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with Diane Sheline, Independent Consultant, CTVI, CLVT.  www.strategytosee.com

Diane: Imagine you're working with a young man in a high school life-skills class.  He is cortically visually impaired secondary to an anoxic incident.  He is functioning in Phase 3 and he still has difficulty with visual field preferences, difficulty with visual complexity, and difficulties with distance feeling.  His classroom teacher has calendar time every morning at the start of the day.  Here is what her bulletin board area looks like, and where she instructs from.

[Video Clip]

(In the background) 
Woman: You scared everybody. [laughs]  Do you want me to get that off you?
Man: No, I'm trying to...

[end Video Clip]

In this busy life-skills classroom, calendar time is often noisy and there is movement and activity.  The bulletin board is full with a variety of visual targets, creating a great deal of visual clutter, making it difficult for the student to know which section to attend to.  He is often seated far away from the board, which has the effect of creating additional visual clutter because of the surrounding classroom items and students.  Bringing the student's seat close to the bulletin board will be helpful in this situation, but as important, will be positioning, angling the seat to favor the student's best field of view.  Using a large black frame made out of heavy construction paper or black foam board will help to guide the student as to where to look.  If the frame does not immediately help him to locate the target of interest, give the frame a shake, then re-frame the area of visual interest.