May 12, 2012 by chrissiebutler | 0 comments
Figure 1 Identifying number on the tens frame
In maths, Kayne, aged 13, has been developing his understanding of place value.
Judy Gray, Kayne’s (BLENNZ Resource Teacher Vision) describes some of the activities and tactile adaptations the education team have introduced to support Kayne’s learning.
Kayne attends his local college. Continue Reading →
May 12, 2012 by blennzict | 0 comments
Figure 1 Students looking up to find signs
At a local high school, three students with cortical vision impairment (CVI) have been participating in a weekly 45 minute programme to support their understanding of signage around their school.
BLENNZ educators Glenda Atkins and Kerrin Tattersfield-Smith, describe some of the opportunities and activities they have facilitated to build the students’ understanding of visual communication in their local environment. Continue Reading →
February 4, 2012 by blennzict | 0 comments
Figure 1 Kerred looks at photos
Kerred is a 7 year old boy who has a history of CVI (Cerebral Vision Impairment) and he is learning to communicate using photographs.
Kerred has spastic quadriplegia, epilepsy, and global learning delays. In figure 1 Kerred is looking at two photographs that are presented on his tray.
Salvie Naidoo classroom teacher works with Kerred at Homai Campus School where he is a student in the Kiwi Classroom.
Kerred has recently started to make choices by selecting between two A5 photographs. The photos are presented on his tray.
Initially when asked to choose, his response was unclear. He tended to push at an object or photograph which could mean acceptance or rejection. We are working toward a more consistent way to choose and indicate his choice so that all adults working with Kerred know what he is communicating.
Figure 2 Kerred points to the one he wants
Kerred looks at each photograph. It takes a few minutes for him to decide what he wants. Kerred then lifts his hand up and moves it across his tray to point to the one he wants. He indicates his choice by touching the bottle tops. He is given the bottle tops on his tray. Kerred is very pleased with his choice and shows this by engaging with the bottle tops with a smile.
Kerred is learning to use his vision to scan pictures. Kerred is thinking about his choices. He is able to respond to verbal prompts as well as a physical prompt at the elbow to lift his arm up to point to the photo and communicate his choice.
Kerred has been communicating his likes or dislikes through body language – smiling, tensing, turning away or grizzling. Finding alternative ways of communicating that don’t rely on speech, for example, pictures or gesture.
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