Morning arrival routines help set the pace for a student’s day. Making our students responsible for a part of that routine builds confidence and helps them practice planning, prioritizing and expressing their wants and needs through multi-modal communication. Incorporating CVI interventions into our arrival routines has given our students opportunities to be active rather than passive participants.

Collin’s arrival routine requires he signal his instructional assistant to put his hat and backpack in his cubby. His job is to indicate by vocalization and/or eye gaze when he’s next to his cubby as he enters the room. Using The CVI Range Assessment it was determined light, movement and the color red were necessary to engage his visual attention. His cubby was lined with red reflective mylar film and a battery-operated light was placed inside.

Adam has an IEP goal for completing tasks within daily routines. Part of his arrival routine is to drive a power wheelchair to our morning meeting area. We used a large neon traffic cone fixed with a blinking light to give him an environmental cue to locate our morning group. We made adaptations to accommodate his CVI characteristics of distance, complexity and light.

Adam is also responsible for locating other objects in the environment to complete routines and practice choice making.

A red screen saver and red mylar tape are used to help Adam locate his computer.
Adam chooses the order in which he wants to put things in his cubby: his backpack or red notebook. His mom provided him with a shiny sequined backpack to encourage him to utilize his vision to complete tasks.
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