Explore the concepts behind meaningful access, participation, and independence.

Routine: Lining Up

Learn how to teach the routine of lining up to blind and visually impaired students through explicit instruction, accessible supports, and meaningful daily practice.

Also found as: Lining Up

Routine: Morning Meeting

Learn how to make routines like morning meeting accessible for blind and visually impaired students through explicit instruction, accessible materials, and meaningful classroom participation.

Also found as: Morning Meeting

Routine: Recess

Learn how to teach recess routines to blind and visually impaired students through explicit instruction, social skills, Orientation and Mobility, and meaningful playground participation.

Also found as: Recess

Routine: Sharing Materials

Learn how to teach the routine of sharing materials to blind and visually impaired students through explicit instruction, cooperative activities, and everyday classroom routines.

Also found as: Sharing Materials

Same

Learn how to teach the concept of same to blind and visually impaired students through hands-on comparisons, concept development, and meaningful everyday experiences.

Also found as: Alike

Science Labs

Learn how to make science labs accessible for blind and visually impaired students through hands-on participation, adapted materials, explicit instruction, and inclusive laboratory practices.

Also found as: Laboratory Routines

Sharing

Learn how to teach the concept of sharing to blind and visually impaired students using explicit instruction, cooperative activities, and meaningful everyday experiences.

Also found as: Taking Turns with Materials

Small

Learn how to teach the concept of small to blind and visually impaired students through hands-on comparisons, descriptive language, and meaningful everyday experiences.

Also found as: Little

Spatial Concept: Left

Learn how to explicitly teach the concept of left to students with blindness, low vision, and CVI through body awareness, spatial orientation, mobility, and everyday routines that sighted children typically learn throug...

Also found as: Left

Spatial Concept: Right

Learn how to teach the concept of right to blind and visually impaired students through body awareness, spatial reasoning, Orientation and Mobility, and meaningful everyday experiences.

Also found as: Right

Stop

Learn how to teach the concept of stop to blind and visually impaired students through movement, safety instruction, self-regulation, and meaningful everyday experiences.

Also found as: Pause and Stop

Temporal Concept: Later

Learn how to explicitly teach the temporal concept of later to blind and visually impaired students through routines, schedules, planning, executive functioning, and accessible instructional strategies that promote inde...

Temporal Concept: Now

Learn how to explicitly teach the temporal concept of now to blind and visually impaired students through routines, transitions, present-moment awareness, executive functioning, and accessible instructional strategies t...

Temporal Concept: Past

Learn how to explicitly teach the temporal concept of past to blind and visually impaired students through personal experiences, history, memory, timelines, and accessible instructional strategies that build temporal un...

Temporal Concept: Soon

Learn how to explicitly teach the temporal concept of soon to blind and visually impaired students through routines, waiting, transitions, executive functioning, and accessible instructional strategies that build indepe...

Time/Temporal Concept: After

Learn how to teach the concept of after to blind and visually impaired students through sequencing, routines, transitions, and meaningful everyday experiences.

Also found as: After

Time/Temporal Concept: Afternoon

Learn how to teach the concept of afternoon to blind and visually impaired students through routines, accessible timekeeping, transitions, and meaningful everyday experiences.

Also found as: Afternoon

Time/Temporal Concept: Before

Learn how to teach the concept of before to blind and visually impaired students through sequencing, routines, executive functioning, and meaningful everyday experiences.

Also found as: Before

Time/Temporal Concept: Clock Time

Learn how to teach clock time to blind and visually impaired students through accessible technology, concept development, executive functioning, and meaningful daily routines.

Also found as: Clock Time

Time/Temporal Concept: Days of the Week

Learn how to teach the days of the week to blind and visually impaired students through concept development, accessible calendars, routines, and meaningful everyday experiences.

Also found as: Days of the Week

Time/Temporal Concept: Evening

Learn how to teach the concept of evening to blind and visually impaired students through routines, concept development, environmental awareness, and meaningful daily experiences.

Also found as: Evening

Time/Temporal Concept: Months of the Year

Learn how to teach the months of the year to blind and visually impaired students through concept development, accessible calendars, seasonal routines, and meaningful yearly experiences.

Also found as: Months of the Year

Time/Temporal Concept: Morning

Learn how to teach the concept of morning to blind and visually impaired students through routines, concept development, accessible timekeeping, and meaningful everyday experiences.

Also found as: Morning

Time/Temporal Concept: Night

Learn how to teach the concept of night to blind and visually impaired students through environmental awareness, bedtime routines, safety, concept development, and meaningful daily experiences.

Also found as: Night