Hallways, stairs, cafeteria, PE and recess

Hallways

What goes wrong: Crowds, noise and people moving fast. The student may bump into people, freeze, or arrive at class worn out.

• Let them leave a few minutes before the bell, before the halls fill up.
• Use the same route every day, with landmarks: “Turn left at the red fire door.”
• Pair them with a named buddy, not “someone.”

Stairs, steps and curbs

What goes wrong: Some students with CVI don’t see the lower part of their view well, so steps and edges can seem to vanish. Patterned floors and shadows add to it.

• Put bright tape on the edge of each step, at the top and bottom, and on the rails.
• Say it before they reach it, and don’t rush them: “Five steps down, rail on your right.”

Cafeteria

What goes wrong: It’s the loudest, busiest room in the building. Noise can switch vision down, and a full tray is a jumble.

• Let them go in before the rush.
• Keep the same seat every day, facing away from the busiest part of the room.
• In line, name the choices. At the table, name where things are: “Sandwich on the left, milk at the top.”
• Let them wear noise-canceling headphones if they want to.

Finding friends and a seat

What goes wrong: Many students with CVI can’t pick out faces, especially in a crowd. They may walk past a friend and look rude.

• Teach classmates to say their own name: “Hi, it’s Ava.”
• Describe by color and place: “Ava’s at the end of the table, in a green coat.”
• A seat that never changes lets friends find them too.

PE and ball games

What goes wrong: Fast balls and running players are hard to see and judge. Things can seem to appear from nowhere.

• Use a big, bright ball, a ball with a bell, or roll it instead of throwing.
• Say the name before you pass: “Sam, ball coming to you, rolling.”
• Keep them out of the middle of fast games, and mark boundaries with bright cones.
• Expect tired vision after PE. Don’t schedule a test right after.

The playground

What goes wrong: Swings, running kids and wide open space with few landmarks. Many students stay at the edges.

• Walk the playground when it’s empty first. Let them touch the equipment.
• Point out the swings in words, and keep a clear path away from them.
• Set a meeting spot: “If you lose us, go to the red bench.”

Assemblies and events

What goes wrong: A new or dark room, loud sound, crowds, and a stage far away.

• Visit the room when it’s empty, and arrive before the crowd. Sit on the aisle.
• Have an adult quietly describe what’s happening on stage.
• Agree on a quiet place they can go if it’s too much.

Fire drills

What goes wrong: A sudden loud alarm, a rushing crowd, and a route they don’t use every day.

• Walk the exit route with them alone, when the halls are empty.
• Name one adult in the emergency plan who goes to the student.
• If the school allows it, tell them before a planned drill.

The bus

What goes wrong: A crowded curb, buses that look alike, a high step, and a bus that may move before they sit.

• Walk them out early, by the same route, to the same spot.
• Have the driver say their name, and keep the same seat near the front.
• Ask the driver to wait until the student is seated before pulling away.

Who can help

The student’s orientation and mobility (O&M) specialist can teach these routes. For the classroom, use the classroom checklist.