Here is a wonderful article by Rachel Bennett as part of the CVI Overview class at UMASS Boston. The assignment was: Create an Active Learning space or material for a child in Phase II of CVI. Post a picture and explain what you created and why it will be appropriate for this child in Phase II with CVI. Amazing adaptations for accessible learning and self discovery, Rachel!
Active Learning story box for Llama Llama Nighty Night
What is this? Using a magnet board, tactile schedule icons familiar to the student, a Llama doll, and pre-recorded button, the student can engage in the story sequence in a multimodal way: tactual, visual, and auditory. The yellow button is positioned on the right up off the table using an upside black bin. I recorded the story of Llama Llama Nighty Night, so when the student presses the button, the story will begin. This is an activity that can be completed in phases and with complexity of array is continually assessed. To start, the student can press the button and then hold and engage with the Llama doll. We can then add a tactile schedule icon one-by-one depending on motivation and interest. For example, the child was able to engage with the recorded button, Llama doll, and two schedule icons. He touched and removed the toothbrush when he heard the phrase, “time to brush,” and touched and removed the book when heard, “choose a book.”
Why is this appropriate for a student in Phase II?
The activity allows to adjust materials so they are in the student’s preferred visual field (slant board, magnet board, black bin). Complexity of array and background are reduced, along with the use of intentional and familiar items. By making the icons tactile, this allows for the opportunity for sensory balance, using touch as a bridge to vision. Highly saturated, vibrant colors are used for each item. Preferred color is used for the recorded button.
Playing with Light Pucks
What is this? Using a magnet board, LED light pucks, and an adhesive magnet squares, several skills can be explored! Each light puck has 5 settings: white, red, green, blue, off. Possible skills to explore: 1 to 1 counting (the puck themselves or with each click when pushing the light), colors, color matching, on/off, positions (under, next to, right, left, above, in between), shape (round, curved, circle), cause and effect.
Why for Phase II? Reduced complexity of background, array, object; need for light and color; preferred visual field; materials at near. Tactile exploration allows for sensory balance.
Exploration of the concepts of round, curved, like a circle!
What is this? Using a magnet board, various round/curved items, and adhesive magnet squares, the student explores the concept of roundness/curved/like a circle to support future learning of salient features (Roman Lantzy). Some items are familiar (light puck, play orange, orange top of a familiar play container), and some items are new. The student can explore each item tactually, take them off, and place them back on the board. Non examples of round items can be added, such as Tegu magnet wooden blocks. The student can sort/match round items and straight items. The array of items can be controlled depending on what the student visually processes at their comfortable and beginning challenging level.
Why for Phase II? Reduced complexity of background, array, object; color; preferred visual field; materials at near; use of some familiar items. Tactile exploration allows for sensory balance.
How long can it be?
What is this? Brightly colored rope is placed in an oatmeal container that is painted black. There is a cross slit on the lid and yellow duct tape to reinforce tip of string. The student can pull the string, roll the container, swing the string and container back and forth. Skills: pull, cause & effect, long/short, in/out.
Why for Phase II?
Reduced complexity of background, array, object; color; materials at near; preferred visual field; movement. Tactile exploration allows for sensory balance.
Pully tube fun!
What is this? A simple item that can be used to explore various concepts and skills: pull, sound, cause & effect, long/short, round/straight. Using against a black background. Prop black board (card board with black felt) on slant board and hang tube. Hot glue string to one end of the tube and tie string around small holes created on top of board. The student can move the tubes around, pull, and tactually explore. Create a circular shape with one of the tubes and place next to a pully tube that has not been transformed.
Why for Phase II? Reduced complexity of background, array, object; color; preferred visual field; materials at near; movement. Tactile exploration allows for sensory balance.