WPSBC educators share tips to modify popular books that increase the impact and accessibility of literature for students with visual impairment coupled with other challenges.
Idea: Adapted Felt Book Lesson for CVI and other Visual Impairments
Use with the story "Pete the Cat and His Four Groovy Buttons" by Eric Litwin
Submitted by: Patrice Bucheli, TVI
Materials:Black felt books Link to fabric book
A picture or foam Pete the Cat
A foam shirt (available at a craft store)
Plastic colorful buttons
Other objects, pictures, etc. for increasing complexity
The goal of this activity is to 1) adapt a story by reducing the complexity to allow all students with Cortical Visual Impairment (CVI) to participate in story time and then 2) work on additional visual lessons adapted for CVI or other visual impairments.
This is a great additional lesson to reading a story and using themes from a story. It can easily be adapted for all three Phases of CVI (Roman-Lantzy, 2018). It provides great visual opportunities to build vision and function as well as working on complexity (Roman-Lantzy, 2018). Each page can be added as the skill is attained. These books are not limited to students with a diagnosis of CVI. These books and lessons work nicely as a visual lesson, preliteracy skills and to work on coordinating upper extremity movement to engage with the lesson materials.
Adapted Felt Book Lessons:
1) Following along with the story
Use the black felt book to reduce visual complexity and follow along with the story. Simplify the story pages to show intent for each page can depend on work on certain skills. Example: (Buttons can be presented one at a time or more and in various visual fields on the felt book.- Find the button(s)). Each page may have a different intent for learning.
See Video Example of a student that benefits from low complexity: Pete the Cat Story Video
See Another Video Example: Pete the Cat Video
2) Additional visual lesson adapted for an individual student with CVI
Use black felt books for extended lessons to find a simple object or picture with increasing complexity (Roman-Lantzy, 2018).
- Find the button(s)- start with simple and increase complexity on each page
- Discuss salient features of button and toothbrush
- How are they the same and how are they different
Tips for students assessed using Christine Roman's CVI Range©
Phase I ideas for visually participating in the story or lesson (Roman-Lantzy, 2018):
- Use objects to follow along with the story and discuss salient features
- Use backlighting from a lightbox, to visually locate a button
- Present button(s) on a black background/felt book and illuminate with a flashlight
- Find one button in various positions/visual fields on each page. Increase to 2-4 buttons as appropriate. Example, let's find all 4 of Pete's button. Highlight each button with a flashlight until the student finds the button, then move to the next one, etc.
- Use the preferred color button and increase to new colors
Phase II (Roman-Lantzy, 2018):
- Use a black felt book to find buttons and increase complexity.
- Discuss the salient features of objects. (button/toothbrush)
- Move to pictures as appropriate.
Phase III (Roman-Lantzy, 2018):
- Use pictures of buttons and other objects such as a toothbrush
- Compare the same and different - example: find the buttons with increasing complexity (red buttons, small/large button, buttons)
- Increase the complexity of background for additional lessons.
*Roman-Lantzy, C. (2018). Cortical Visual Impairment: An Approach to Assessment and Intervention. (2nd Edition). New York, NY: AFB Press.
*Roman-Lantzy, C. (2007). Cortical Visual Impairment: An Approach to Assessment and Intervention. New York, NY: AFB Press.