In this video, Megan presents the book she created for her student who has CVI. She talks about the features she included to work on her student's visual attention skills but also provides ideas for adaptations for students who are working on a higher level of concept development.
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CONNAUGHTON: Hi, I'm Megan Connaughton. I'm a teacher at Perkins School for the Blind in the Deafblind program and today I'm going to be talking about my adapted version of Eric Carle's "The Tiny Seed."
This book was initially created for a kindergarten aged student who has cortical vision impairment, as well as physical disabilities.
The purpose of the story, in context for the student I created it for, is work on early literacy skills, such as book handling, scanning from left to right, as well as maintaining visual attention and working on visually guided reach. However, this story can also be adapted to be used for students working at a higher level of literacy.
When working with the student I created the book for, I introduce each page, which has a simple black presentation, as well as a mylar image of the main focus of each page.
The book was not created to work on concept development; instead to work on simple visual attention. For students who are working on higher levels of concepts, you could create duplicates of the pages to work on matching or for sequencing, and later comprehension questions at the end of the story.
To create this book, I initially went through and picked out the main concepts of each page and chose the visual representation for each page.
For instance, the first page of the story talks about a tiny seed being picked up and blown away by the wind. To represent this, I chose to use a silver mylar cloud, as well as streamers for tactile adaptation.
Each page of the story also contains a visual representation of the tiny seed, which is backed by red mylar to help with visual tracking.
Each page also contains a tactile element, which helps the student develop visually guided reach by allowing them explore the page tactually and then attract their vision to is as well. For each page I chose to use a simple black background and different colored mylar paper.
I used simple shapes to create each visual representation, such as blue triangles for mountains. I glued them on the black background and then laminated the pages for stability and durability.
After I laminated each page, I went through and added different simple tactile elements to each page to encourage the student to develop their visually guided reach.
Once I completed the different tactile additions to each page, I simply bound the book together using loose binder rings to create a full book.
And that's today's teachable moment.