Light Box Activity Guide Level Two, Large Print (7-08680-00)

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$Math - American Printing House for the Blind$

Through increased contrast, elimination of glare, andreduction of surrounding visual distractions, the Light Boxappears to make a variety of visual tasks easier to perform.In addition, the brightly colored items used in the Light Boxare attractive and the novelty of the materials motivatesstudents to utilize their vision.NOTE TO THE CONSUMER:The Light Box is approved.vii
AcknowledgmentsThe Light Box itself was designed by Tom Poppe, a memberof the American Printing House -for the Blind’s Design andDevelopment staff. He also assisted in the design of theLight Box Level II materials and constructed prototypes ofthe items for formative and field evaluations.Beth Langley, Coordinator for the Diagnostic PrescriptiveProject for Profoundly Handicapped in Pinellas Park,Florida, served as a consultant for the project early in itsdevelopment. She generated numerous ideas for itemsto be included with the Level II materials.Ruth Holmes, Low Vision Educator and Coordinator of theIllinois School for the Visually Impaired, contributed herexpertise to the delineation of a sequence of skills, to beaddressed by the Level II materials.Before a final selection of materials to be evaluated wasmade, a committee reviewed the proposed skill sequenceand all materials ideas and gave its recommendations.The following participated in the meeting:Pat Carpenter, DeKalb County Schools, Scottsdale, GeorgiaNan Dempsey, New Jersey Commission for the Blind andVisually Impaired, Newark, New JerseyDr. Marvin Efron, Optometrist, West Columbia,South CarolinaKay Ferrell, American Foundation for the Blind, New York,New Yorkviii
Page 3 and 4: ©1985, 2004 American Printing Hous
Page 12 and 13: Kit Itemspegboard - 1pegs - 64Red -
Page 14 and 15: Colored shape cards - 303
Page 16 and 17: Geometric shape stencils and Blanks
Page 18 and 19: Blackout Background - 1Acetate Shee
Page 20 and 21: 9. Do not allow the child to play w
Page 22 and 23: 4. If a child is sensitive or avers
Page 24 and 25: 14. If the child engages in a disru
Page 26 and 27: The Child with Cortical Visual Impa
Page 28 and 29: • Taking care to introduce novel
Page 30 and 31: ReferencesGroenveld, M., Jan, J.E.,
Page 32 and 33: The pins will make a snapping sound
Page 34 and 35: Additional MaterialsA number of rea
Page 36 and 37: Colored Plastic ButtonsPlexiglas ®
Page 38 and 39: Costume Jewelry Beads (available fr
Page 40 and 41: AddressesAmerican Printing House fo
Page 42 and 43: Barraga, N.C. (1964). Teaching chil
Page 44 and 45: Jan, J.E., & Groenveld, M. (1992).
Page 46 and 47: Activity SectionNotes to the teache
Page 48 and 49: Listed across the top of the charts
Page 50: Identification ....................
Page 53 and 54: Goal: Eye-hand coordination and pre
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Goal: Eye-hand coordination and pre
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Goal: Eye-hand coordination and pre
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Activity 23: Activity Sheets #29-46
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Goal: Matching and Sorting ( contin
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Activity 37: Colored shape cardsHav
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Goal: Spatial RelationshipsActivity
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Goal: Spatial Relationships ( conti
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Activity 11: Familiar object cutout
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Goal: IdentificationActivity 1: Par
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73Goal: Identification (continued)a
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Goal: Visual MemoryActivity 1:Place
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Goal: Sequencing and PatternmakingA
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Goal: Sequencing and Patternmaking
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Goal: Part/Whole RelationshipsActiv
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Activity 4: Sticks and parquetry pi
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Activity 9: Activity Sheets #51a-72
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Goal: Part/Whole Relationships (con
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Appendix:Vision Development Materia
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101
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Light Box Activity Guide Level Two, Large Print (7-08680-00)

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