Resources

• Intro Video
  • What to do when you meet someone who is blind
    
    
• Center for the Blind
  • How Do I talk to a Blind Person?
    
    
• Blind Children Resource Center
  • Tips for Elementary Classroom - Scroll partway down for some tips for teachers and IA’s. Good especially for Elementary teachers.
  • Ideas for Chemistry Teachers 
    
    
• Columbia Regional Inclusive Services (CRIS)
  • Ideas for IA's
  • Resources for Visually Impaired
     
• Audio Description
  • Many movies and videos are now made with audio descriptions. If you can’t find a video with an audio description, try to have someone sit next to the student so they can describe what is happening.
    
  • https://dcmp.org/ 
  • http://www.acb.org/adp/masterad.html - A list of movies/TV shows with audio descriptions
    
    

• Audio Books
  • Students with visual impairments and print disabilities (eg. dyslexia) have access to digital/audiobooks through several resources.
  • Bookshare - A US Department of Education program; students download books and an app or computer program reads the text; Case Managers should have access to the program and the ability to select books for the student. Students can listen to the books using the Voice Dream or Read2Go app on their iPad.
  • Learning Ally - A non-profit; the books are read by real humans.
  • BARD - A service of the National Library Service for the Blind and Physically Handicapped (NLS), Library of Congress. If you are blind, low-vision, or have a physical disability that makes it difficult for you to hold or turn the pages of a book, you may be eligible for this program.
  • OR Talking Books
     
• Math
  • Math Speak - Quick Tutorial
  • Math Speak Manual
  • Animal Watch VI Suite
     
• Braille 
  • Hadley - Introduction to Braille Class
  • UEB Braille Chart
  • Nemeth Code - Braille used for math code
    
    
•  Technology
  • CRIS provides HRCSD with Teachers of the Visually Impaired, Orientation and Mobility instructors, and appropriate technology including iPads, braillers, electronic braillers, tactile paper, and more
  • The VoiceOver feature of the iPad provides access to students with little vision
  • Quick Reference Guide to VoiceOver 
  • Screen Readers and Word Processors
  • Google Keyboard Shortcuts
    
    
• Reading Intervention
  • The Wilson Reading Program can be adapted for Braille: Paths to Literacy Wilson Reading Tutorial 
     
• Print Materials
  • Font and Style Guidelines

• Simplify Images for CVI
  • Remove background from an image: (https://www.remove.bg/)
  • Remove background from a movie (https://www.unscreen.com)  
  • Canva
     
• Cortical Visual Impairment
  • Stage 1 Strategies

Introduction Letter

Hello ____ Community,

 Thanks so much to you all for helping our student who is blind, ____, to be a part of our wonderful family.  ____ is placed in _____, and is making a strong start to the year.  He loves school!  I have put together some thoughts for how ____ works, how we can feel comfortable around him, and how to best help him be independent.

1. ____ is very intelligent and has excellent hearing.   Please address your conversation about him directly to him, rather than to any adult who is with him.  Remember that if you talk over ____’s head to another adult, ____ hears and understands every word you say.  Please identify yourself when you speak to ____.
   
   
2. ____ can usually do his tasks independently, and that is our aim for him at ____.  He should generally not require your help.  Ask ____ if he wants your help first.  Give him cues rather than doing a task for him.  Offer information rather than help. Then try to step back.
   
   
3. If you are giving ____ directions, use specific description.  A vague direction like, “Do it like this,” can be replaced by “Fold your paper lengthwise.”  “I’m over here,” can be replaced with “I am behind you to your right.” When referring to objects, think about attributes other than color, such as shape, weight, texture, size, and location. Use normal language such as "look" and "see."
4. ____ is learning how to use the tools and adaptations that allow him to accomplish tasks without eyesight.  While these tasks are different than the tasks sighted people learn, they are no more difficult than the tasks sighted children accomplish. For example, learning to read Braille is no harder than learning to read print. He is learning how to compute using an abacus. He is learning how to use an electronic braille display interfaced with a computer, and is learning how to use speech access technology.  He is an eager and curious learner.
   
   
5. ____ orients to spaces using a long white cane.  This device serves a bit like an insect’s antenna, allowing ____ to feel and hear obstacles, stairs and turns.  Sighted people should behave normally around him, not jump out of the way or try to jump over his cane.  An exception would be older students forming groups that block hallways or sidewalks: these students can help ____ by being mindful of keeping passageways clear.
   
   
6. Please don’t lead ____ around by the hand or shoulder, or ask students to lead him.  ____ uses “sighted guide technique” where ____ holds a child’s elbow or an adult’s wrist for help with navigation on routes he does not yet know.
   
   
7. One area where ____ can always use your help is in facilitating social interaction and friendships.  So much of social interaction uses vision, so ____ does need ongoing support in building strong relationships, especially with other kids.  Please help kids understand that they need to follow the same guidelines as adults, as listed above.

Thanks again to you all for welcoming ____ so warmly to the ___community!  If you have time, and your students are curious (they almost always are), please feel free to review these guidelines with them.  I am available to talk with you individually, or provide a staff inservice training, if you have further questions.