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Symbols used for communication or to help students anticipate daily routines can be adapted to make them more easily viewable by children with CVI, by selecting them for such features as preferred colors, familiar items, low levels of complexity, movement and so forth. Simple picture books can be created with only one picture per double-page spread. Images should be selected based on color preference, familiarity of subject, and simplicity. Commercially available books that are very simple can be selected for use with a child based on color preference and the child’s interest.
When photographs are presented, begin with faces, and only later present pictures of familiar people against neutral or plain backgrounds. Additional photo books can be designated around particular themes of interest, for example, photos of balls or animals. Reproduced with permission of the American Foundation for the Blind. Looking for a fun, versatile board game that encourages young children, especially those with visual impairments and blindness, to develop tactile skills? There have been various strategies explored for learners diagnosed with CVI to help them learn to read. Emergent skills need to be developed before children are ready for formal reading instruction. Exposing young children to books, putting foam letters in their hands, listening to letter sounds and nursery rhymes are great activities!
If a learner is determined to be tactual reader, exposure to braille materials is necessary. If a learner is determined to learn through listening, then listening skills need to be developed. If a learner is determined to be a print reader, exploration will be needed to determine how print is presented. Consideration needs to be given to the background on which letters are presented.
Look can be used for all level of readers, from a non-reader learning to read, to an experienced reader wanting specific settings to read faster and more comfortably. Look to present the words automatically at your comfortable reading speed. To build reading skills, there is the further option to select the number of words you wish to appear on the screen at a time, of more than one, including seeing a whole single sentence at a time. It may be that a combination of media will work best for a learner. Consistent and ongoing observation and assessments are essential to determine which materials will help the learner be successful. The perfect picture book to help teach young children with blindness and visual impairments pre-braille and pre-literacy skills!