Concepts to TeachBy: Carmen Willings
teachingvisuallyimpaired.com Updated October 28, 2017 Concept development involves understanding the characteristics of an object and it’s spatial relationship with other objects. Students with visual impairments miss out on many opportunities to learn concepts incidentally as they may not be able to observe and effectively interact with their world. Students who are blind or visually impaired need to be provided with meaningful experiences and interaction with real objects that they can touch, hear, smell and see (if they have any vision). As stated in the Impact on Development and Learning section of this website, there are three primary limitations that students with visual impairments face. These include:
Students may also need guided exploration and explanations of what they are interacting with. Explanations provide the student with vocabulary associated with the experience, help the student make sense of what they are feeling and make connections to previous experiences. These experiences will help develop the students understanding of new concepts, develop their language, and motivate them to explore their environment which will subsequently lead to motor development. To minimize or eliminate these restrictions, it is important to provide concrete and unifying experiences as well as to encourage the student to be a part of the action by "doing". When provided with concrete experiences, the student will experience many opportunities to develop concepts. Many of these concepts can be developed simply by actively participating in family and school routines. Other opportunities can be created that are fun and relevant for both students with visual impairments, but for sighted peers and siblings too. Both the Teacher of Students with Visual Impairments and the Orientation and Mobility Specialist will work with the student on building concepts. Shapes(square, circle, triangle, rectangle, cylinder, cube, curve, oval, etc.)
Children need to first learn about three-dimensional objects and then once the student has an understanding of 3D objects, they can begin to transfer the skill to two-dimensional objects. All students will need this understanding, but it is imperative for future braille readers to have this foundational understanding in order to prepare them for identifying tactual graphics which is more abstract. Suggestions for instruction:
Once the student is able to identify 3D shapes, create 2D representations of the shape and encourage the student to match the 3D shape to the 2D shape as well as the 2D shape to a matching 2D shape. Sizes(ex. big, little, tall, short, thick, thin, wide, narrow, etc.)
Suggestions for instruction:
Textures(ex. rough, smooth, bumpy, soft, hard, furry, sticky, fuzzy, slick, etc.)
Suggestions for instruction:
Body Awareness(ex. parts, functions & movements)
Suggestions for instruction:
Positions & Spatial Relationships(ex. on, off, in, out, front, back, left, right, up, down, above, below, top, bottom, in front, behind, on top, underneath, next to, beside, through, middle, center, between, here, there, under, over, upside down, right side up, first, last, together, apart, forward, backward, sideways, straight, there, under, etc.)
According to Fazzi and Petersmeyer (Imagining the possibilities: Creative approaches to orientation and mobility instruction for persons who are visually impaired, AFB Press 2001), “development of spatial awareness helps students understand the placement, arrangement, and spacing of persons or things in relation to one another.” O&M specialists will play an important role in teaching spatial concepts to the student. Spatial awareness concepts apply not only to education but relate directly to travel. Spatial concepts include body awareness and spatial awareness. As with other concepts, direct experiences will help the student learn the concept. Physical experiences will help lay the foundation for development. Once a student has learned the concepts using their own bodies, they can then develop concepts related to models and representations. Suggestions for instruction:
Suggested MaterialsTactile Treasures Kit, Tactile-Color Edition, available from APH, consists of tactile graphics of thermoformed real objects. This is another great tool for transitioning students from 3D objects to raised line drawings and tactile graphics.
Picture Maker Geometric Textured Shapes, available from APH provides Velcro backed 2D shapes. This is a great transitional and versatile tool to use moving from 3D shapes toward tactual graphics.
Colors and Shapes Lotto Game by Trend is a great shape matching game this is not only good for students with low vision but can easily be adapted with the addition of textures and tactile graphics making materials in order to make it accessible to students who are blind!
Positions Lotto Game by Trend is a great position photo matching game that is great for students with low vision who are able to visually discriminate pictures. I like the simple photos on an uncluttered surface!
|
ECC Instruction
Concept Development
Alternative Communication
Tactile Graphics
Access Classes
VI AT Printables Webinar: Selecting the Right AT Overview of Assistive Technology Basic AT Use Problem Solve AT Braille Notetaker Use iOS/Tablet Use
Basic Computer Use Computer Access Windows Keystrokes Word Processing & Shortcut Productivity Online Access VI AT Resources Sensory Input Sensory Areas & Rooms Routines Auditory Readiness Visual Efficiency Skills
Responsibility & Independence General Home Safety Bathroom Adaptations Personal care Hygiene & Grooming Personal Health Medication Adaptations Household Skills Maintenance Shopping & Consumerism Dressing & Clothing Identification Clothing Care Telephone Use Eating & Table Manners Food Preparation Service Agencies Safety Money & Budget Eating & Table Manners
|
|
Teaching Students with Visual Impairments LLC
All Rights Reserved |