Visually Impaired

Tips for working with blind students

  • Braille books and other material should be stored on a shelf or in a box to save from damage.
  • Electronic dictionary or cell phone dictionary should be used to teach glossary.
  • Read over the material written on chalkboard, charts or books to facilitate blind students.
  • The use of talking calculator is not appropriate until math facts are memorized and your class begins to work with calculators.
  • Use of electronic devices which translate Braille into print as the student Braille.
  • Ring binders and pocket folders should be used to keep work sheets or everything together in one place.
  • If a particular behavior bugs you or seems socially in appropriate, beep change that behavior.
  • Verbalize and write simultaneously if it is inevitable to write on white board.
  • Glance over to the blind students to make sure he is following your instructions.
  • Before starting a new chapter, ask the students questions to chock understanding of the task.
  • Don’t be afraid to use the words “look” and “see” as these sound more normal than saying things like “here feel this” or “did you listen to TV last night?”
  • If it is difficult to feel Braille dots, change the finger.
  • Tell the students to take special care of hands to maintain sense in finger tips. Avoid too much high or low temperature to get in contact with finger tips.
  • Talk with the child about his or her interests and experiences and expect the child to follow rules that are appropriate to his / her developmental level.
  • Always let a visually impaired child know when you are approaching or leaving. Never make a game of having child guess who you are. Identify by name who you are. Otherwise it can be confusing, frightening or frustrating to child.
  • Briefly describe aspect of the environment that might be of importance or interest to the child that he or she control see.
  • Use words like blind or visually impaired in normal conversation with the child, but only when they are important to the topics being discussed.
  • Be a part of I.E.P and discuss child’s progress with other members of I.E.P team.
  • Be patient enough to laugh and keep calm even after a disturbed child attacks you.
  • Keep sharp tools and stationary. Items out of reach of the child, in the drawer of about the level of his height.
  • Proud direct and immediate feedback. This enabled he child make a connection between their behavior and the teacher’s response.
  • Ensue that sitting arrangement in the classroom is favorable for children. Light, ventilation of air and room temperature is according to child’s physical needs.
  • Develop a support plan for the rehabilitation of child and parents to ensure child’s welfare.
  • Analyze child’s behavior and make sense that what annoys the child and what makes him/her comfortable.
  • Arranges for physical and sensory skills training of children.
  • Life skills training should be compulsory part of children’s I.E.P.
  • Refer the stable children for screening and send them in inclusive education if they are suitable for it.
  • Emphasize on functional academics if the child can learn money management, maintaining personal hygiene, dressing a wounded classmate, doing house hold chores, can cook for him/herself.
  • Prepare the children for some job and financial independence after leaving special school.
  • Create a play way environment to teach special children.
  • Use incentives for motivation. Give the children free books, copies and pencils.
  • Call them with their actual names. They can feel your love and affection. The only way to change the behavior of mentally challenged children is to give them love.
  • If committed mistake, never give them hard punishment. It will scatter their courage.
  • Many special children act out inappropriately simply because they know they are different and can get away with it. It is important to ignore these behaviors, and to reward appropriate behavior with praise and extra privileges.

How to teach blind student.

Syllabus for the blinds:

While making syllabus for the blind children, following considerations for the blind children, following considerations or aspects should be kept in view. These are nine unique educational needs of blind students.

  1. Compensatory or junction academics skills, including communication modes Schools should provide a list of counselors for parents of disabled children. A Professional for parents of disabled children. A professional will be able to help you reach a healthy balance of hopes for your child with the reality of your Childs achievements and development.

Tips for Parents:

  • Be Patient, be hopeful, your child has whole life time to learn and grow.
  • Encourage independence in your child. Help your child learn daily care skills such as dressing, feeding and using bath room.
  • Give your child chores keeping her/his age, attention span, and abilities in mind.
  • Break down jobs into smaller steps and then ask the child conflate thise steps while learning new things.
  • Demonstrate how to do the job and ask her/him to do step by step.
  • Help the child when he/she needs assistance.
  • Give your child frequent feedback. Prose your child when he/she does well.
  • Find out what skill is your child learning at school. Find way for your child to apply those skills at home.
  • Find opportunities in your community for social activities such as scouts, recreation center activities, sports and so on.
  • Take pleasure in your unique and beautiful child. He/ she is a treasure. Learn from your child too. Those with intellectual disabilities have a special light with in. Let it shine.

Braille

Braille is a system of communication for those who are blind or who have severe vision difficulties. It is a system of raised dots which represent letters and numbers.

Braille takes its name from its creator, Louis Braille. Louis, born in Prance in 1809, lost his sight at age three, the result of an accident. Louis was a bright and eager learner. At the age of fifteen, he had completed an alphabet consisting of raised dots in groups of six combined with short dashes.

Louis adapted and perfected his system of raised dots. He wrote a book at age twenty, explaining his reading and writing methods that would become known worldwide as braille.

A slate and stylus are frequently used today by blind people for writing. A slate is made of two metal or plastic pieces hinged together. A piece of heavy paper is placed between the two hinged pieces. The top of the slate has window-like openings, each the same size as a braille cell.

A stylus is a pointed tool used to punch raised dots onto paper. The stylus is moved from cell to cell, making raised letters to spell out written words. A braille “eraser” has a blunt tip to press a dot flat.

Braille for English

Braille for Urdu and Arabic