1. Julie Holland Teacher of the DHH August 3, 2017
Experience Books and Story Boxes:  Making Literacy Accessible and Meaningful to Students with Multiple Disabilities, Including Deafblindness”
Julie Holland Teacher of the DHH
August 3, 2017

2. Overview of Presentation
A. Where do we begin?
B. Creating Accessible Literacy
1. Building a Foundation, Early Emergent Skills
2. Object Calendar Systems
3. Conversation Boxes
4. Object Books
5. Story Boxes
6. Experience Books
7. Journals
8. Adapted Books
C. Creating Meaningful Literacy
1. Create Meaningful Access to CORE Curriculum Using EE’s
2. Provide Functional, Authentic Experiences using Science, Math, Literacy
3. Incorporate Expanded Core Curriculum for Blind/Deafblind
4. “4 Blocks of Literacy” Ideas
D. Make-and-Take Experience Book
E. Resources
I’ll primarily be talking about pre literacy levels, but can be adapted for many diff levels, so feel free to tweak it to make it useful to your students!

3. Where do we begin? Critical Vision Assessments
Functional Vision Assessment (FVA) – includes information on: visual reflexes, appearance of the eyes, corrective lenses, reception and perception of visual stimuli (light), eye preference/behavior, field of vision, depth perception, figure-ground perception, light sensitivity, contrast sensitivity, acuity, visual-motor coordination, glare, lighting, color and contrast, visual clutter, how to best see to read/write, info on the diagnosis
Learning Media Assessment (LMA) - Assessment for selecting the appropriate literacy media for students with visual impairments.  "Literacy media" refers to the way in which students access the general education curriculum.
Std w/ vision imp, deaf or hh, motor imp, health issues, behavior issues, had limited opport for incidental learning With our handy dandy TVI! 2 critical vision assessments LMA will lead to determine the kind of “literacy media” your std needs…

4. Partial object symbols Tactile symbols
Determine What Kind of Literacy Symbol your student needs: Literacy Media
Object symbols
Partial object symbols
Tactile symbols
Picture symbols - line drawings, photographs, PECS, bright-colored pictures
Braille
Print
Main focus is on using these objects and tactile symbols to make books for our kids, but before books, our kids need to learn concepts/language.

5. Hierarchy of Communication
Tchr and TVI can determine where std is at on this hierarchy. My stds are mostly at object level. 1 std can use line drawings.
Graphic from “Literacy Adaptations for Students Who are Deafblind” webinar,

6. Definition of Literacy
Literacy generally refers to the ability to read and write using symbol systems that allow people to receive and send information across distances of time and space.
Meaning: literacy can be more than reading words in books! Our symbols can be objects or pictures in a calendar system, story box, conversation box, exp book becuz

7. Building a Foundation Early Emergent Emergent Expanding Literacy
Determine your student’s literacy level by using: All Children Can Read: Literacy Skills Checklist
Building a Foundation
Early Emergent
Emergent
Expanding Literacy
show document from my desktop
(View from desktop file)

8. National and State Resources
Follow NCDB on Twitter and Facebook to catch Literacy Tip Tuesday. Every Tuesday they will be highlighting certain resources within this website and giving tips on how to best use it. Look for the hashtag #DBLiteracyTipTuesday to catch all the highlighted resources.
The  Open Hands Open Access (OHOA) Intervener Learning Modules are a national resource designed to increase awareness, knowledge, and skills related to intervention for students who are deaf-blind and are being served in educational settings (ages 3 through 21). 
Iowa Deafblind Project offers technical assistance, workshops, and transition planning for families and professionals. Also: Deafblind Registry

9. Foundational and Early Emergent Literacy Ideas
Display accessible visual, tactile, sign language ABC’s, names, and number lines at desks or tables, on walls
Label (tactile/picture/Braille/large print) the environment at eye/hand level, starting with student names
Make sure displays and bulletin boards are accessible for seeing and/or touching
Organize your classroom so students know where to go to access thematic unit vocabulary
Use a name symbol for each child: pompom, feather, bow, beads, for attendance, labeling, group time
Early on, Kids need to participate in as many preliteracy activities as possible, so the idea is EXPOSURE, exposure,exp. Start w/ modifying the environment.

10. More Early Literacy Ideas
Practice new vocabulary in routines and schemas in order to build concepts
Model writing: Write notes, lists, and utilize recipes and shopping lists regularly
Learn that Story Time at the easel is a time to interact and have fun with the teacher
Have story boxes, object books, journals, Braille books and experience books in familiar places and easily accessible
Build in an independent reading time every day to practice skills and to develop self-determination

11. Early Literacy Ideas, Cont.
Practice daily book handling skills: orientation, turning pages, left to right, top to bottom
Practice touching and feeling books and know they come in different sizes and shapes
Practice finding a book’s cover, title, author, pictures, words, beginning, middle and end
Practice saying or signing “finished” at the end of each book
Visit library with child and build a personal library for each student
Have a variety of writing tools easily accessible, including finger paints and play dough
Let students have access to a Brailler for exploration and practice
Use 5-Step Recipes for cooking, crafts

12. Object Calendar Systems
Use calendar systems all day, every day to practice communication and symbols for objects, people, events and actions

13. Conversation Boxes
A box or container holding a collection of items related to a topic, theme, event or experience allowing a child with limited communication to “talk” about his activity
Tactually explore items from box while providing conversation from the child’s perspective. Conversations can be printed on cards, put in the box.
Each object involved in the event is acted out with the child to help him recall and “tell” about his experience.
Learning objectives: increase communication skills and social interaction
Objects in box become topics of conversation to help student communicate with others about his experience

14. Steps to Make a Conversation Box
Step 1: Start with a fun, shared experience with your student. For example, make toast! Sign the vocabulary through each step of the process. Observe the child to notice what he enjoys the most or finds interesting. These will be your “topics of conversation”.
Step 2: Gather the things you used and put them in your Conversation Box: plate, napkin, plastic knife, jelly jar, toy toaster and toy toast. It’s best to use real objects when you can. Label with Braille.
Conversation cards using the child’s point of view can be printed and attached to the lid of the box.
My conversation boxes turn into story boxes and eventually evolve into experience books.

15. Steps to Make a Conversation Box, continued
Step 3: Take the conversation box and sit in a comfy spot to chat. Allow the child to open the box and feel the objects and examine the Braille labels. In the beginning, the teacher can say/sign the name of the object with the child and act out what they did with each object in sequence.
Step 4: Repeat step 3 over and over. Eventually, see if he can anticipate some of the steps, name some of the objects, or know what to do with the objects on his own. Now he has something to chat about with a friend!

16. Ideas for Conversation Boxes
Hair Care
Brush Teeth
Wash Face
Snack Time
Birthday Party
Swimming Pool
Field Trips
Cooking Activities
Special Olympics event
Grandma and Grandpa’s
Picnic
My Walk Outside
New Car
Amusement Park
Growing Plants
Special Olympics box: rope on reel, T-shirt, ribbon; Picnic Basket with tablecloth, s’mores ingred, long forks, paper plate

17. Object Books or Concept Books/Theme Boxes
Because written and Braille symbols are difficult for our students to understand, using objects as symbols they can “read” is the idea behind object books.
Collect familiar objects from the student’s daily routines or experiences, attach them to pages, add language and make a book! The student should be as actively involved in making the book as possible.
Object books are more general than experience books and are not usually about one specific activity.
They can be used to talk about routines (bath time, art time, lunch time), to explore counting, or to help teach concepts (big/little, shapes).

18. Steps to Make & Use an Object Book
Step 1: Have a meaningful experience with your student.
Example: At the beginning of the school year, explore her new backpack’s contents together.
See if she knows the sign and the function of each object. If not, demonstrate in a fun way.
The next day, let her feel in the backpack and take out 1 object at a time and have fun practicing the name of the object and its’ function for as long as she can attend.
Add more objects as tolerated until she has practiced about 5 or 6: pencil, eraser, scissors, markers, ruler, notebook.
Make a concept/theme box first that can evolve into a book

19. Steps to Make and Use an Object Book
Step 2: When the student is familiar with the objects, review one concept per lesson as the two of you attach an object to a page.
Cardboard or railroad board pages support objects and pages are easier to turn.
Use Velcro to attach objects to page so students have the option of taking them on or off as needed.
Make labels using large print, sign language, and/or Braille. Read and attach to page.
Fluffers can also be added.
Hold pages together with metal rings or use a 3-ring binder or a book binding machine.

20. Steps to Make & Use an Object Book
Step 3: On cover: add tactile object for title, a byline and date in large print/Braille.
Step 4: Together, read book again and again.
Read vocabulary words in book hand-under-hand while feeling object or take object off each page and practice its’ function.
Assess student regularly to see if she knows sign or function of objects on her own.
Step 5: Store book in accessible place for student to find and read independently if she desires

21. Ideas for Object Books Ideas for Object Books:
My Favorite Things, My Family, My Class, My Backpack, Counting, ABC themes, Colors, Sizes, Shapes, Actions/Verbs, Adjectives, Over/Under or other spatial relationships, My Winter Clothes, seasonal unit vocabulary, body parts, clothing, food, furniture, kitchen utensils, tools, Bath Time, meal time, art class, gym class, trip to McDonalds, Science, S.S. or Math topics

22. Ideas for Concept/Theme Boxes & Books
Signs of Fall/Winter/Spring/
Summer
Mom’s Purse
Dad Stuff
Doctor’s Bag
School Backpack
Fish Bowl or pet cages
Christmas Tree Decor
stuffed Christmas Stocking
Science, S.S., Math topics
Habitats
Duffel Bag of Clothes
Green Items
Bug Jar
Picnic Basket
Valentine Box
Seeds
Eggs
Money
Picture=winter theme, Show winter book –gloves, hat, scarf, etc.

23. Concept/Theme Boxes
Can put in pop can box or tray or Vocab Center like this to “Organize your classroom so students know where to go to access thematic unit vocabulary”

24. Story Boxes
Story Boxes- a collection of objects mentioned in a story, stored in a box or bag, that allow the student to touch and feel the characters or events that are taking place in the book as the teacher tells the story.
Fun, interactive way to get student involved in books and literacy
The words/signs used by teachers telling a story are just symbols representing concepts and have little meaning to our kids. This hands-on approach to literacy helps the student connect the concept to the object with something concrete and tangible and then the story begins to have meaning.
“It takes more time to figure out what an object or shape is through tactual exploration than through vision.” The student has to feel all the parts and put them together as a whole, so it’s very important to allow student extra time to examine each object before continuing with the story. They are “taking in information, building concepts, and trying to understand their world”. –Barbara Miles

25. Steps to Make & Use a Story Box
Step 1: Choose a book about something familiar, or start with a favorite daily routine to make a story, no need for a book, like “My Bath Time”.
Step 2: Gather objects highlighted in the story. Start with one object per page, put in shoe box.
“Bath Time” objects: washcloth, soap, shampoo, bath toys, towel.
“Three Little Pigs” objects: hay, sticks, bricks, pigs, wolf
Attach a tactile marker such as a rubber duck or 3 pig snouts to the end of the box as a title for that story box.
For older child: cooking activity or steps for his job

26. Steps to Make and Use a Story Box, cont.
Step 3: Help the child find the new story box on the bookshelf by feeling the tactile “title” on the end of box
Together, set book on easel and set box across your laps.
Touching the tactile “title”, use voice, sign language, tactile sign to discuss title, parts of the story in sequential order
Another empty box on the floor can be used to place the finished objects.
Step 4: One by one, turn pages together, explore corresponding objects from the box, and use simple, meaningful words to convey the story.
Allow the student plenty of time to explore the whole object.
Use the object to help act out the story.
Repeat key vocabulary as tolerated.
Feel the Braille in the book or point to the words as you read them. Laugh! Have fun! .

27. Steps to Make and Use a Story Box, cont.
Step 5: At end of book, say/sign “finished” and put all objects and book back in the original box, reviewing words for each object as they are put away.
Also, allow time for the student to feel objects in the box and have a conversation about any she wants to explore again.
Students with short attention spans may be able to do only a few pages in the beginning.
Step 6: Together, put the Story Box back in its spot on the nearby shelf so she can learn to access it independently in the future.
Show IZZY’s Song Book or Farm Book video

28. Ideas for Story Boxes Daily routines/familiar activities Field trips
Cooking Experiences
Jobs/Responsibilities
ABC Books/Letter of the Week
The Very Hungry Caterpillar
Five Little Monkeys
The Three Little Pigs
The Three Bears
The Three Little Kittens
If You Take a Mouse to School
The Jacket I Wear In the Snow
Blueberries for Sal
Good Night Moon
Dear Zoo
Little Bear Gets Dressed
All You Need for a Snowman
Science, Soc.Studies, Math topics
Show Spring Story Box

29. Journals
There are several options when it comes to journaling:
1. Memorable Event Journals- Each time a child has a memorable experience, she can document them into a journal using tactile objects/ remnants saved from that event
A piece of rope and a blue ribbon can help her recall the Special Olympics track meet.
A corn cob and sheep’s wool can help her remember the farm trip.
The empty cake mix package and muffin cup help her remember making cupcakes.
Photographs can help her remember time with her Dad or a field trip or cooking experience.
Show Kayla’s Journal, Izzy’s Outside Journal, cooking journal

30. Journals cont.
2. Daily Journals- Journals can be written in at the end of each school day.
Parents can read about what happened at school with their child, then write about an evening activity to read be at school the next day.
Academic Lesson Journals- “Journals can also be used in conjunction with science, math, literature or social studies to reinforce learning and to make writing experiences relevant to each child’s unique experiences, ” Barbara Miles reminds us in her article “Literacy for Persons Who are Deafblind”.
Show Journal samples.

31. Experience Books
Short stories of a child’s real-life experiences written by the student(s) and teacher.
Tactile objects and/or pictures are collected during the event to use to write about the story.
Each page has a sentence(s) written in large print, in Braille, and/or ASL.
The stories can be read again and again to review skills.
Incorporate CORE vocab.

32. Steps to Make and Use an Experience Book
Step 1: A field trip, cooking experience, sporting event, or classroom project is planned.
As the event happens, pictures are taken and/or tactile objects are collected and set aside to use later to help recall what happened during the event.
Step 2: As soon as possible, the tactile objects and/or pictures are put into sequential order to tell a story, then attached by Velcro or glue dots to the pages of a blank book.
Smaller items are zip-locked into a plastic bag or envelope and stapled onto the page.

33. Steps to Make and Use an Experience Book
Step 3: While touching the objects or looking at the photographs, students tell about the experience on each page.
The teacher uses their language and rephrases it into an English sentence. (Repetitive sentences are an option. Ex: Zoo Trip- I saw a tiger. I saw an elephant.)
Sentences are typed, written or typed in Braille and glued onto each page.
Signs can be found on Boardmaker, in sign language dictionaries, or added using photographs.
Step 4: Add a cover with meaningful title, picture, tactile symbol, and byline, date.
Step 5: Read the new book again and again! Store in a place that the students can find it independently.

34. Ideas for Experience Books
field trips
a walk outside
Special Olympics
social activity
a favorite routine
cooking
planting a seed
making a snowman
making a jack-o-lantern
daily or weekly schedule
going swimming
making water balloons
going to McDonalds
school jobs or responsibilities
fixing hair
my birthday
brushing teeth
going to the grocery store
doctor visit
making pizza
my new cane
a city bus ride
Recycling duties
Family fun
Show Izzy’s exp books, birthday party books, pumpkin carving books, swimming books, school schedule
Show video: JR’s greenhouse experience and exp.book

35. Adapted Books Modify the text Modify the pictures
According to Deirdre Leech at the Perkins School for the Blind, there are 3 ways to adapt books for our kids who are deafblind with multiple disabilities:
Modify the text
Modify the pictures
Modify the actual book

36. #1 Modify the Text Think: What is the student getting out of the text?
use Braille
replace print with larger print
use contrast between the print and the background
use tactile symbols

37. #2 Modify the Pictures Important for CVI and Low Vision Kids
simplify the background
highlight the main idea
cut out the picture and put onto a black background
outline key parts of picture with black marker
outline picture with orange tape or Wikki Stix for kids with CVI
add tactile parts to a picture

38. #3 Modify the Book Think of the child’s physical and fine motor needs.
use cardboard for thicker pages so child can turn pages on his own
use page fluffers such as foam tabs, paper clips, etc.
rebind book so it stays open for easier signing
put pages in plastic protective sheets or laminate
add tactile cues
make book accessible using a switch or touch screen
put book on a tape, CD, or iPad
put book into Power Point (adds movement component to capture attn)
Show “Brown Bear” Power Point (saved on desktop)

39. Modified Book: “Brown Bear, Brown Bear” Power Point (with action) Story
Go to desk top

40. Izzy’s Power Point Books
Advantage: Can make multiple copies to send home.
1. Dr. Izzy
2. My Dad
3. The Zoo Trip

41. Making Literacy Meaningful for our Kids

42. We need to make literacy accessible AND meaningful
“To achieve literacy, there must be reading.
To achieve reading, it must be meaningful.
To achieve meaningfulness, there must be communication.
To achieve communication, there must be experience.
To achieve experience, there must be opportunity.
To achieve opportunity, there must be care and understanding."
(Laurie Hinzman, NCDB website)

43. Create Meaningful Access to CORE Curriculum Using Essential Elements
1. Start by finding the Essential Elements for student’s grade level in each subject.
2. Identify level of Essential Element for child (Ex: Initial, Precursor or Target Levels for Science)
3. Pick one EE and make a unit, or figure out how you can fit it into a functional activity. Ex: solids to liquids into Winter Unit &/or Cooking activity
4. To incorporate ELA EE’s: work on vocabulary development; make a conversation box, object or experience book using remnants or pictures from the unit/activity. Ex: ELA.EE.RI.5.5 Determine if a text tells about events, gives direction, or provides info on a topic. Precursor level: When provided with language cues, the student can pay attention to the entire object, a characteristic about the object, or an action the object can preform.”
5. To incorporate Math EE’s: Pick one that is workable with your unit or functional activity. Ex: “M.EE.5.MD.1.b.Use standard units to measure weight and length of objects. Precursor level: Recognize attributes, or characteristics of an object (e.g. color, orientation, length, width, weight, etc.)
6. Practice, practice, practice.
7. Evaluate. Take photos/videos or use checklists/rubric/task analysis to show what child could do before and after a week/month/year/unit.

44. Provide Functional, Authentic Experiences using Literacy, Math, Science Skills
“Ensuring Meaningful Access to the Science Curriculum for Students With Significant Cognitive Disabilities” by Bridget Miller. “Teaching Exceptional Children; July/August 2012.
“The goal for special education teachers should be to create meaningful access to general curriculum.”
“In order to… make content instruction meaningful for students with severe disabilities, teachers need to know how to:
* Provide functional experiences.
* Integrate content through inquiry approaches.
* Incorporate standards through authentic application.
* Introduce science content throughout the functional curriculum.”
Ex: What happens when you bring snow into a warm room? Or What happens when we add dirt, water and sun to this seed?

45. Incorporate Expanded Core Curriculum for Blind/Visually Impaired/Deafblind
The Existing Core Curriculum
English language arts other languages,
to the extent possible
mathematics science
health physical education
fine arts social studies
economics business education
vocational education history
The Expanded Core Curriculum
compensatory or functional academic
skills, incl. communication modes
orientation and mobility
social interaction skills
independent living skills
recreation and leisure skills
career education
use of assistive technology
sensory efficiency skills
self-determination

48. Positive Outcomes: Our Kids CAN & ARE Learning Literacy
By becoming aware that symbols have meaning
By developing concepts and vocabulary
By developing book handling skills
By becoming aware that stories come from print
By becoming aware of book language vs. conversational language
By becoming aware that stories have structure- a beginning, middle and end
By becoming motivated by story time and books
By becoming more independent readers

49. Make-and-Take Experience Books
Get 5-7 pieces of cardstock
Using hole punch, make 3 holes in left side of pages.
Use 3 metal rings to bind your book.
Gather your remnants from Summer Institute and tell a story (to yourself or to your neighbor) as you place them in chronological order. (Conversation Box)
Find an object/remnant that is the main idea for your book and use it on cover.
Put other remnants on pages in book in chronological order, one object per page.
Find a remnant that is the main idea for your book and use it on cover.
Write a word, phrase, or sentence or two about each remnant using markers. Use a Brailler if you prefer.
Write your title and by-line on the cover.
Read your story to the people at your table and encourage them to interact and touch your book. (Author’s Chair)
Read it to others when you get home.

50. Resources for this Presentation
The Nevada Dual Sensory Impairment Project has one-page tip sheets (also in Spanish) available at:
Creating Conversation Boxes
Making Object Books
Story Boxes: A Hands-On Literacy Experience
Using Story Boxes with Older Children
Page Fluffers
Making and Using Page Turners
“Early Literacy for Students with Multiple Disabilities or Deafblindness”, a Perkins School for the Blind webcast presented by Deirdre Leech, M.Ed.,
“Experience Books and Boxes, Literacy for Students with Visual Impairments and Multiple Disabilities”, Cindy White-Botello, 2014 Summer Institute Presentation

51. Resources for This Presentation
“Literacy Adaptations for Students Who are Deafblind”, Perkins eLearning Webinar, Christa Hulburt, Ira Padhye, Megan Connaughton, Marguerite Bilms, contains presentations on: Story Boxes, CVI Adaptations, Adaptations for Total Deafblindness, Teaching Strategies for Moving Toward a More Traditional Approach to Literacy
“Literacy for Persons Who are Deafblind”, article by Barbara Miles, M.ED. from the National Consortium on Deaf-Blindness
“Emergent Literacy for Children Who are Deafblind”, article from Project SALUTE,
“Early Literacy and Students with Multiple Disabilities”, Deirdre Leech, includes challenges, multisensory-book examples, exposure to literacy ideas, name symbols, book-handling ideas, experience stories
“Literacy Around Every Corner”, Patricia Weismer and Deirdre Leech,
“Creating and Using Tactile Experience Books for Young Children with Visual Impairments”, by Sandra Lewis and Joan Tolla, Teaching Exceptional Children, vol.35, No. 3, pp.22-28, Jan/Feb 2003, Council for Exceptional Children,

52. Resources for Conversation Boxes
“Conversation Boxes”,
“Creating Conversation Boxes”, Mary Ann Demchak, Nevada Dual Sensory Impairment Project, Tip Sheet,
“Conversation Boxes for Children Who are Deafblind”, Liamsmom, “Making Toast: A Conversation Box”,
Liamsmom has great ideas for children who are deafblind on paths to literacy

53. Resources for Object Books
“Making Object Books”, Mary Ann Demchak,
Nevada Dual Sensory Impairment Project, Tip Sheet,
“Object Books”,
“Object Books”, Millie Smith, Stacy Shafer, Debra Sewell,
“A Tactile Book of Shapes for Students Who are Visually Impaired”,
“Pegboard Books for Young Children Who are Blind or Visually Impaired”,
*“Making Tactile Books with Braille and ASL for a Preschool Child Who is Deafblind”, Liamsmom, includes shape book, counting book, face book, I like___ Book
*Show Izzy’s shape book, Q-tip book, face book, Favorite Things books

54. Resources for Object Books cont.
“Life Science is Literacy Too: Creating Nonfiction Tactile Books for Students with Visual Impairments”, Liamsmom,
“Christmas Tactile Books for Students who are Visually Impaired”, Liamsmom,
“Creating Books to Support IEP Goals”, Liamsmom,
*“Making Tactile Books with Braille and ASL for a Preschool Child Who is Deafblind”, Liamsmom, includes shape book, counting book, face book, I like___. Book
“DIY Theme Boxes”, includes bathroom, mealtime, car theme boxes

55. Resources for Story Boxes
“Story Boxes: A Hands-On Literacy Experience”, Norma Drissel, Nevada Dual Sensory Impairment Project, Tip Sheet,
“Creating Story Boxes for Children Who are Deafblind”,
“Story Box Ideas for Holiday Stories for Students Who are Deafblind”, Jbrown blog, pathstoliteracy.org
“Making a Story Box”, Norma Drissel, pathstoliteracy.org
“Suggested List of Story Boxes for Young Children”, Norma Drissel,
“Winter Story Box for Children with Visual Impairments or Multiple Disabilities”,
“Friendship and Fun: Story Boxes and Activities for Preschool Students who are Visually Impaired”, Jbrown,
“Beginning Story Box for Students With Visual Impairments: Little Rabbit’s Bedtime”, kimberlyd415,
“Story Box Activity: The Little Old Lady Who Was Not Afraid of Anything”, kimberlyd415,

56. Resources for Journals
“Writing in a Daily Journal”,
Tactile Journals”,
“Counting in Tactile Journals”,
“School-Home Journals: Increasing Communication Opportunities for Children with Multiple Disabilities”, Megan Mogan,

57. Resources for Experience Books
“Tactile Experience Books”,
“Creating and Using Tactile Experience Books for Young Children with Visual Impairments”, Dr. Sandra Lewis and Joan Tolla, tsbvi.org or
“Supermarket Tactile Book with Ira Padhye”, Ira Padhye, Perkins Teachable Moments videos, and
“Play-Based Experience Stories”, Linda Hagood,
“Brushing Teeth with Ira Padhye”, Ira Padhye, Perkins Teachable Moment,

58. Resources for Making Adapted Books
“Power Point E-Books”, Deirdre Walsh, pathstoliteracy.org, step by step directions to make a Power Point E-Book and Power Point Book Templates from the Center for Literacy and Disability Studies, Univ. of North Carolina
“Modifying Books for Children with CVI”, by
“Adapted Book on Polar Bear, Polar Bear, What Do You Hear?” by Eric Carle with Marguerite Bilms, Perkins Teachable Moments video,
“Literacy Adaptations for Students Who are Deafblind”, Perkins eLearning Webinar, Christa Hulburt, Ira Padhye, Megan Connaughton, Marguerite Bilms, contains presentations on: Story Boxes, CVI Adaptations, Adaptations for Total Deafblindness, Teaching Strategies for Moving Toward a More Traditional Approach to Literacy
Show Polar Bear “Teachable Moments” videos>Advanced Search>Teachable Moments>Apply & scroll down

59. Reduce Distractions & Visual Clutter In Reading Area, On Reader, In Book
Good reminder for us, esp. if we have CVI and low vision stds
Graphic from “Literacy Adaptations for Students Who are Deafblind” webinar,