“Go” Core Vocabulary Activities for Students with Cortical Visual Impairment

Core vocabulary words are the words that make up the majority of the words we use each day. Because of this, core vocabulary words are crucial to teach to young students, especially students with disabilities. You can teach core words using text, symbols, or a combination of both. Like other activities, when teaching core vocabulary to students with cortical visual impairment or other visual impairments there are some modifications that should be made. I have developed a core vocabulary book series specifically for students with cortical visual impairments, which include high contrast materials. In this blog post, I share three expansion activities to use with my CVI Series: AAC Go Interactive Books and Activities, and TWO freebies!

Go Core Vocabulary Activities Number One

A sentence strip is a great way to introduce “go” with students. This can be worked on each time a student is going somewhere in the school (specials, therapy, home, the cafeteria, etc). When students are getting ready to transition, help the student build their “go” sentence strip. Students will then point to the images to read their sentence strip. I recommend using their own personal icons for the locations around school so that the only new part being introduced is the word go. In the picture above, students would be working on “go to music” and “go outside.” Depending on the student’s communication level, the student can also begin to read the sentence strip using their communication device, communication board, etc. GRAB THIS FREEBIE AT THE END OF THE POST!

Go Core Vocabulary Activities: Transition Card

In addition to, or in lieu of the “go” sentence strip, I recommend placing large “go” cards near the exits in your classroom. This can be a quick and easy way to work on “go” each time students are leaving the classroom. Staff/teachers can point to the transition card as they ask the students “where are you GOing?”. Again, depending on the students’ communication levels, students can either point to it as they leave, or point to it while adding the verbalization of “go” by using their voice or communication device. GRAB THIS FREEBIE AT THE END OF THE POST!

Activity #3: Go/Stop Cards

Another skill I like to target when teaching go is opposites. When introducing go, I like to introduce stop either simultaneously or shortly after. One way to target stop and go is by using my Go/Stop Activity Card. This activity is included in my Go Interactive Books and Activities. Students can use the activity card with cars, trucks or other vehicles. Students will follow the visual directions on the card to either GO or STOP. Print multiple copies to create a road so students can work on this skill multiple times.

If you want to learn more about my core vocabulary interactive books, click here to check out my CVI Series: AAC Go Interactive Books and Activities.

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