Question
How can I respond to a child with visual impairments?
Answer
For children with visual disabilities, use communication during activities such as dressing and eating to help the child get oriented. Think about the physical space of the room and be wary of sharp edges on tables, curled up edges of rugs, and other potential hazards. Once you have found an arrangement of furniture that works for the room, try not to change it too much as the child may rely on it to navigate to the room. It is important to give specific directions and use descriptive language.
Knowing the degree of the child's vision loss can assist in determining, selecting, and using specialized accommodations within your classroom. Children with visual impairments learn best through experience. Do not be afraid to give them extra time to learn and explore. Remember that the final product is not always as important as the learning process for children with visual impairments. Early childhood educators should allow students to experience natural learning and classroom exploration to provide them with multiple opportunities for independence and success.
I once worked with a child with visual impairment who was able to see colors. One of the things we did in the classroom to help him was to use large-print sight words. We also used Braille labels. You might be able to get them from your special education department, local school district, or the person that comes and helps the child, if the child has one-on-one assistance. We also used multiple textures and tactile markings, including stickers and object cues. The tactile markings were very beneficial for that child. One way we used those was to have extra cushioning in the spot where he sat. In addition, his peers would help guide him to his spot.
This Ask the Expert is an edited excerpt from the course, Working with Children with Disabilities: Inclusion Works!, in partnership with Region 9 Head Start Association, presented by Piret Leonetti, EdD.
