Instructional Strategies for Students with Visual Impairments

Young children with visual impairments can learn alongside their peers in early childhood classrooms.  Important goals for children with visual impairments are safety, independence, relationships with peers, and concept development.  A teacher of the visually impaired (TVI) and orientation and mobility specialist (O&M) will provide specialized instruction. Classroom teachers can build a learning environment that supports visual, tactile, and auditory learning. 

Visual Learning

Not all children with visual impairments are completely blind. Visual learning allows students to use their functional sight. Here are some ideas:

• Provide a high contrast mat or tray to highlight the child’s workspace.  For example, a black placemat can be placed on a white table. A neon green tray can be placed on dark blue carpet. 
• Offer large print books.
• Use an appealing graphic to label a child’s classroom spaces.  For example, place a large, brightly colored star on the child’s carpet square and cubby.

Tactile Learning

Tactile learning helps students rely on touch and feel to understand their environment. Here are some ideas:

• Label classroom areas and materials in Braille. The teacher of the visually impaired (TVI) can create Braille labels and show the student where to find them and how to read them. 
• Offer tactile books, which are explored through touch. They include textures, objects, and raised elements to represent the story. For example, a soft piece of cloth on a page may represent a story about using a blanket at bedtime.
• Use a raised graphic to label a child’s classroom spaces.  For example, attach a star-shaped piece of foam board to the child’s lunch chair.
• Add tactile materials to each learning center. For example, offer blocks with various textures.
• Provide items to hold during discussions. For example, if the class is discussing fruit, hand the child a real banana to touch, feel, and smell.

Auditory Learning

Auditory learning helps students rely on sound and spoken language to understand their environment. Here are some ideas:

• Offer audio books.
• Use assistive technology, such as voice activated computer software.
• Provide preferential seating. For example, seat the child closest to the person giving instructions.
• Describe materials. “You’re holding a fork. It feels smooth and cold and has three pointy tips.” 
• Add auditory materials to each learning center. For example, offer maracas and chimes in the music area.
• Sing or play songs played during classroom transitions, to signal upcoming activities. 
• Show videos with subtitles read aloud by an adult.

IEL Resource

• Resource List: Blind and Visually Impaired Resources