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Students with visual impairments need to be presented with information in multiple modalities, and this is especially true when teaching language. Core vocabulary can be taught using tactile symbols developed by Project Core for students with severe visual impairment, such as in the case of Cortical Visual Impairment (CVI). Tactile core vocabulary symbols can be used in conjunction with other low tech options, like auditory partner assisted scanning, in order to model and provide meaning to these high frequency words for our students with complex needs. Project Core states, "Unlike children with vision, students who are using the 3D symbols don’t have incidental opportunities to learn the symbols just by looking for a known symbol on a communication board. Students with significant visual impairments and significant cognitive impairments are dependent on us to provide opportunities to learn. "
Features of 3D Core Symbols
Features of 3D Core Symbols
- 3D printed
- Small, portable
- Raised elements for tactile input (such as an arrow on "Go")
- Word categories represented by different shapes
- Small handle at the top of each symbol so they can be kept together, such as strung onto a binder ring
How to Teach 3D Core Symbols
How to Teach 3D Core Symbols
It is recommended the symbols for GO, LIKE, and NOT are taught first. Instructions for teaching 3D core symbols can be found on the Project Core website, linked HERE. The below examples were taken directly from the linked page.
It is recommended the symbols for GO, LIKE, and NOT are taught first. Instructions for teaching 3D core symbols can be found on the Project Core website, linked HERE. The below examples were taken directly from the linked page.
We start by identifying activities that involve movement (GO), student enjoyment (LIKE), or student refusal or displeasure (NOT).
Each time one of these opportunities occurs, we place the 3D symbol for GO, LIKE or NOT in the student’s hand and say (or sign if the student also has hearing impairments) the word. When the opportunity is complete, we remove the symbol.
For example, each time the student is going to move, use the opportunity to teach GO. Some examples of movement include:
- Moving around the school – Lets GO to media.
- Moving from one position to another – Let’s GO into your stander.
- Moving from one place to another – Let’s GO to group.
We look for any signs of pleasure to teach LIKE. For example, when the student smiles in response to a song, we teach LIKE (I think you LIKE that song). Other examples include:
- Laughing while swinging in PT – I hear you laughing. You LIKE to swing.
- Smiling while tasting ice cream – I see that smile. You LIKE ice cream.
- Increased breathing rate after hearing a favorite adult’s voice – You hear Ms. M? You LIKE Ms. M.
We look for signs of refusal or displeasure and use them to teach NOT. For example, when the student vocalizes in protest to a new position, we teach NOT (You do NOT like this). Other examples include:
- Turning head to refuse a drink – You do NOT want a drink.
- Scrunching up face in response to an odor – That does NOT smell good.
- Fussing when getting ready to go home – You do NOT like this.
NOTE: The student should not be required to respond in any way to obtain an activity, action, or object (or to remove an activity or object in the case of "not"). You are teaching the association between the meaning of the word and the 3D symbol as well as providing receptive language input.
Tactile symbols can also include symbols for fringe vocabulary or a student's personal core. Additionally, object schedules can be created to orient students to their routine.
Tactile symbols can also include symbols for fringe vocabulary or a student's personal core. Additionally, object schedules can be created to orient students to their routine.
Remember...
Remember...
Collaboration with your student's Teacher of the Visually Impaired (TVI) is important to developing both the curricular and communication supports described above.
Collaboration with your student's Teacher of the Visually Impaired (TVI) is important to developing both the curricular and communication supports described above.
Video Resources
Video Resources
3D Core Symbol Use.mp4View this video to learn how to model with 3D core symbols
View this video to learn how to model with 3D core symbols
An introduction to using object schedule systems
An introduction to using object schedule systems
Additional Resources
Additional Resources
Search "AAC" on the Perkins School for the Blind website to find resources related to adapting and implementing AAC systems for students with visual impairment.
Adaptations and literacy lessons for students with CVI
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