As we all begin providing remote instruction to students with visual impairments, we may find it challenging to meet the needs of our students with CVI and multiple disabilities. My student is in second grade and receives consultation twice a month. The student has been working on systematic scanning skills and visual complexity using a combination of print and digital materials. To work on both scanning and complexity of array, the case manager and I collaborated to create digital books based on the student’s interest. I created two books with plain background that included images from the song Baby Shark, the student’s preferred song to sing with hand movements. One each page, the location of the image varied to have the student practice scanning skills. After several pages, the number of images on each page increased from 1-5. With repetition, the student quickly improved her scanning skills to locate and point to the shark on each page. The teacher then made a print version of the book with a more complex ocean background where the student had to locate the shark when multiple images were placed on the background. Since the student continued to demonstrate success working with materials that included increased complexity of array up to 6-8 images, the teacher made another digital book. The book included a complex background of a classroom and the faces of 8-10 familiar staff in her school. The location of each face varied on each page. Digital books with large print and extra spacing between words were also created to help the student point to each word while reading.
Unfortunately, due to difficulties with attention, the student is not able to successfully participate in remote instruction via video conference. Remote instruction and consultation has moved to supporting and providing resources to the parent to work with the student. Bimonthly check-ins with the family are scheduled and an email is sent home with links to video tutorials to use digital books to work on scanning and visual complexity. I created video tutorials showing the parent how to upload a PDF book from email into iBooks and how to read each book with the student. The books were emailed to the parent and video tutorials were uploaded to YouTube.
Each book was created with the Book Creator app and exported as a PDF so it could be uploaded into the Books app on the iPad. In addition to the student continuing to use previously made digital books, she has developed greater interest in an iPad. She now demonstrates increased visual attention to activities and is learning to swipe to turn to the next page in each digital book.
Below are descriptions of each book that is attached.
Baby Shark Book – There is a white background on each page with a cartoon image of a Baby Shark with a bow on her head located in a different place on each page. The pages increase in complexity of array from 1-5 images per page.
Grandpa Shark Book – There is a white background on each page with a cartoon image a Grandpa Shark with a mustache located in a different place on each page. The pages increase in complexity of array from 1-6 images per page.
Egg Hunt- There is a background with grass, flowers, trees, bubbles and birds. Solid color eggs or patterned eggs are located in a different place on each page. The pages increase in complexity of array from 1-9 images per page.
Eggs- Digital book with an image of a solid color plastic egg against a black ground and a simple sentence on each page. The pattern of the words repeats on each page, with only the color word varying from page to page. There is double spacing between words.
https://www.perkins.org/sites/elearning.perkinsdev1.org/files/Baby%20Shark.pdf https://www.perkins.org/sites/elearning.perkinsdev1.org/files/Egg%20Hunt.pdf https://www.perkins.org/sites/elearning.perkinsdev1.org/files/Eggs.pdf https://www.perkins.org/sites/elearning.perkinsdev1.org/files/Grandpa%20Shark.pdf
By R Saladino