Since many students cannot “visually structure their environment,” they must have assistance (Sewell, 2005).
Provide a specified place to keep items and expect the student to use the space appropriately (ADE, 1996).
Use “containers and zippered pencil cases” to hold items. Supply a tray or non-stick sheets for objects that might roll off the desk easily (ADE, 1996, p. 12).
Supply color-coded and distinctly textured folders, binders and notebooks for the student with low vision (ADE, 1996). For students who are blind, covering the binders with different textured material such as terry cloth, corduroy, velvet, leather, fake fun can help them differentiate between binders (Montgomery, 2005).
The American Printing House site for the Blind at http://www.aph.org/ has many products to aid organization and a variety of other helpful products. Through a “federal quota system,” specialist teachers (VI) in the USA can order materials at no extra cost to the school or program (Blind Children’s Center [BCC], 1993, p. 187)
Fasten Braille labels to folders, binders, equipment and storage areas for a student who reads Braille (ADE, 1996).
Chapter 1: The Spirit of Inclusion
Chapter 3: Technological and Medical Interventions
Chapter 4: Teaching Strategies and Accommodations
Chapter 5: Activities
Chapter 6: Social Skills
Chapter 7: Counseling Students with Vision Impairment
Chapter 8: Working with Families
Chapter 9: Research and Reflections