Tips
for Classroom Teachers
by
Carol Castellano
Reprinted from Future Reflection
The
Goal of Independence
The overriding goal is for the blind child to become
a competent, self-sufficient, independent person.
The blind child needs the same information, education,
and experiences which sighted children require.
He/she needs to know the same things others need to
know in preparation for the futuregoing to college,
having children, holding a job, etc.
The blind child will use alternative techniques where
the sighted will use eyesight.
Essentials a Blind Student Must Learn
On whom to focus.
Teacher's expectations.
To respond quickly to teacher's instructions.
How to respond; e.g., facing the teacher so teacher
can tell he/she is paying attention, raising hand high,
when to lower hand, when to answer aloud in unison with
class, etc.
How to interpret questions expressed in "teacher language."
For example, in ordinary English a "who question" would
be answered with a name, but in the classroom, "Who
can tell me what 5 plus 2 is?" means, "Raise your hand."
A "how many" question would ordinarily get a number
for an answer, but in the classroom "How many of you
put the big hand on the 3?" means raise your hand if
you did it that way. Hearing the teacher say your name
(getting called-on) usually means, "Say the answer out
loud."
Where and when to move.
The pace of the class.
To know what other children in the classroom are doing.
How to interpret activity around him/her.
How to participate fully.
Eventually, how to figure out all of the above by him/herself.
Skills of Blindness
Braille reading and writing is the equivalent of print
reading and writing (see Quick Braille Lesson later
in this article).
Cane travel is essential to the child's independence
(see Cane Travel later in this article).
Looking at objects with the hands. The blind child gets
information tactually just as sighted children get it
visually.
Doing things by touch instead of by eyesight.
Tactually exploring a room to make a mental map and
find out where things are placed.
Developing and using other senses. "Hmm. Smells like
Mr. Thomas, the janitor, waxed the floors last night.
Feels like it, too. John says it's fun to slide on waxed
floors. I don't hear anyone coming; maybe I'll give
it a try!"
Developing and using memory. "Mom, I just remembered
it's Tuesday night and we have library period on Wednesday.
I have to return my book along with that form the librarian
wanted parents to fill out. You put the book on the
shelf in the den after we finished reading to each other
yesterday. I can't reach it; can you get it down for
me?" "I remember my teacher saying that Melissa had
thick, long hair. I wonder if Melissa would like this
big barrette set for her birthday?"
Developing and using sound localization, that is, the
ability to tell where a sound is coming from. "Jenny,
I think your pencil just dropped. It sounds like it
rolled toward the door. Look under Peter's chair; it
might be there." "That sounds like the door of the storage
closet in the back of the room. Must be time for art;
I can hear Mrs. Mullin getting the cans of paint out."
Learning to ask for information. "Who just walked into
the room?" "Is this the bus for the 4th grade skating
party or the bus for the 3rd grade trip to the zoo?"
This also includes learning to give a polite, but firm
"No thank you" when assistance is not needed.
Assisting on the Road to Independence
Help from teachers and aides should be aimed at teaching
the child to do the task for him/herself, not doing
it for the child.
Many times teachers can give information instead of
help; e.g., give directions to what he/she needs instead
of getting it for the child.
Child should be able to learn any task that is repeated
each day; e.g., opening milk carton at lunch. Assume
the child can learn the task.
If the child is not doing something the other children
are doing, teach him/her how; if something must be done
for a child on a regular basis, let parents know. Perhaps
it can be worked on at home.
By understanding and respecting the alternative skills
the child is developing, classroom teachers can help
the child progress in these skills.
The child may need extra time in the early grades to
do things independently. This must be balanced with
general classroom expectations.
Be More Verbal
Use children's names when you speak to them; this will
help the blind child interpret situations; encourage
other children to use names, too.
Use description when modeling action; e.g., "Fold the
paper lengthwise" instead of "Fold the paper like this."
Explain your routine a bit: "I'm handing out the papers
to each child. I'm so happy you're all being quiet."
Again, this will help the blind child interpret situations
which he/she cannot see.
Explain illustrations in a story when they help carry
the plot.
Think about attributes in addition to color when describing
or referring to objects; such as shape, weight, texture,
size, use, location, quantity, etc.
Give the blind student the opportunity to get things
for you by describing the object and giving verbal directions
to the location; e.g., "the square container on the
back left corner of my desk."
Explain completely visual situations; e.g., the principal
comes to door, puts finger to lips, and silently beckons
children to her.
Use normal language like "look" and "see."
Helping the Blind Child Participate
Find ways to adapt each activity so the blind child
can participate; don't ask if it can be done, ask how
can we do it. Don't make the blind student a "special
helper;" he/she needs the same or equivalent educational
experiences other children get.
Use sound localization to direct child; e.g., he/she
can join the other children by moving toward their voices;
can listen for footsteps in order to follow in line;
can come when called by walking toward your voice; can
find the chair when you tap it with your hand.
Model movements for songs or in gym by moving the blind
student through the motions. Other students can learn
at the same time by observing teacher and student. Let
parents know if child has trouble with a movement; it
can be practiced at home.
Hands-on opportunities along with verbal descriptions
will make experiences much more meaningful for a young
blind child; e.g., on a trip to the nurse's office let
the child explore by touch the scale or other characteristic
objects.
With objects that ordinarily would not be handled, let
the child tactually examine it, if possible, before
or after the activity.
Tell the child to "look with two hands" or "use both
hands" when examining something; a touch with one hand
or a few fingers gives almost no information.
Facilitate appropriate play with others and by self.
Remind the child to face the person with whom he/she
is talking.
Help the child learn to face the correct way in general.
A rule of thumb is to give the blind child the same
instruction or correction you would give a sighted child
who was situated in an inappropriate way.
If applicable, remind the child to keep his/her head
up.
If applicable, remind child to sit and stand up straight.
Position crayons correctly in the child's hand for normal
muscle development.
If applicable, remind child not to press his/her hand
to the eye, or engage in other inappropriate behaviors.
School Work
For written work, worksheets or book should be on the
table next to the Braillewriter for student to read;
answer sheet should be in Braillewriter.
If manipulatives are used, place in small box or tray
so they will not fall off the desk.
For marking answers, the blind student can use crayon,
pencil, small pieces of Sticki-Wikki, magnets and magnet
board, push pins. (The advantage of Sticki-Wikki, magnets,
and push pins is that the child can check his/her own
work; with Sticki-Wikki, work can be saved to take home.)
Help child organize the work space; clear place in front
and put materials in common sense places.
Stick-on Braille (Dymotape) can be used for quick labeling.
Sewell Kit, coloring screen, and TactiLiner can be used
for making instant raised line drawings.
Hi-Mark, t-shirt markers, Elmer's glue, and Sticki-Wikki
can be used for outlining figures. (Hi-Mark and t-shirt
markers must be used in advance, for they take hours
to dry.)
Stick-on Velcro, cork, felt, etc. can be used for variety
on math worksheets.
Cane Travel
The cane is held so that it lands about three steps
in front of the feet, and is swept back and forth.
The cane gives a preview of what is ahead: Is the way
clear or is an object in the way? Stairs, up or down,
can be located and negotiated. Objects such as trash
cans, chairs, desks, and outdoor play equipment can
be located and identified.
Sound is an important element in cane travel. As the
blind child walks down a hallway he/she can use his/her
hearing to tell the difference between a wall and an
opening, such as a doorway or intersecting hallway.
Therefore, the child can be given directions such as
"the office is the first opening on the left" or "the
gym is the second open door on the right"
By listening to the sounds and echoes the cane makes
when it is tapped, the child gets information about
the space around him/her and, with practice, can tell
how far he/she is from the wall.
Textures and slopes beneath the feetdifferences
between tile, carpeting, concrete, etc.will help
the child know where he/she is.
The child will use landmarks (the rug outside the office
door, the hum of the water fountain, etc.) for self-orienting.
The child will learn to make a mental mapinformation
linking one part of the room or building to anotherof
an area.
The child might not use the cane in the classroom but
should always have it with him/her outside the room;
e.g., cafeteria, playground, fire-drills, office, gym.
Quick Braille Lesson
The Braille "cell" is made up of six dots which correspond
to the six keys on the Braillewriter. Dots are numbered
1 to 6 in columns two dots across and three down.
Each Braille letter or other symbol is formed using
one or more of the six dots.
Capital letters are formed by placing a dot 6 before
the letter.
Punctuation marks look like letters but they are formed
in the lower part of the cell.
In "literary Braille," the first ten letters are also
the numbers when preceded by an arrangement of dots
called the number sign (dots 3,4,5,6).
In "Nemeth code" (math Braille), the shapes of the numbers
are the same, but they are formed in the lower part
of the cell.
Braille has many contractions (such as Brl for the word
Braille) in order to save space; contracted Braille
is called Grade 2.
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