for activities such as letter identification, due to visual latency.
Consider Background Noise Background noise which may be filtered out by typical learn- ers may compete for attention for individuals with CVI. Be Aware of the Visual Battery Individuals with visual impairment, including CVI, have a ‘visual battery, meaning that they cannot use their vision for learning throughout the entire school day. Consider the visual battery when scheduling activities that require maximal visual attending (Tietjen,2019). Offer Visual Breaks Based on the concept of the visual battery, learners may need to take frequent visual breaks. Use Tablets to Address Visual Distance Issues IPads or other tablets can be extremely helpful for learners who struggle with visual distancing. Partners can take up-close pictures of materials or simply use the tablet as a viewing tool, so that teacher materials are enlarged and close up. Help Students Develop an Inner Voice Speaking students will verbally name letters during instruc- tion. Students with complex communication needs who are unable to clearly articulate letter names or sounds should be reminded to ‘say the letter (or sound) to yourself while I say it aloud (or out loud).’ CHECKING FOR UNDERSTANDING For both alphabet knowledge activities and phonological awareness activities, partners will need to check for understand- ing. For typically developing students, many tasks (e.g., letter naming, judging rhymes or initial sounds, matching rhymes or initial sounds) rely on speech or using a movement such as plac- ing one picture card next to another. These may be difficult or impossible for some students who have CCN, physical impair- ments and CVI. Hanser, Wagner, & Musselwhite (2020) have de- veloped a chart to show how to use strategies such as multiple responses, yes/no and single message partner assisted scanning with students with significant disabilities, including CVI. Follow- ing is a brief description of the three types of student responses. Examples of each response type, concerns regarding students with CVI and helper tips for success are summarized in this ar- ticle and described in more detail in Hanser, Wagner, & Mussel- white (2020). Remember that we should focus on teaching not testing. That means that checking for understanding should be intermittent, not used for every item we are presenting! 1. Multiple Possible Responses The partner shows several items, says the target (if appropriate for the task) and asks the stu- dent to indicate through direct selection (pointing or eye
Image 1: 3 Location Print Flip Chart with Occuluder (By Gretchen Hanser)
Use of Light One of the CVI characteristics is defined by the need for light. Using a flashlight or a backlit screen can help focus vision on a specific area. Flashlights can be used to spotlight a target – such as a letter on an alternative pencil – and/or to add movement to gain attention. Use of Neon Tape Neon tape may have reflective qualities, which can draw visu- al attention in the same way movement does. Movement does not necessarily trigger visual processing of details, but it can help a student identify basic boundaries (such as the location of a space bar or the edges of a tablet). Pause Time Learners with CVI may need additional pause time for pro- cessing, especially when we are asking them to use their vision,
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