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.
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.