Diane Sheline, TVI, CLVT, created a pegboard book specifically for learners with cortical visual impairment or CVI. This pegboard book is modeled after a design created by Patty Obrzut, Assistant Director at the Penrickton Center for the Blind. Her original version can be found here. In addition, an alternate version can be found here.
This “CVI Friendly” version of a “Pegboard Book” was created, in part, with the work of Dr. Lilli Nielsen and her Active Learning approach in mind. It also incorporates some Activity Calendar ideas.
Constructed with Black Pages
It is made from 1/8th inch thick pegboard, spray painted a flat black. The “pages” in this version are 9”X12” and are relatively lightweight and easy to turn. The “spine” and “binding” are also spray painted black so that each page acts as a Window Card or occluder, making each mounted target stand out. It is important to note that for photographic purposes and for the viewer to see how this is made, the photographs were taken with the book in front of a white background, which makes the pegboard holes stand out. When using this book with a student, the book should sit on a black table or black mat and an Invisiboard should be set up behind the book to eliminate the visual distractions of the holes.
Using Familiar Real Objects
In this book, real, familiar objects are attached with black elastic, so that the objects can be pulled by the student, manipulated and explored, but then they pop back to the page for later use. On the page with the light up toothbrush, a black retractable badge holder is used. The toothbrush can easily be pulled forward, explored (orally, if desired) and then when it is released, it pops back to the page. The base of the Pegboard book has sturdy “legs” which extend outward towards the student, to keep the book in one spot when the pages are turned forcefully or roughly. Additional clamps can be added behind the book to further stabilize it, if needed.
Designing Book According to Phase on CVI Range
This book was made following a “Get Ready for School” routine, which a young student uses. This student visually functions in Phase II on the CVI Range. His preferences helped to guide us, in part, in choosing each of the interesting, tactile and auditory materials, each representing what he does in the morning. In other words, the materials in his book all have meaning to him; they are not random objects. Before attaching the materials in the book, this student had lots of time to explore the individual materials as we discussed the “salient features” (C. Roman-Lantzy) of each of the items.