SD School for the Blind and Visually Impaired

SD School for the Blind and Visually Impaired

SDSBVI specializes in the education of students who are blind or visually impaired in South Dakota. We provide consultation statewide for families and schools.

The SD School for the Blind and Visually Impaired serves as a partner in the educational success for children, families and schools by providing specialized educational programs taught and administered by professionals trained and experienced in the education of the blind and visually impaired. We loan educational and professional materials. We conduct low vision and educational assessments. We provide consultation in transition.

Operating as usual

12/05/2023

December 18-20 is our HOMEGOING Week with "Dress Up Days" for students and staff.

Monday, December 18: Let's see those crazy, ugly holiday sweaters!

Tuesday, December 19: Wear your coziest pajamas!

Wednesday, December 20: Dress in your holiday best!
It's our Christmas Program at 10:30 AM in the Gym
OPEN to the public - please join us!
School dismisses for the holiday vacation at 12:10 PM; Dorm closes at 1:00 PM

12/05/2023

We're Hiring!
Instructional Assistants
*Great pay and benefits
*Spectacular hours
*Work with wonderful students in a beautiful setting
Visit www.sdsbvi.org
For more information about the job opening, please call 605-626-7834. For assistance in applying, please call 605-626-2520.

New SDSBVI Superintendent Working To Strengthen Parent Relations | Aberdeen Insider 12/05/2023

Jessica Vogel took on the job of Superintendent at the South Dakota School for the Blind and Visually Impaired in June of this year, and her goal is to strengthen parent relations and getting the school nationally accredited.

Tap the link to read the full article online. Story by Symmone Gauer.

New SDSBVI Superintendent Working To Strengthen Parent Relations | Aberdeen Insider Things are going well for Jessica Vogel, the new superintendent for the South Dakota School for the Blind and Visually Impaired.

Photos from SD School for the Blind and Visually Impaired's post 11/06/2023

SDSBVI Special Olympics Bowlers all did a GREAT job this weekend bowling and singing the National Anthem at Opening Ceremonies. They also enjoyed the banquet, dance, and karaoke. Our bowlers didn't sit down once after the dance started until it was time to leave!

Thanks everyone for the help getting the students ready and where they needed to be. Also, thanks to Miss Skorheim and Miss Taylor for the additional help at the alleys assisting our bowlers.

FRIDAY SINGLES:
Hailey 1st Place
Brennon 1st Place
Marcus 3rd Place
Blaine 2nd Place
Henry 1st Place
Ch’oshgai 5th Place
Lakota 7th Place
Jaela 3rd Place

SATURDAY DOUBLES:
Blaine & Hailey 3rd Place
Ch’oshgai & Lakota 6th Place

Congratulations SDSBVI Pioneers!
Coach Katie Fischer

11/02/2023

Dr. Vogel was recently invited to present two sessions on educating students with visual impairments at Northern State University’s Learning Expo for Educators Rising South Dakota. The Learning Expo inspires youth to pursue a career in education.

AAC Language Lab 11/01/2023

AAC is short for “Alternative and Augmentative Communication”.
AAC encompasses anything that helps a student communicate.
Core Vocabulary Word for November is.... "Help".
This month’s AAC Strategy is: "Wait Time".

For specific questions or more ideas regarding this core word Activity Sheet, please contact Michaela Sullivan @ [email protected]
Thank you!

https://aaclanguagelab.com/

CORE WORD: Help

For Educators, Related Service Providers and Parents
Aided Language Stimulation (ALS): Say the core word or combination of words with your voice as you model/point to them on the device. Grow your student’s vocabulary by using other core words as well.
Guide to ALS: from Coughdrop, https://blog.mycoughdrop.com/modelingmade-simple/

WAYS WE CAN USE THE WORD
REQUESTS: (EXPRESS NEEDS), (e.g. Help now, help me, need help)
DIRECT ACTIONS/CARE: (e.g. help me, please help, help head, help eat, help drink, help go).
DIRECT OTHERS: (e.g. go help, go get help).
GAIN ATTENTION by saying, ‘help.
SHARE INFORMATION: (e.g. she help me).

ROUTINES AND SCHEDULES
Daily Routines
Model the word, help on the student's communication system(s) when you help them in daily activities or tasks such as eating, dressing, going to the bathroom or with school work. Add 1-2 more words, (to the length of utterance they usually express), and when modeling, focus on target phrases they may need or use in daily activities. As you provide help, model use of the word, which gives further meaning to the words in context: (e.g. “need help”, “Help up”, “help bathroom” or even with school work, “help me.”
Bathroom: The student may indicate the need to go to the bathroom or to be changed and ask for help. As you bring them to the bathroom, model, the core word, help
Dressing: The student may need “help” when putting on shoes or other clothing. As you assist them, model the word, ‘help’
Eating: The student may need help getting their lunch. What a great opportunity to model the word, ‘help’ as you do so.

PLAY
When playing with a puzzle, the student may have difficulty finding a piece or where it goes and may need ‘help’. As you are looking for the pieces, model the word, help.
If a student is building a block tall tower, it may fall. Adults can model, ‘help’ as they pick up the pieces or help build it again.
When playing pretend-doctor, adults can model the word, ‘help’ when the student is using various play medical-tools.
If students are having difficulty with sharing, join the group, and model the word, ‘help’ as you assist them in taking turns.
Other activities that could require ‘help’ due to fine motor needs may include: stringing beads, sorting activities, lacing cards, or items with zippers. These activities could provide an excellent opportunity for the student to ask for help.

READING
Here are some suggested books on YouTube that can assist in teaching the core word:
Just Helping My Dad by Mercer Mayer - Little Critter - Read Aloud Books for Children - Storytime https://www.youtube.com/watch?v=TE7MiXPiUug
Listening with My Heart: A Story of Kindness & Self-Compassion | Kids Books Read Aloud by Gabi Garcia https://www.youtube.com/watch?v=Lawc3fwS0n8
(Discuss how she helps others)

SOCIAL INTERACTIONS AND VIDEO MODELING
During interactions with students during play or group work, if students appear to demonstrate behaviors indicating they may need help), assist them and model the word, help as you do so. Adults can make this a teachable moment by describing what they need; help with. Responding to and replacing such behaviors by modeling the word, help provide, real-life, in the moment meaningful interventions. Provide positive feedback and praise in the group when people ask for help.
Write a social story about when students need help and have students read it over and over when they are calm or before an activity that they might find stressful, (e.g. I can ask for help and get what I need, or I need help to get my talker out of my backpack, or I need help going to the bathroom).
Record videos of students asking for help and play the videos for the class to see and comment on.
Video Modeling: Asking for help by Julie Kristie Carillo, Following these next two videos, imitate or role play interactions and/or scenarios with students to act out ways to get help. https://www.youtube.com/watch?v=otuzkutc_u0
Boystown- Asking for Help https://www.youtube.com/watch?v=COGSv3lbIsk
Shalyn Steward
Social Story- Asking for help by: Nyzza Klaire Aguilas
https://www.youtube.com/watch?v=pL_OwrsXmNA

SENSORY MOTOR
Create an obstacle course with the PE teacher and preface the lesson by encouraging others to ask for help if they need it.
Adults can use the AAC communication system to ask for ‘help’ as they navigate the obstacle course themselves, pretending to be stumbling as others are helping them. As the adult assists the student(s) navigate through the course, opportunities could present themselves to model the word, help.
Adults can assist students to ask for help while learning to do new or more difficult motor activities such as: biking, running or jumping.

STRUCTURED ACTIVITIES
Devise a lesson focusing on: “who helps you?” Introduce the topic using a big core board or a device to project to the class. Provide opportunities for the students to answer questions, (e.g. Mom helps me, Teacher helps me). The adult could then write responses on the Smart Board using a predictive writing chart, and/or transfer the information directly into an app like Pictello or Book Creator where the class could write a collective story that could then be read independently or to the group over and over.
Emergency Response Discussion and Role-Play. When someone is hurt or where there is an emergency, it can be important to get help. Write down and talk about some different ways to get help, (e.g. shouting, calling out, calling 9-1-1) and using the talker to ask for help. Ask when it might be appropriate to do each one. Show the student, (as appropriate) how to dial 911 or get emergency help. Come up with new situations and ask the student, which option might be best in different situations. Getting Help, (from Communication Workshop/Coughdrop).

VIDEOS, MUSIC, ANIMATED SHORTS
Here are a few videos that could help to model the core word:
Help core word video by Wing Works:
https://www.youtube.com/watch?v=H65k43cC8Zg&t=2s
Funny Baby Trying to Help Mommy in Housework - Cute Baby Video
https://www.youtube.com/watch?v=_x5Gm4zujHY
Sesame Street: Daddy Helps With the Dishes
https://www.youtube.com/watch?v=Wq7hd8mW2J4
Ask For Help Song | Esme & Roy
https://www.youtube.com/watch?v=Urb3GYD63og&t=7s
Ask for Help song: Social skills for school success K-3
https://www.youtube.com/watch?v=lYuBRzYk9qs
The Muppets & James Corden: 'With a Little Help from My Friends'
https://www.youtube.com/watch?v=NMvVgpqQE6U
Young Adults
The Beatles - Help!
https://www.youtube.com/watch?v=2Q_ZzBGPdqE

ART OR SCIENCE ACTIVITIES
Raised Salt Painting
https://artfulparent.com/raised-salt-painting/ by the Artful Parent. During this motivating and creative activity, the student can ask for help with the glue and the salt and help to make shapes.

USE OF APPS OR OTHER TECHNOLOGY
Pictello: Adults can utilize the Pictello app for writing a group story about “Who Helps You” and other topics. It’s endless.
My Play Home - Help feed the baby or help mom clean up the kitchen or make the bed.

WORD WALL - Add the word, help on the Word Wall.
READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system.
WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to type the word on the keyboard or adapted keyboard or write the word together.

AAC Language Lab Check out what's new on AAC Language Lab

Photos from SD School for the Blind and Visually Impaired's post 10/30/2023

THANK YOU Aberdeen Lions Club!
The students enjoyed the evening of visiting, carving pumpkins, and eating delicious sugar cookies shaped like a pumpkin with orange icing.

Photos from SD School for the Blind and Visually Impaired's post 10/30/2023

Pumpkin decorating fun in Mrs. Peterson's classroom!

We would like to thank Gayle's mom, Donna Korus, for donating the pumpkins for Mrs. Peterson's and Miss Filler's classrooms to decorate.

Photos from SD School for the Blind and Visually Impaired's post 10/30/2023

All month long the students in Miss Filler's classroom have been exploring and talking about Pumpkins. They explored how they grow and the parts of the pumpkin, which includes the inside of one!

We would like to thank Gayle's mom, Donna Korus, for donating the pumpkins for Mrs. Peterson's and Miss Filler's classrooms to decorate.

Photos from SD School for the Blind and Visually Impaired's post 10/30/2023

Students in Miss Taylor's class are learning about the formation of braille cells.

The formation of a Braille cell involves the use of six dots arranged in two columns of three dots each. These dots are raised on the surface of the paper or other material and can be felt by touch.

To form the Braille cell, the dots are numbered from one to six with dots one, two, and three in the first column and dots four, five, and six in the second column. Different combinations of these dots represent different letters, numbers, and other symbols in the Braille alphabet.

Photos from Aberdeen, SD Lions Club's post 10/30/2023
Photos from SD School for the Blind and Visually Impaired's post 10/27/2023

The students in Mrs. Peterson's classroom were learning about "fall leaves." They were able to crush the leaves with their hands and step on the leaves with their bare feet.

10/27/2023

Congratulations to the candy corn contest winner, Pat Geditz!
The actual number was 287 and Pat guessed 262!

10/27/2023

TEAMWORK! Carter helps Jada on Tuesdays by delivering the towels back to Professional Hair Design with Mrs. Maxon.

Photos from SD School for the Blind and Visually Impaired's post 10/27/2023

Congratulations to our Halloween door decorating contest winners!

"Kindness Leaves Others Encouraged"
Category: Office
Winner: Instructional Assistants

"Trick or Treat Smell Our Feet"
Category: Classroom
Winner: Mrs. Peterson's Room

"Old McDonald"
Category: Dorm Room
Winner: Blaine

10/27/2023

Brennon is learning how to shred paper in the workskills room.

10/27/2023

Laikyn concentrating on learning her braille numbers in the classroom.

10/27/2023

Madeline singing a happy tune in the lobby while waiting for mom.

Access Academy | American Printing House 10/16/2023

On behalf of APH’s Outreach Services Team, there is an upcoming 4-Part Access Academy Webinar Series titled “Tactile Graphics Literacy for Students with Visual Impairments.”

The first webinar is on Tuesday, October 24 at 2:00 PM CST. Registration is open for all webinars on the Access Academy Website.
https://www.aph.org/educational-resources/outreach/training/access-academy/

This professional development opportunity is designed for Teachers of Students with Visual Impairments, Early Intervention Specialists, Orientation and Mobility Specialists, General Education Teachers, Special Educators, Paraprofessionals, Administrators, Parents and Caregivers of Students with Visual Impairments, University Personnel and Students in Professional Preparation Programs, Occupational Therapists, Physical Therapists, Speech and Language Pathologists, and all others supporting and facilitating the learning of students with visual impairments.

4-Part Access Academy Webinar Series
1) Building an Early Tactile Foundation for Graphics Understanding (October 24)
2) Teaching Touch and Exploratory Skills to Prepare for Tactile Graphics Learning (November 14)
3) Strategies and Resources for the Instruction and Evaluation of Tactile Graphicacy Skills (November 28)
4) The Monarch: Tactile Access to Digital Learning (December 12)

Access Academy | American Printing House Access Academy will help you get the most out of your APH products and services by providing meaningful educational and training webinars.

10/16/2023

The SDSBVI team is now registered and has a direct online donation link.
https://www.classy.org/team/536807

If you or know anyone that would like to donate to the school’s Special Olympic team and cannot give money directly to an athlete in person, please pass the link onto them. We greatly appreciate it! This link is for Strikes, the Halloween themed Special Olympic bowling activity on Sunday, October 29. There is still room for individuals or teams to sign up and come bowl with us, just requires a donation of $50 per person. These donations not only benefit us during bowling, but through all the sports we participate: bowling, track & field, and swimming.

Please contact Katie Fischer at [email protected] for additional information.

Photos from Brookings Lions Club's post 10/16/2023

Suzy Giovannettone, SDSBVI Outreach Vision Consultant, shared a bit about how SDSBVI serves students with vision loss throughout South Dakota to the Brookings Lions Club.

Photos from SD School for the Blind and Visually Impaired's post 10/06/2023

The students in Mrs. Peterson's classroom learned about pumpkins and what they grow on. They were able to feel a pumpkin vine and leaf and a couple different size and color of pumpkins too.

Photos from SD School for the Blind and Visually Impaired's post 10/06/2023

Two of Mrs. Peterson's students were able to visit the Dollar Tree store with instructional assistants. They explored the many different items that are sold at the store.

Photos from SD School for the Blind and Visually Impaired's post 10/06/2023

Students in Miss Filler's classroom are learning about pumpkins.

10/05/2023

The creative arts, music group put on their first public appearance this morning. They went around the school singing and marching to “Up Northern Wolves”.

Photos from SD School for the Blind and Visually Impaired's post 10/04/2023

Students in Mr. Fleming and Mrs. Holcomb’s Transition class used their Orientation and Mobility skills while exploring the NSU stadium.

10/02/2023

October is AAC Awareness Month!
AAC is short for “Alternative and Augmentative Communication”.
AAC encompasses anything that helps a student communicate.

To jumpstart AAC Awareness Month, Mrs. Scholl, SDSBVI Speech-Language Pathologist, is introducing our first core vocabulary word of the month! Core Vocabulary Word for October is.... "Go".

Each month Mrs. Scholl will send information and resources out regarding one core vocabulary word. For those that may not know, core vocabulary words are words that have a high frequency of use in the English language. Core vocabulary words are slightly different than high-frequency words because we are talking about spoken language as opposed to written language. These are very important words to teach our students to communicate because they hold a lot of meaning in a variety of contexts. Mrs. Scholl's hope is focusing on one core vocabulary word a month will allow for so many opportunities for our students to learn the meaning of the word and how to use it (e.g., spoken language, sign language, tactile symbols, switches, communication devices, pictures, etc.), but she needs your help! Strength in numbers, people!

CORE WORD: Go

For Educators, Related Service Providers and Parents
Aided Language Stimulation (ALS): Say the core word or combination of words with your voice as you model/point to them on the device. Grow your student’s vocabulary by using other core words as well.
Guide to ALS: from Coughdrop, https://blog.mycoughdrop.com/modelingmade-simple/

WAYS WE CAN USE THE WORD
INITIATE: (e.g. let’s go)
REQUEST: (e.g. I go now, I go next, I want to go away)
PROTEST: (e.g. No go, I don’t want to go, you don’t go)
COMMENT: (e.g. good to go)
SHARE INFORMATION: (e.g. I go to grandmother’s house, I go to school, go home now, I go outside today at school)
ASK QUESTIONS: (e.g. want to go, go now? Where can we go? Why do you go?)
ANSWER QUESTION: (e.g. I go to store)

ROUTINES AND SCHEDULES
Break time: Student can decide where he/she wants to go using a
communication system or choice board.
Transitions: During times of transitions, model the word, ‘go’ as you assist students checking or reviewing their schedule to find out where to GO next
Recess: Share information with students by indicating via ALS, (e.g. time to go outside, or ‘go outside) using their talkers.
Mealtime: Once it’s time for lunch, instruct and assist the student to go get their lunch.

PLAY
There are a variety of toys and activities that can easily incorporate the word, go. Here are some ideas:
Vehicles: Adults can focus on providing opportunities for students to play with numerous items of transportation and while the students are moving or propelling the items about the play area, (e.g. on train tracks, or in the air), model the word, ‘go’ in the moment.
Baby play: Playing with babies can provide different ways to model different ways to use the word, go such as: (go to sleep, go home, go in bath, go get dressed).
Earning a break: Once the student earns a break, the adult can model that the student can go pick the toy or play with the game of his/her choice.
Computer time: The student can be instructed to go sit at the computer and if he/she needs help, the adult can model, ‘go get help.’
Pretend to be a train and Go and Stop. Have the group join in the train. Use their AAC systems to model words and phrases throughout the activities.

READING
Here are some suggested books on YouTube that can assist in teaching the core word:
We All Go Traveling By, (US) | Barefoot Books Singalong
https://www.youtube.com/watch?v=cSw50Jw0H34&t=186s
Go, Dog. Go! by P.D. Eastman • Children's Book Read Aloud • With Sound Effects! https://www.youtube.com/watchv=BfZZlIWxWEE&t=32s (read by
espressodude924
Sight Words Story: I Like to Go | Learn Sight Words
https://www.youtube.com/watch?v=A09xoxUWz0&
list=PLCDgBp_xVo83h6dAOAYPd63mu2YiL8uFT by Help Teaching
Go away, Big Green Monster! Animation by Humangreening
https://www.youtube.com/watch?v=rPmLZLp-oec&t=3s

SOCIAL INTERACTIONS AND VIDEO MODELING
Assist students to join recess together and when walking out of the classroom, model the word, (e.g. go, go out). Another student could also initiate and say, “Let’s go.”
Students and adults can take turns being the leader in groups of 2 to 3 and indicate where to go outside, (e.g. go swings, go sandbox, go take a walk).
Adults can ask the students where to go next using ALS.
Have students take turns playing with vehicles such as trains or cars. Model such phrases as: ‘go fast’ or ‘go slow,’ ‘I go’
Provide thematic visuals, or context-dependent boards to assist the students in expressing what they want their vehicles to do or what they want.

SENSORY MOTOR
Make Homemade Goop (Parents Magazine). As they mix it up, model go and ‘stop’ while the student or adult is stirring.
Here's how:
● Pour one cup of water into a large mixing bowl
● Add a few drops of food coloring (any color)
● Slowly stir in two cups of cornstarch (use a spoon at first, but you may eventually find it's easier with your hands)
Playing ball: This popular activity can provide a platform to use the word go during gross motor activities, (e.g. go back, go kick, go throw, go catch or 1, 2, 3, GO!)).

STRUCTURED ACTIVITIES
During circle or large group instruction, the adult may review the word, go and demonstrate access on the student’s or classroom based communication system(s). The students can look around the room and name two places that they go to play.
Older students may reflect on where they go in the community, such as their favorite store(s) or places in nature.
Adults may choose to focus on a transportation theme of the week with vehicles of all kinds and with ALS talk about what vehicles the students ride in? They might ask, ‘where do you go?’ ‘Who goes with you?’ Adults may use videos of various modes of transportation to bring the sounds and photos to the activity.

VIDEOS, MUSIC, ANIMATED SHORTS
Please consider using the following to assist in teaching the core word:
We're Going on a Bear Hunt | Popular Song for Preschoolers | The Kiboomers
https://www.youtube.com/watch?v=5_ShP3fiEhU
Wheels on the Bus HD by Duck Duck Moose - Brief gameplay MarkSungNow
https://www.youtube.com/watch?v=_XXw8hzabc8&t=132s
The ants go marching one by one song | Ants at war
https://www.youtube.com/watch?v=Pjw2A3QU8Qg by Turtle Interactive
Goodbye Song for Children - Children's Goodbye Song - by The Learning Station
https://www.youtube.com/watch?v=sGT9hjGcA10
Go Away! | Super Simple Songs
https://www.youtube.com/watch?v=Ec1cz_jHQM8&list=PLsxNe0UhbziMm-
TC7IwRgANOxkR8R0-QV
FROZEN | Let It Go Sing-along | Official Disney UK
https://www.youtube.com/watch?v=L0MK7qz13bU
Pip | A Short Animated Film https://www.youtube.com/watch?v=07d2dXHYb94
(southeastern guide dogs)

ART OR SCIENCE ACTIVITIES
Making fruit punch:
Fill a clear plastic pitcher with water. Model and/or have students indicate, go to direct the adult to turn on the water and fill the pitcher. Adults can help students open the punch mix and pour in a little at a time, all the while modeling and/or waiting for students to say, ‘go.’ Students can take turns mixing the punch with a spoon and they can encourage the ‘mixer’ to keep stirring by
saying, ‘go.’
Adults can pour punch into cups, modeling and/or waiting for students to say, ‘go.’ Students who cannot drink the punch can pretend to help a doll or favorite action figure drink it.

USE OF APPS OR OTHER TECHNOLOGY
Toca Train is a fun and engaging app for students to learn the word, go and STOP. The train can go or stop by using simple touch control.
Kids CARS is also a wonderful app to model, go. The vehicles do not move unless the child is swiping or touching the vehicles. The students can comment on what is happening and how fast or slow the vehicle is moving.

WORD WALL- Add the word, “go” on the Word Wall.
READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system.
WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to type the word on the keyboard, adapted keyboard or write the word together.

For specific questions or more ideas regarding this core word Activity Sheet, please contact Michaela Sullivan @ [email protected]

https://aaclanguagelab.com/

Thank you!
Morgan Scholl, MS CCC-SLP
Speech-Language Pathologist
SD School for the Blind and Visually Impaired
[email protected]

10/01/2023
Photos from Team SD: NCASB Events's post 10/01/2023
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Videos (show all)

SDSBVI creative arts, music group singing and marching to "Up Northern Wolves"
Family Weekend 2021, Bucket Pouring
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scouts

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Address


605 14th Avenue SE
Aberdeen, SD
57401
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