users, according to Dr. Shepherd: It can cause a pericentral scotoma, and it causes apparent motion. The latter, he said, "is exacerbated by a moving vehicle and can be quite disturbing to a novice user. It is therefore imperative to train individuals in both stationary and moving environments to ensure that they can benefit from the bioptic lens for driving."

Using the lens. The driver training requirements for bioptic lenses vary, but most states require extensive training and a rigorous assessment upon completion. For example, West Virginia's program is a 6-week course that involves 90 hours of training evenly divided between classroom instruction, passenger-in-car related instruction, and on-road driving instruction. Prior to graduation, students must pass a standardized 40-mile, 80-minute on-road driving assessment on a variety of roadways and under several conditions (e.g. bright sun, overcast, rain, light to heavy traffic).

Rhonda Dalyai, MA, TVI, CDI, a West Virginia driving instructor to those with low vision, said, "We help clients with a wide variety of visual issues and diagnoses. Based on their needs, we try to accommodate and assist them with what will work best for them in the dynamic driving environment."

The research shows that, once trained and licensed, bioptic drivers find the device helpful; 1 they have personal insight about any driving deficiencies they may have; 2 and they are no more likely than their nonbioptic counterparts to receive a traffic offence or be involved in collisions. 3,4 (Mr. Huss suggests finding a driver rehabilitation specialist at www.aded.net.)

Know your state's visual requirements for driving. "As many as 23 states now license people down to, and including, the 20/200 level, which is a dramatic shift in what was thought feasible 50 years ago," said Mr. Huss, who is based in West Virginia. While many states offer some type of bioptic driving licensure, Connecticut and Utah do not allow it in any form.

Among the states that do permit the device, the laws vary widely. For example, key differences include the minimum level of VA allowed; the degree of horizontal visual field required; the maximum amount of telescopic magnification permitted; whether or not night driving and interstate driving are permitted; and the type and extent of adaptive driver's training that is needed. "Ophthalmologists should know the visual requirements for licensing in their state and be able to educate their patients about bioptic driving when relevant. The requirements can be found online at your state's licensing bureau," said Cynthia Owsley, PhD, MSPH, at the University of Alabama at Birmingham.

Inform viable candidates about bioptic driving. Bioptic driving can be prescribed for a range of diseases and conditions, but most suitable candidates have mild to moderate central vision loss with a VA of 20/50 to 20/200 and a stable ocular condition. Additional factors that make an individual a good candidate for the bioptic system include:

Full or relatively full visual fields (VFs)

Acuity that can be improved with a 4X telescope or less (varies by state)

Not light sensitive

Good contrast sensitivity

Good glare recovery skills

Good color vision

Normal head, neck, and eye movement

Normal bilateral hearing

Average or above-average intelligence

Free of visual attention deficits (i.e., reduced speed of visual processing, reduced ability to divide attention, and reduced selective attention)

Highly motivated, dedicated, goal oriented

Able to accept objective criticism

Emotionally stable

Prior driving experience, or a realistic grasp on the concept of driving and its responsibilities

Has participated in sports or recreational activities that require forward scanning (i.e., looking ahead to where your body will be in the next few seconds), lateral head and eye scanning, and object avoidance.

When a Lens May Not Work

Not all low vision patients will qualify for a bioptic lens, and ophthalmologists must assess and guide these patients as well.

Identify patients who do not meet the visual requirements for driving. When you recognize that a patient may not qualify for state licensure, "discuss the legality of driving and issues that may compromise safety for driving, which will make a difference in terms of whether an individual should be licensed or not. All recommendations should be documented in the medical record," said Dr. Shepherd.

Recognize the distinction between legal and safe. Even if an individual passes the tests needed to drive, this does not necessarily mean that they are safe to drive. Much more is involved than maintaining the legal VA and VF. Driving also requires the sensory ability to perceive changes in a rapidly changing environment, the mental ability to judge this information in a timely fashion and to make appropriate decisions, and the motor ability to execute those decisions. All are important factors when assessing who is safe to drive. While someone might meet the visual requirements, a prolonged reaction time or impaired motor ability (e.g., arthritis) could make it inadvisable to issue a driver's license because it could potentially be unsafe.

Look for red flags. Some patients may meet the visual requirements for driving, but they may have other visual problems or physical or cognitive impairments that could affect their driving. According to Mr. Huss, ophthalmologists should be alert to the warning signs and recommend driving cessation or refer the patient for further evaluation if there is evidence of slow reaction rates, cognitive decline, significant VA or VF loss, contrast sensitivity loss, reduced glare recovery, or poor night vision, or if driving tasks are becoming challenging.

Dr. Shepherd noted that it is important to remember that the final responsibility of issuing a driver's license rests with the state driver licensing authority. If there is any question about a patient's ability, he said, "it is the prerogative of the ophthalmologist to appeal to the licensing authority for a behind-the-wheel evaluation for the patient."

Suggest alternative transportation. It is important to remain sensitive when discussing driving cessation with a patient. Suggesting alternative transportation should be part of the discussion with those who do not qualify for a driver's license. For example: getting rides with family and friends, taxi services, Uber or Lyft, shuttle buses, and public transportation are all common choices. "Local agencies on aging and rehabilitation are usually great resources for transportation options that exist in a community. Encourage the visually impaired individual and their family members to tap these resources as well," said Dr. Owsley.

"If a patient comes to me with the expectation that a bioptic lens will help them to drive and they are not a good candidate, I have found that putting the costs into perspective helps. In addition to the costs of the bioptic telescope and driver's training, there are the costs of owning and operating a motor vehicle, including auto insurance, car maintenance and repairs, licensing and title, and gasoline. In reality, the amount of money saved can provide a lot of alternative transportation," said Dr. Shepherd.

___________________________

1 Bowers AR et al. Invest Ophthalmol Vis Sci. 2005;46(1):66-74.

2 Owsley C et al. Invest Ophthalmol Vis Sci. 2014;55:330-336.

3 Wood JM et al. Invest Ophthalmol Vis Sci. 2013;54:3790-3797.

4 Vincent C et al. Assistive Technology. 2012;24(3):184-195.

___________________________

Ms. Dalyai is a certified teacher of the visually impaired and certified driving instructor at the West Virginia Division of Rehabilitation Services, Nitro, W.V. Relevant financial disclosures: None.

Mr. Huss is a driver rehabilitation specialist at the West Virginia Division of Rehabilitation, Nitro, W.V. Relevant financial disclosures: None.

Dr. Owsley is professor and vice chair for research administration in the department of ophthalmology at the University of Alabama at Birmingham. Relevant financial disclosures: None.

Dr. Shepherd is director of the Weigel Williamson Center for Visual Rehabilitation and assistant professor of ophthalmology at the University of Nebraska Medical Center in Omaha. Relevant financial disclosures: None.

(Practice Perfect, January 2018); Related reading. Help Low Vision Patients Avoid Depression: Get Them Started on Social Media How to Boost Website Accessibility for Those With Low Vision or No Vision (Practice Perfect, October 2017); A Guide to Vision Aid Apps for Apple and Android Smartphones (Practice Perfect, May 2016); Make Your Office Safer for Patients With Low Vision (Practice Perfect, November 2014).

The Academy initiative in vision rehabilitation will help you to refer low vision patients or provide them with vision rehabilitation.

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Low Vision Drivers: The Ophthalmologist's Role and Responsibility

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Download PDF Decades ago, acquiring or retain­ing a driver's license would have been a significant challenge or improbability for individuals with mild to moderate vision loss. Today, thanks to expanded vision standards for driv­ing in licensing jurisdictions across the United States, many candidates with low vision can now qualify and apply for (at least restrictive) driving privi­leges.

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The challenge that visually impaired individuals encounter while driving is that they must get so close to a sign or signal to see it that there is insufficient time for them to make the appropriate driving adjustments. The bioptic telescope allows them to see the target sooner, giving the driver more time to react. In practice, the telescope increases the individual's ability to see further forward by a factor of the power of the device. For example, a 3x telescope will allow the user to see a sign at 60 feet through their bioptic, while they would only be able to see it at 20 feet with their normal vision- 3 times further away.

Drivers using bioptics look through their regular eyeglass lenses most of the time, and only sight through the telescope for short periods of time similar to the use of the rear and sideview mirrors.
Read Tim Goetz's personal story about how Ocutech Bioptics impacted his education, career and life.

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Bioptic Driving - Ocutech Telescope Glasses for Low Vision Driving

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The challenge that visually impaired individuals encounter while driving is that they must get so close to a sign or signal to see it that there is insufficient time for them to make the appropriate driving adjustments. The bioptic telescope allows them to see the target sooner, giving the driver more time to react.

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Many adults who have low vision want to continue driving an automobile because it represents independence, convenience, and freedom. Perhaps you're one of those adults!

Here's something to consider: If you are a driver who has low vision, it is important that you have a strong sense of driver responsibility and a willingness to exercise good judgment by restricting yourself from driving in situations that you know are unsafe.

The decision to drive, or continue driving, is a personal one that must be made collaboratively with you, your eye doctor, and your local licensing agency.

About Bioptic Driving
Source: Charles P. Huss, COMS, Coordinator, Low Vision Driver Services, West Virginia Rehabilitation Center; Consultant, Bioptic Driving, West Virginia Division of Rehabilitation Services. Used with permission.
During the past 40 years, bioptic lens systems have allowed thousands of Americans whose vision falls below the standard legal visual acuity limits (20/40-20/60) to drive an automobile.

At present, most (but not all) U.S. states permit persons with mild to moderate levels of central vision loss (but with intact peripheral, or side, vision) to apply for driving privileges when using a bioptic lens system.

Approximately half the states that permit bioptic driving require participation in, and satisfactory completion of, formalized low vision driver education training as a requirement for driver licensure. This training includes a minimum of 20-30 hours of behind-the-wheel instruction for most candidates.
(Please note: Bioptic driving regulations and restrictions vary from state to state. BiopticDrivingUSA provides information about state-by-state laws governing bioptic driving and frequently asked questions about bioptic driving rules and regulations.)
What Is a Bioptic Lens System?

A bioptic lens system is a combination two-lens optical system with a telescope, or telescopes, attached to the lens of a pair of eyeglasses. The telescope is placed on the eyeglass lens just above one's normal line of sight.

A bioptic system is always prescribed by an optometrist or ophthalmologist who specializes in low vision. Bioptics are available in a number of different styles, sizes, and powers.

The Schepens Eye Research Institute describes bioptics as "small telescopes that are attached above the center of a spectacle lens. A slight downward tilt of the head and upward shift of the eyes can bring a distant road sign or traffic light into view for people with vision impairments."

How Are Bioptics Used When Driving?

Drivers who use bioptic lens systems look through the main eyeglass lenses (also called "carrier" lenses) for general driving purposes 90-95% of the total driving time.

To use the bioptic telescope, the driver dips down into the miniature telescopic lens unit(s) briefly and intermittently using a simple synchronized head and eye vertical drop technique to see detail, color, or road activity more clearly, as illustrated below:

Figure 1: Looking through the "carrier" lens of a bioptic lens system.

Figure 2: Looking through the "telescopic" portion of a bioptic lens system.

Some of the critical skills required for bioptic driving include distance viewing skills, object awareness skills, and basic bioptic usage skills. Once trained in its appropriate use, a low vision driver using a bioptic lens system is able to detect and identify detail, color, and movement of critical objects or forms at a more "normal" viewing distance while driving.

Be aware that low vision driving, with or without bioptics, remains a controversial issue, especially in the following areas: What a driver with low vision is able to see, the limiting optical aspects of bioptics, the continued and appropriate use of bioptics after licensure, and alternatives to bioptic driving.

Resources for Safe Driving and Driving Alternatives

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Many adults who have low vision want to continue driving an automobile because it represents independence, convenience, and freedom. Perhaps you're one of those adults! Here's something to consider: If you are a driver who has low vision, it is important that you have a strong sense of driver responsibility and a willingness to exercise good judgment by restricting yourself from driving in situations that you know are unsafe.

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Aeden’s Journey on the Ipad Using Voiceover

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Aeden’s Journey on the Ipad Using Voiceover

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By bcskayaker on October 25, 2018

For 6 year old Aedan, using the iPad is an exciting part of his day. Aedan is in the beginning stages of using the iPad with voiceover gestures and cause effect relationships. His excitement and eagerness to interact with his device is huge factor in his motivation. After I attended a workshop called Tech for Toddlers sponsored by Perkins School for the Blind, I have jumped right into introducing all basic VoiceOver gestures using many apps shared at this workshop, as well as the built-in VoiceOver gesture practice on the iPad. Due to his short attention span, I began with relatable apps in order for him to be excited to use the iPad. One of the apps I used was Pictello. This app is great for students who love music and stories about themselves or social stories for children on the spectrum. This particular story is about his day at school. Not only does he need to listen to the story, he must tap once at the beginning of each page to hear the audio feedback. Eventually, the goal is for him to be able to turn each page independently. This is also the beginning stages in the cause-effect relationship for the iPad. He knows that if he taps once, he will hear the story read to him.

Video of Aeden using the iPad with Voiceover to turn the pages in his Aeden's Day in School Pictello book.

He now has progressed from cause and effect to being able to orient the iPad to find Pictello.

Within three weeks he went from needing maximum assistance to being able to orient the screen to find an app and is playing the Ballyland Magic Show app.

Download Aedan's Day in School (PDF version)

View other post in this series:

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Aedan: Introduction to the iPad and VoiceOver

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By bcskayaker on October 25, 2018 For 6 year old Aedan, using the iPad is an exciting part of his day. Aedan is in the beginning stages of using the iPad with voiceover gestures and cause effect relationships. His excitement and eagerness to interact with his device is huge factor in his motivation.

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The Numbers Hunt IBook

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Quinn, an elementary student with low vision, goes on a fun Numbers Hunt. This exciting O&M lesson included using a monocular to read house addresses along his route. Jane, Quinn's Orientation and Mobility Specialist, took pictures of Quinn as he located the various numbers. After the lesson, Quinn wrote about his activity using his iPad which he then used to make the Numbers Hunt book. Where did Quinn find the numbers? What were the numbers? Read his book to find out!

To Download Quinn's Book

Download the free iBooks app on your iOS or Mac.

Click on The Numbers Hunt. The book will download to your device.

If using an iOS device, select Open in iBooks; If using a Mac, the book will be in Downloads. Select and Open in iBooks.

Want to follow Quinn on another O&M lesson? Check out his story about going to Shopko! ( Link to Shopko iBook)

iBooks are fully accessible with VoiceOver on iOS devices and Mac computers. Read the story and answer Quinn's questions!

These books were created using the iBook Author app, a free application for Apple computers. iBook Author is currently the only book app that enables users to create accessible multiple choice questions. Learn more about iBook Author Application here.

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The Numbers Hunt: iBook about Using a Monocular

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Quinn, an elementary student with low vision, goes on a fun Numbers Hunt. This exciting O&M lesson included using a monocular to read house addresses along his route. Jane, Quinn's Orientation and Mobility Specialist, took pictures of Quinn as he located the various numbers.

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Helping your High School Student with Orientation and Mobility Skills

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All About Canes Hand Trailing Diagonal Cane Technique Constant Contact Cane Technique Finding Objects With Cane Upper and Lower Body Protection Searching For Dropped Objects Parallel and Perpendicular Squaring Off Technique Cane Technique On Stairs Scanning Technique Mapping Introduction Shoreling Cane Technique Compass Directions Travel In Rainy Weather Residential Area Features Ready Position & Crosswalk Crossing Simple Addressing Advanced Mapping: Residential Block & Plus Intersection Basic Lighted Intersection Crossing Commercial Area Features

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Helping your Middle Schooler with their Orientation and Mobility Skills

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All About Canes Hand Trailing Diagonal Cane Technique Constant Contact Cane Technique Finding Objects With Cane Upper and Lower Body Protection Searching For Dropped Objects Parallel and Perpendicular Squaring Off Technique Cane Technique On Stairs Scanning Technique Mapping Introduction Shoreling Cane Technique Compass Directions Travel In Rainy Weather Residential Area Features Ready Position & Crosswalk Crossing Simple Addressing Advanced Mapping: Residential Block & Plus Intersection Basic Lighted Intersection Crossing Commercial Area Features

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Helping your child with their orientation and mobility skills

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All About Canes Hand Trailing Diagonal Cane Technique Constant Contact Cane Technique Finding Objects With Cane Upper and Lower Body Protection Searching For Dropped Objects Parallel and Perpendicular Squaring Off Technique Cane Technique On Stairs Scanning Technique Mapping Introduction Shoreling Cane Technique Compass Directions Travel In Rainy Weather Residential Area Features Ready Position & Crosswalk Crossing Simple Addressing Advanced Mapping: Residential Block & Plus Intersection Basic Lighted Intersection Crossing

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Helping your child with their orientation and mobility skills

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All About Canes Hand Trailing Diagonal Cane Technique Constant Contact Cane Technique Finding Objects With Cane Upper and Lower Body Protection Searching For Dropped Objects Parallel and Perpendicular Squaring Off Technique Cane Technique On Stairs Scanning Technique Mapping Introduction Shoreling Cane Technique Compass Directions Travel In Rainy Weather Residential Area Features Ready Position & Crosswalk Crossing

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NVDA version 2023.3

The NVDA screen reader can be downloaded free of charge by anyone. We do this because we believe everyone, especially the world's poorest blind people deserve access to computers and a way out of poverty. If you have the means, no matter how big or small, please consider making a donation before downloading NVDA. We rely on donations and grants to continue improving NVDA and to ensure it remains compatible with the world's rapidly changing technology.

Please note: NVDA is only available for PCs running Microsoft Windows 7 SP1 and later. If you require a version of NVDA that can still run on Windows XP or Vista, please download the much older NVDA 2017.3 for Windows XP instead. NV Access does not however recommend or support running this older version on newer Operating systems.

Donation Options

If you wish to donate, you can make a secure payment by credit card or by PayPal account. Amounts are in Australian dollars (AUD). Australian donations over $2.00 are tax-deductible.

NVDA Productivity Bundle

While downloading NVDA, take your skills to the next level with the "NVDA Productivity Bundle". We've packaged all our popular training modules AND telephone support into one convenient package - and at a discount!

Interested in Audio or Braille training? They're also available in The NV Access Shop.

Learn more

NVDA Community Resources

NVDA has a vibrant user community around it. The following are compiled by NV Access and the community and provided as a resource to users. They are not officially endorsed by NV Access. For more links to community supported resources including popular NVDA email lists, please see the "Email support" heading below.

Need support with your download?

Free user guide

You can access the User Guide at any time under "Help" in the NVDA menu. Press either INSERT and the "N" key, or CAPS LOCK and the "N" key to open the NVDA menu. Alternatively, click on the NVDA icon in the task bar.
View user Guide

Training

Start with "Basic Training for NVDA", available in electronic text, human-read audio or Braille. Move on to our Microsoft Office with NVDA modules, or bundle everything along with telephone support in the "NVDA Productivity Bundle". Suitable for new or existing users wishing to improve proficiency.
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There are a number of community-run email lists where NVDA users can answer each other's questions. There are lists for various locations and languages available.
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NVDA Support

Purchase support for NVDA, and get the help you need when you need it via the phone or your preferred online option (eg Google meet, Skype or Zoom). Our experts can answer questions, walk you through completing a task or even resolve an issue for you by remotely accessing your computer.
Find Out More

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Register for this Webinar
April 27, 2020@12:00pm CST

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There are two upcoming online workshops:

Workshop #1

So Your Student Thinks They Want a Guide Dog ONLINE Workshop
Monday April 20 10am-12pm PST
Are you an educator in blind field services and have a student or client who is curious about guide dogs but doesn't know where to start? This workshop will cover how to help them decide if a guide dog is right for them, what skills they will need before applying to schools, common misconceptions about guide dogs, how to pick a guide dog school, what to expect during the application process, and how to best prepare for school once they are accepted. O&M and ILS skills will be covered. Please RSVP to Briana Kusuma at ‪ bkusuma@lighthouse-sf.org with your full name, email, phone, and job title. NOTE: this workshop takes place online via Zoom and will have ACVREP continuing education credits available.

Workshop #2

So You Think You Want a Guide Dog for Youth and Families
Monday April 27 10am-12pm Pacific Time
This workshop is geared towards blind and visually impaired high school students, transition age youth, and their families. If you are an educator with a student who is attending this workshop, you can also join this workshop. Please RSVP to Briana Kusuma at ‪ bkusuma@lighthouse-sf.org.

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There are two upcoming online workshops: So Your Student Thinks They Want a Guide Dog ONLINE Workshop Monday April 20 10am-12pm PST Are you an educator in blind field services and have a student or client who is curious about guide dogs but doesn't know where to start?

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Making Connections while Social Distancing

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Making Connections while Social Distancing

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APH — American Printing House for the Blind

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Staying Home: Making Connections in the Face of Social Distancing with No or Limited Vision

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APH — American Printing House for the Blind

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Lightbox Story Hour! Literacy activities for students w/ visual impairments & disabilities

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APH — American Printing House for the Blind

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APH — American Printing House for the Blind

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Fun At Home Yoga and Movement Activities

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APH — American Printing House for the Blind

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Materials:

baking sheet

parchment paper

large print or braille recipe

large print or braille grocery shopping list

one tube of crescent dough

shredded mozzarella cheese

a stick of butter

pepperoni

a jar of marinara sauce

Procedure:

Print out the large print recipe or email the document to the student. Have the student type or braille a grocery shopping list for the ingredients.

Have the O&M instructor work with the student at the grocery store in order for the student to learn to navigate the grocery store, shop for ingredients, and purchase them.

Follow the steps in the recipe and have the student make the Pizza Twists. Have the student practice braille dot configurations by placing the pepperoni on the dough accordingly.

Variations:

Instead of bread sticks, the student can also add the marinara sauce directly to the dough to make a pizza.

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baking sheet parchment paper large print or braille recipe large print or braille grocery shopping list one tube of crescent dough shredded mozzarella cheese a stick of butter pepperoni a jar of marinara sauce Print out the large print recipe or email the document to the student.

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White Cane Safety Day, which is also known as White Cane Awareness Day) is observed every year on October 15th. The mission of White Cane Day is to promote awareness of blindness and visual impairment. It is also a time to celebrate the abilities and successes achieved by people with visual impairments in a sighted world and to honor the many contributions being made by the blind and visually impaired. In addition, White Cane Day provides an opportunity to demonstrate to the world some of the ways in which individuals who are blind or visually impaired live and work independently, while giving back to their communities.

History of White Cane Day

On October 6, 1964, a joint resolution of the Congress, HR 753, was signed into law authorizing the President of The United States of America to proclaim October 15th of each year as "White Cane Safety Day." The resolution read, "Resolved by the Senate and House of Representatives that the President is hereby authorized to issue annually a proclamation designating October 15th as White Cane Safety Day and calling upon the people of the United States of America to observe such a day with appropriate ceremonies and activities." President Lyndon B. Johnson was the first to proclaim October 15th as White Cane Safety Day.

Activity Ideas for White Cane Day

White Cane Day Walk

Orientation and Mobility instructors and students often gather with teachers, family members, and others to meet in a central location and walk through town. This is a great way to raise visibility and awareness of the independence that many have when traveling with a white cane.

Ask Your Local Government to Issue a White Cane Awareness Day Proclamation

NFB has a template on their website that can be used for this.

Craft Projects

Make a White Cane Pointer, shared here by TVI Liz Eagan.

TVI Courtney Franz makes mini canes using white golf pencils, red and black electrical tape and rope elastic. Everything to make 48 pencil canes can be purchased for under $20 from Amazon.

Tell us what activity ideas you have! We'd love to add more examples here.

More Information on White Cane Day
The image in the top right is by "Walking"gibsonsgolfer and is licensed under CC BY-NC 2.0

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White Cane Safety Day, which is also known as White Cane Awareness Day) is observed every year on October 15th. The mission of White Cane Day is to promote awareness of blindness and visual impairment.

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I have limited side or peripheral vision, a condition that is also known as "tunnel vision", where I am not able to see what's on my sides or what's coming from up or down, such a step off or a dangerous snake on the floor. This is where the white cane comes in handy. Canes are great because it can feel whether something is in front of you or if there is a step off on the sidewalk or stairs. Well, let me tell you about my experience with using a cane and how it's affected my life.

My Experience Not Using My Cane

I remember the first time I used my cane in fourth grade at my School, the Florida School for the Deaf and Blind (FSDB). At that time, I didn't really use my cane that much because I was afraid of people or family outside of my blind community making fun of me, so I used my cane at my school only. Even at school, I didn't use my cane except for Orientation and Mobility lessons with my teachers. That all changed one day when I was running to a Christmas party in another building. I didn't have my cane with me because I thought it would be fine without it since I have some sight. However, I was wrong because as I was running I didn't see a curb and "boom!" I tripped and fell over it. My knees were hurt and I scraped my hands on the concrete. I felt stupid because I should have bought my cane with me so I wouldn't get hurt. I should've also remembered that I have glaucoma and I can't see that well, especially given the fact that it was dark that day. I was so used to not using my cane that much that I didn't think too much about it.

Lessons Learned

This incident taught me that my cane is very important because I don't have any good peripheral vision and I have limited vision in my left eye. As a result, I started using my cane over the years with assistance from my Orientation & Mobility teacher. After I graduated from the Florida School for the Deaf and Blind, I moved to Iowa where I met my mentor, Ted Hart, at the National Federation for the Blind. He started helping me with my cane skills and giving me constructive criticism on how to better use my cane. This advice helped me improve my travel skills and build confidence in myself as a visually impaired person. Today, I use my cane everywhere I go and enjoy the feeling of being independent without getting seriously hurt. Whenever I use my cane, whether it's at school or other places I go, I sometimes get questions like "how do you walk across the street?" or "how well can you see?" I simply answer their questions politely and educate them on blindness.

Advice for Others Who Have Visual Impairments

My advice to anyone who is blind or visually impaired is to consider your safety, depending on how severe your vision loss is, and to ignore what people think of you. At the end of the day, you know what tools in your life will help you be safe! In my heart, my cane keeps me safe from everything: wet puddles, poop from dogs, cracks, and cars. Ever since I was a little kid, I've always loved to travel, and now that I know how to use my cane the right way, I enjoy traveling more, but safely!

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Why I Love My Cane and What It Means to Me

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I have limited side or peripheral vision, a condition that is also known as "tunnel vision", where I am not able to see what's on my sides or what's coming from up or down, such a step off or a dangerous snake on the floor. This is where the white cane comes in handy.

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There are many apps (applications) available to support the development of Orientation and Mobility skills for children and youth who are blind or visually impaired, as well as those who are deafblind. I compiled a list of some of my favorites in various categories. Please let us know if you try any of these or have others to add to the list!

Pocket Map lets you create folders called "pockets", so you can easily drag and drop your bookmarks into categories.

With this software you can turn your photos into a new style--the old and nostalgic style.

Glow Hockey

Game: Using glow lights to highlight the hockey game, easy to play, hard to master.

Please note that you may need to check whether the app has been updated or whether it only works with certain operating systems. Please let us know if you have any information to share about any of the apps on this page! You can email us or leave a comment below.

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There are many apps (applications) available to support the development of Orientation and Mobility skills for children and youth who are blind or visually impaired, as well as those who are deafblind. I compiled a list of some of my favorites in various categories.

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Virtual ExCEL Academy Webinars - YouTube

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Virtual Expanded Core Curriculum Lessons

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Virtual Expanded Core Curriculum Lessons

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Title of the Lesson/Activity: Tips for Staying Busy and 5 Fun Things to Do at Home with No or Limited Vision

Title of the Lesson/Activity: Wacky Web Tales: An Introduction to JAWS and Fun with Parts of Speech

Instructor: Nina Wibbenmeyer

Instructor's Title: Teacher of Students with Visual Impairments

Instructor's Affiliation: Texas School for the Blind and Visually Impaired

Primary Core or ECC Area: Assistive Technology

Target Audience: Upper Elementary through High School; academic or functional academic students

Pre-requisite Knowledge: Have a basic understanding of parts of speech.

Lesson Plan Goal: Introduce JAWS screenreader and practice listening skills

Materials Needed: None, but students are welcome to follow along on their laptops if they have JAWS installed.

Monday, April 20

Title of the Lesson/Activity: I Can See More with My Optical Devices

Instructor: Cindy Bachofer

Instructor's Title: Low Vision Consultant

Instructor's Affiliation: Texas School for the Blind and Visually Impaired (TSBVI)

Primary Core or ECC Area: Sensory Efficiency

Target Audience: Grades 3-12 (or K-2 device users with experience), readers who rely on print

Prerequisite Knowledge: None

Lesson Plan Goal: Participants will: 1) test strategies for finding and seeing targets in both near and distance (magnifier and monocular) devices; and 2) choose new tasks for using their device.

1. a handheld magnifier and monocular (telescope), dome and rechargeable devices (video magnifier) will be mentioned but not pictured in this lesson.

2. Examples of items to examine for near tasks: food packages (2 different cereal boxes or 2 packages of crackers, remote control with visible graphic, grocery receipt,

3. Examples of items for distance tasks: TV screen (depending on size 6-15' away), person 8-12' to watch 8-15' away (making funny faces, holding up surprise items 4" or larger), wall art (e.g., tapestry, framed print)

Tuesday, April 21

Title of the Lesson/Activity: Keyboarding

Instructor: Cecilia Robinson

Instructor's Title: Technology Consultant, Outreach Programs

Instructor's Affiliation: Texas School for the Blind and Visually Impaired (TSBVI)

Primary Core or ECC Area: Assistive Technology, Sensory Efficiency, Self-determination

Target Audience: Students in elementary, middle or high school who are ready to learn to type; students who are expected to learn specialized software (e.g. JAWS, ZoomText, Fusion, etc.)

Prerequisite Knowledge: Knowledge of letters and words; have patience to sit, listen or look and listen for a minimum of 5 minutes

Lesson Plan Goal: To learn and practice keyboarding

Materials Needed: Computer; any keyboard (does not have to be connected to a computer/mobile device); 8-10 small objects (e.g. eraser, paper/binder clip, small blocks, etc.); piano keyboard (if one is available)

Wednesday, April 22

Title of the Lesson/Activity: Strategies for Coping with Anxiety

Instructor: Marnee Loftin

Instructor's Title: Psychologist (retired)

Instructor's Affiliation: Texas School for the Blind and Visually Impaired (TSBVI)

Primary Core or ECC Area: Self-determination, Social skills

Target Audience: Upper elementary, middle and high school

Prerequisite Knowledge: Ability to identify emotions and to communicate coping strategies

Lesson Plan Goal: To identify causes of stress and anxiety, and to discuss ideas to manage these feelings.

Thursday, April 23

Title of the Lesson/Activity: Abacus for Beginners

Instructor's Title: TVI and COMS

Instructor's Affiliation: Gateway Regional School District

Primary Core or ECC Area: Compensatory Skills

Target Audience: Students and parents who are new to the abacus or just beginning to learn the abacus

Prerequisite Knowledge: Access to a physical abacus is recommended. For sighted people or some people with low vision, a simulated abacus like UAbacus can also be used.

Lesson Plan Goal: To understand how to set, clear, and read numbers on the abacus; (subject to change depending on the needs of attendees)

Materials Needed: An abacus of any kind, preferably a Crammer style abacus; for sighted or low vision participants, an app such as UAbacus can be used.

Friday, April 24

Title of the Lesson/Activity: Introduction to Braille

Instructor: Valarie Warmuth

Instructor's Title: Access Conversion Specialist/Braille Specialist/Career Specialist/Job Coach/Instructor

Instructor's Affiliation: OHM BOCES/Mohawk Valley Community College/NYS Commission for the Blind and Visually Handicapped

Primary Core or ECC Area: Compensatory

Target Audience: Anyone who wants to be introduced to braille.

Prerequisite Knowledge: There is no age or ability minimum or maximum.

Lesson Plan Goal: To have fun and introduce others to the love of braille.

Materials Needed: PerkyDuck or a braille simulator

Monday, April 27

Title of the Lesson/Activity: Fun with Braille 2

Instructor: Tammy Reisman

Target Audience: Beginning Braille Readers

Readers and those that want fun braille practice

Prerequisite Knowledge: braille alphabet, beginning contractions, use of braille writer, beginning reading skills

Lesson Plan Goal: To reinforce and practice beginning braille reading and writing skills

Materials Needed: braille writer, braille paper, small items found around the house for sorting (at least 3 - for example paper clips, buttons, coins, mini toys, utensils), 4 bowls or plates, a ruler

Tuesday, April 28

Title of the Lesson/Activity: Community Connections: Intro to Restaurants (Part 1)

Instructor: Robbin Keating-Clark

Instructor's Title: Expanded Core Curriculum Coordinator

Instructor's Affiliation: Utah Schools for the Deaf & Blind

Primary Core or ECC Area: All 9 areas!

Target Audience: Upper elementary though high school age who are moderate to typically developing

Prerequisite Knowledge: Think of 5 restaurants in the community! Know the name and what kind of food choices they offer.

Lesson Plan Goal: Students will identify skills for independence in three main restaurants: fast food, casual dining and upscale.

Wednesday, April 29

Title of the Lesson/Activity: Learning About My Eye

Instructor: Cindy Bachofer

Instructor's Title: Low Vision Consultant

Instructor's Affiliation: Texas School for the Blind and Visually Impaired (TSBVI)

Primary Core or ECC Area: Self-Determination; Science

Target Audience: K-8th grade; some visual material but content is applicable to students who are blind or have low vision

Prerequisite Knowledge: None

Lesson Plan Goal: 1.) Participants will be able to name and explain key parts of the eye and how these parts work together for sight. 2.) Participants will be given examples of activities at home and web resources for continued learning.

Printed copy of 3 documents (diagram of the eye, list of eye vocabulary, segmented word parts of eye vocabulary. If not able to print, the diagram can be viewed on the screen and the vocabulary list and word segment cards can be written out);

Hand magnifier

Hand mirror

Household items gathered in a bag for making an eye model

Cereal bowl for cornea

Colored paper circle iris with a hole in the middle-to fit inside cereal bowl

Sealable Ziploc bag for lens (fill with air)

Squishy ball for vitreous (fit within bowl)

Wash cloth for retina

Pipe cleaner or straw for optic nerve

Larger ball for brain

Thursday, April 30

Title of the Lesson/Activity: Community Connections: Intro to Restaurants (Part 2)

Instructor: Robbin Keating-Clark

Instructor's Title: Expanded Core Curriculum Coordinator

Instructor's Affiliation: Utah Schools for the Deaf & Blind

Primary Core or ECC Area: All 9 areas!

Target Audience: Upper elementary though high school age who are moderate to typically developing

Prerequisite Knowledge: Think of 5 restaurants in the community! Know the name and what kind of food choices they offer.

Lesson Plan Goal: Students will identify skills for independence in three main restaurants: fast food, casual dining and upscale.

Friday, May 1

Title of the Lesson/Activity: Time for Tots 2

Instructor: Renee Ellis, Kathi Garza, Mary Shore, Deanna Peterson, Kate Borg

Instructor's Title: Early Childhood Outreach Team

Instructor's Affiliation: Texas School for the Blind and Visually Impaired (TSBVI)

Primary Core or ECC Area: Literacy, Social, Motor, Cognitive Development

Target Audience: 0-5 years old

Prerequisite Knowledge: None

Lesson Plan Goal: Using songs, music, and movement to support literacy, motor and cognitive development. Note that this session will be a bit different from others, in that we will do activities for the children for the first 30 minutes (approximately), followed by discussion with the parents and caregivers.

Materials Needed: Stay tuned!

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Virtual Expanded Core Education Learning (ExCEL) Academy for Students with Visual Impairments

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Title of the Lesson/Activity: Tips for Staying Busy and 5 Fun Things to Do at Home with No or Limited Vision Title of the Lesson/Activity: Wacky Web Tales: An Introduction to JAWS and Fun with Parts of Speech Instructor: Nina Wibbenmeyer Instructor's Title: Teacher of Students with Visual Impairments Instructor's Affiliation: Texas School for the Blind and Visually Impaired Primary Core or ECC Area: Assistive Technology Target Audience: Upper Elementary through High School; academic or functional academic students Pre-requisite Knowledge: Have a basic understanding of parts of speech.

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Yoga Benefits for Children with Visual Impairments

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Yoga Benefits for Children with Visual Impairments

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There has been a lot of talk about yoga lately. Many people tout the benefits of yoga, including improved energy levels, cardiovascular health, and increased flexibility. While the general public has seen dramatic results from incorporating yoga into their lives, yoga has even more benefits for children with visual impairments.

Yoga is a safe and effective exercise for children with visual impairments. Because of the gentle nature of this exercise and its tactile barrier of safety (our yoga mats), the exercise practice of yoga boasts a plethora of benefits for children with visual impairments.

When I first started teaching at TSBVI, the ever-wonderful Linda Hagood was teaching yoga to children with visual and multiple impairments. I was lucky enough to see first hand the miracles that were happening with our students. From better communication skills, self-determination skills, to increased literacy. Of course, as an Orientation and Mobility Specialist, I was most fascinated by the increased motor planning and spatial awareness skills.

This simple form of exercise has helped to shape hundreds of lives of children with visual impairments. It can help your child improve their life as well.

First of all, what is yoga?

Yoga is a form of exercise that focuses on both your body and your breath. The breathing component is what makes it so powerful as a tool to use after the yoga session is over. As a practice within our schools, yoga is NOT a form of religion or spirituality. It is simply a very accessible mode of exercise that is motivating, fun, challenging, and beneficial to people with visual impairments.

You may have been to a yoga class or seen one depicted on the media. Just like those classes, children often use yoga mats or other soft, non-slippery surfaces to practice. People move their bodies in different poses within this space to get exercise and to focus on their breathing. As with any exercise, yoga helps make you happy, gives your heart more power, and helps release stress. Aside from the exercise benefits, our children with visual impairments benefit greatly from this practice.

Benefits of Yoga for Children with Visual Impairments

1.Increases motor planning by having to learn new movements.

Yoga poses are not typical walking, sitting, standing postures. Many of the poses are new movements for our children. As you teach your child how to move in a new way, their brain is learning new ways to plan their movements. The brain creates new pathways with this new information. Then, as they begin to plan movements off of the mat, their brains can readily pull out the information about the new movement pattern. For example, if your child has been experiencing difficulty getting their backpack off their shoulders and onto their school chair, they may start to use the twist that they learned in yoga to help them move their body and put their backpack on their chair.

2.Increases body and spatial awareness by having to move your body in new ways.

When your child is asked to move one arm above their head, they may lift their arm out to the side. Yoga creates a safe space for the caregiver to gently help your child learn where "above" their body is. By helping the body move in to the correct place around their body and the proprioceptive feedback given to the brain from the position, the child then has a better understanding of where "above" her head is.

3.Increases communication skills when the child is asked to communicate during the session.

In typical yoga classes at a studio, a teacher often gives directions to the class and the class members move without talking. Yoga with children with visual impairments is wildly different than your "typical" class. In a yoga session with children with visual impairments, the children are often active participants in their literacy and communication. Not only are children often asked to engage with one another (if there is more than one student in the session), but they are also encouraged to engage with the teacher. They may be asked to make a choice between yoga poses, plan a story to be read within the yoga session, or engage in a conversation about the yoga session.

4.Increases self-determination skills by giving the students challenges that they can eventually overcome.

The inherent challenges that we face when we are asked to do something new facilitate self-determination skills. Many children find yoga poses to be a fun challenge. Once they learn how to do the pose, their sense of self-determination increases immeasurably! Any exercise program that you complete once a week for at least 12 weeks has scientifically been proven to increase your self-determination skills as well.

5.Increases literacy when stories, lists, and other literacy are infused.

When practicing yoga, many teachers use braille, large print, or tactile symbol lists to help their students practice literacy skills in a fun and engaging way.

Ready to try yoga with your child with visual impairments?

Try incorporating these three poses into their day. You can have a separate yoga session, or incorporate these poses into a "yoga break", where they can do a little movement between seated activities.

Sunshine Breath

From seated:

Bring your hands together so that your palms touch.

As you breathe in, keep your hands together and lift your arms up towards the ceiling.

As you breathe out, separate your hands out to the side and bring your arms down to your sides. (Teacher's note: Have the child place their hands on either the ground or the seat of the chair).

Continue with this breathing pattern for 5 breaths.

Reaching Mountain Pose

Come to standing. (You can stand behind your chair, desk, or table if you were just sitting.)

Lift your arms up towards the ceiling, strong and straight.

Feel your belly get bigger when you inhale.

Blow out and feel your belly come down.

Have the student breathe in and out for 3-5 breaths.

Moon Pose

From standing with your arms above your head:

Hold your hands together. Interlace your fingers. (Use other words such as "glue your hands together" if those concepts work better).

Lean over to the left.

Breathe in, feel your belly get better.

Breathe out, feel your belly come down.

Have the student breathe in and out for 3 breaths.

Keep your hands together, arms strong and straight, and lean over to the right.

Breathe in, feel your belly get better.

Breathe out, feel your belly come down.

Have the student breathe in and out for 3 breaths.

Note: Get creative and use the words that are appropriate for your individual student. For example, if a student does not know what a ceiling is, you may want to either use the teachable moment to explore a ceiling, or use the word "sky" instead.

Leave a comment below and let me know which pose was your child's favorite. How did you work these poses into your child's day? How did they make your child feel?

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What Is Yoga and How Can It Benefit My Child with a Visual Impairment?

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There has been a lot of talk about yoga lately. Many people tout the benefits of yoga, including improved energy levels, cardiovascular health, and increased flexibility. While the general public has seen dramatic results from incorporating yoga into their lives, yoga has even more benefits for children with visual impairments.

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iPads are used in more and more ways in the educational programs of students who are blind or visually impaired. They can be used to help children to develop basic concepts, to reinforce literacy skills, to support communication, to promote the development of visual skills and for many other purposes. They are also a way in which to encourage the development of social skills, which are part of the Expanded Core Curriculum, in some of the following ways:

Can use shared interest between students to draw students together

Can develop turn taking / sharing skills [APPS: Take Turn Timer, Stop - Go! (a traffic light timer), Turn Taker - Social Story and Sharing Tool (from Autism)]

Creating and sharing stories with friends (APPs Pictello, Story Creator)

Learning to make eye contact - can turn the camera around so the child is looking at their own face

Can take photos of people in their world so that they can get comfortable looking at their faces on the iPad if they are not comfortable looking at the person directly

Learning about their eye condition - can look at their eyes with the camera

Take photos of people in their world so that they can look at the photo to be able to recognize them

Can use the photos for taking attendance

Take photos of locations (e.g. in their school, community) using the camera and MAPS to be able to know, in advance what to look for

Can create social stories, can practice life skills (APPS: Model Me Going Places, Turn Taker, Conversation Social Stories and Simple PECS Communication Tool - Autism (Touch Autism), Conversation Builder)

Group work using the iPad for class projects

Games to develop language (e.g. APPS: Talking Tom and other Talking apps)

Can use Pictello for the sub book - easy to see the routines

Home - School Communication Ideas:

Student can video their activities to share with family, extended family, friends

Pictello / Story creator APPS can be used to show special events both at school and at home

Parent / student can create stories with school from earlier in the child's life as well as sharing about extended family, holidays

(adapted from POPDB Intervenor Conference, January 2013, notes taken by Sheila McIntosh)
Please note that you may need to check whether the app has been updated or whether it only works with certain operating systems. Please let us know if you have any information to share about any of the apps on this page! You can email us or leave a comment below.

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Using the iPad to Develop Literacy and Social Skills

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iPads are used in more and more ways in the educational programs of students who are blind or visually impaired. They can be used to help children to develop basic concepts, to reinforce literacy skills, to support communication, to promote the development of visual skills and for many other purposes.