The question is not if the child sees “well enough”—it is how the child best interprets those pictures and links them to experiences or memories he has. The pictures might work well for concepts and parts of the experience that he is most familiar with. Newer concepts, however, might best be understood with a tactile object or a partial object to represent them.
Children often memorize books they like before they ever read. Children who are deaf-blind can do the same with books that have concepts and experiences they know—and the “knowing” comes from repeatedly “reading” favorite experience books with the child.
First, consider the experiences, concepts, and interests of the child. Over time, create a variety of experience books for the child, and help him understand what is in each book by involving him in the process. Making the experience book with the student helps him understand how it is connected to him.
Too often we make books after school or at home at night, and the child has no understanding of how the book “magically” appears. To be effective and efficient, make the books with the child, allowing him to do any small part he can. This approach can increase the likelihood that the child will be interested in the book.
When using an experience book with a child we have many opportunities to meet the requirements of communication and conversation:
two people are interacting, with
a shared topic (the experience),
consistent vocabulary (objects and/or pictures on the page).
The child also is following a consistent sequence within the book, thus teaching beginning, middle, and end—concepts that are crucial to all learning.
THE MOST IMPORTANT THING TO REMEMBER IS TO HAVE FUN WITH THE CHILD SO HE OR SHE WILL WANT TO DO IT AGAIN