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Unit 9: Visually Impaired: Preventions and Teaching Strategies

It is also important to encourage visually impaired students to focus on things that they find Notes
interesting. This way, they will be excited to talk and interact with other students and adults.
Create as many opportunities as you can to give students the chance to discuss projects they are
working on that they find interesting.
No matter what you are teaching or discussing in the classroom, make sure that you are including
signs and nonverbal signals to strengthen any communication that you are having with your
visually impaired students.
(ii) Modifying the Learning Environment: Classroom modification for students with visual
impairments is vital for their success. When making modifications, try to remember that some
students may need more intense modifications than other students. Whether the students are
visually impaired or not, some modifications can be beneficial to all.
First and foremost, make your classroom safe. Make sure that you leave doors fully open or
fully closed and eliminate any unnecessary clutter that could create dangerous obstacles. Do
not leave boxes or trash cans in walking aisles or close to desks. Finally, do not leave the classroom
without telling your students.
It is also important to supplement verbal instruction with large-print texts and handouts. By
creating and giving students large-print handouts, you are giving them access to instructions
and readings that they can clearly and easily see. Writing in large print on a chalkboard or
overhead can be helpful to some students, but not everyone, so make sure to evaluate the
individual students in your room.
(iii) Building a Strong Partnership With Parents: It is equally as important to build a strong
relationship with parents of visually impaired students as it is to build strong relationships
with the students. Family members are some of the best allies that you can have as a teacher
when situations, good or bad, arise with students. As with all students, relationships among
teachers, parents and themselves are very important to success and having clearly defined
learning and behavioral goals.
It is important to speak with students and parents to make sure that students are aware of their
disabilities and the strengths and weaknesses that come with being visually impaired. If parents
and students do not fully understand the disability, it will be hard for you as the teacher to
effectively work with and instruct those students.
As a teacher, fostering a good relationship with the parents of a visually impaired student is
imperative to student learning and communication. Parents can offer strategies for you to use
and vice versa, so keep the lines of communication open.
(iv) Teaching by Play and the Child with Visual Impairment
• Make every attempt to keep the environment the way your child is used to having it. Toys
and equipment should be kept out of the walking space and brought forward as your child is
ready to play with them.
• Allow your child ample time to hold and manipulate materials. He or she may want to explore
the entire toy before beginning to play.
• Use as many toys with auditory cues, vibrations and noises as possible.
• Do not hesitate to use the words "look" and "see."
• Enrich your child’s world by using words to describe what he or she is doing, what is
happening, and the smells and sounds around you.
• Introduce new ideas by talking about the ideas your child already knows and understands,
for instance, clouds look like cotton feels.
• Feel comfortable touching your child and allowing your child to touch you.
• Encourage your child to explore and move around. Help your child to take part in large
movement activities to give him a sense of his body in space.

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