Light Box

Facilitates the enhancement of sensory skills by fostering awareness of light, color, and objects through its illuminated backdrop, as well as aiding in image tracing. Additionally, it supports the integration of 3D symbols and shapes, often complemented by braille or tactile communication symbols. Designed to facilitate the learning of fundamental visual abilities alongside advanced visual-motor and visual-perceptual skills.

AT Category: Sensory
- Vision
AT Category: Academic
- Fine Arts

Low - Mid Tech

Considerations

Take the following considerations into account when selecting and implementing AT to ensure that the chosen tools are well-suited to the student’s needs, align with their goals, and seamlessly integrate into their educational journey. By embracing a collaborative approach and considering the specific skills, tasks, and implementation context, educators can provide students with the necessary support to thrive academically and functionally, promoting inclusivity and fostering their overall success.

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Teacher of Students with Visual Impairments (TVI): A TVI is a licensed teacher who has received specialized training and certification in meeting the educational needs of students who have visual impairments ages birth to 21 years. This role may involve adapting teaching methods and materials to accommodate the unique needs of students with varying degrees of vision loss. They are skilled in using and teaching students to use assistive technologies such as screen readers, braille displays, and audio books.
Physical Therapist (PT): A PT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related service of physical therapy. A PT may provide services that are academic and/or functional in nature depending on the age or grade-level of the student's curriculum. Physical therapy in schools primarily addresses gross motor skills of students, and may include exercises designed to develop strength and endurance, range of motion, and flexibility. The PT may be a member of the LEA assistive technology (AT) team.
Occupational Therapist (OT): An OT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability, including dysgraphia, and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related services of occupational therapy. An OT may provide services that are academic and/or functional in nature. Examples are graphomotor skills needed for handwriting; fine motor skills which include small, finely coordinated hand movements; visual perceptual skills which include the ability to understand and interpret what is seen; visual motor skills which include the ability to coordinate visual and motor skills; and/or self-care skills which include feeding, dressing, hygiene, and toileting skills for increasing independence in necessary life skills. The OT may be a member of the Local Education Agency (LEA) assistive technology (AT) team.
Recreational Therapist (RT): An RT is a healthcare professional who utilizes recreational activities, leisure pursuits, and therapeutic interventions to improve the physical, cognitive, emotional, and social well-being of individuals with disabilities, injuries, illnesses, or other health conditions. RTs in Texas adhere to state guidelines, which may include licensure requirements, scope of practice regulations, and ethical standards, ensuring the delivery of effective and ethical care to their students.

Skills and Tasks What skills or tasks will the student utilize this tool for? What areas, functional or academic, does this tool support?

Track
Scan
Eye-hand coordination
Visual discrimination
Visual perceptual skills
Drawing, painting, sketching, and creating art pieces

Implementation Context In what activities, classes, or environments will the student utilize this tool?

When used in the classroom, a light box can provide enhanced visual accessibility for students with various learning needs and provide access to educational material. It typically consists of a flat, illuminated surface with adjustable brightness levels.

In the classroom, a light box can be used to:

Enhance visibility: It provides a bright and evenly lit surface, making it easier for students to see materials such as text, images, or objects.
Support sensory needs: Some students may benefit from the calming effect of the light emitted by the box, helping them to focus and concentrate better on their tasks.
Facilitate fine motor skills: When used in conjunction with activities involving tracing or writing, the light box can make it easier for students to see guidelines or templates placed on top of it.
Encourage creativity: Art and design projects can be enhanced by using a light box to trace or overlay images, enabling students to experiment with layering and composition.