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Concepts to Teach
By: 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:
A loss in the range and variety of experiences;
A loss or the restriction in the ability to get around (which influences opportunities both for gaining access to experiences and for developing social relationships); and
Loss of the control of the environment and the self in relation to it.
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:
Shape inset puzzles, shape sorter toys and exploration of 3D shape models are a natural way to introduce shapes.
As the student touches the shape, verbally label the shape for the student.
Assist the student in tracing around the perimeter of the shape, pointing out the smooth edges or corners and sides. Incorporate literacy opportunities by placing the name of the shape on the object or puzzle piece and be sure to point out the print or braille word to the student.
Locate and explore shapes in play as well as in the environment. Encourage the student to search for and compare similarities and differences in shapes.
Help the student trace the outside of objects and compare to shape models to help them make the connections (e.g., the box of crayons is the shape of a rectangle, the lunch tray is also a rectangle, etc.)
Provide many opportunities with a variety of objects to help the child transfer their knowledge and understanding that shapes are all around them.
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.
Practice learning about sizes by discussing sizes of objects and materials in the environment.
Provide the student with objects in a variety of sizes (ex. travel size items versus full-size items) related to the classroom topic or related to an area of interest.
Compare and contrast the size of the items. A classic story to practice size concepts is Goldilocks and the Three Bears.
Once students can sort and match shapes, encourage them to place them in order from smallest to biggest, shortest to tallest, thin to thick, etc.
Provide students with many opportunities to explore a wide variety of materials with various textures.
Tactile books can be obtained or created to compare textures.
Provide a variety of clothes with different textures and compare and contrast them.
Identify and sort a variety of textures.
Body Awareness
(ex. parts, functions & movements) Suggestions for instruction:
Families can practice body awareness with little children naturally during bath time and during dressing.
In the classroom, a fun way for students to practice learning their body parts is by singing songs about body parts and movements.
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:
Take advantage of opportunities throughout the day to point out the position of materials/objects in the environment.
Create games to encourage the students to place themselves or materials in relation to other items.
Encourage the student to demonstrate the concepts on their own bodies, from the student's body to an object, and between two objects.
Encourage activities that will develop the student's body concept such as large movement games that include rolling, crawling, walking backward and sideways, jumping and other movement variations.
Suggested Materials
Tactile 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!
Compensatory Skills
Concept Development
Demonstrates awareness of objects
Demonstrate understanding of object permanence
Plays with toys – takes adv. of characteristics
Open container to locate noisemaker
Demonstrate interest in toys
Object identification
Match/Classify objects by shapes
Match/Classify objects by size
Time awareness and concepts
Spatial awareness
Quantity Concepts
Alternative Communication
Body responses & gestures for communication
Choice Board (object/tactile/picture)
Communication system (calendar boxes)
Sign language/tactile sign (deafblind)
Emergent Literacy
Explore pictures/objects from story
Explore & turn pages
Proper care of books
Awareness of environmental print/braille
Pretend to read/write print/braille
Access Print
Use low vision tools to access near print
Use low vision tools to access distance print
Use technology to access digital print
Use screen sharing to access print at distance
Access variety of print formats
Identify print size needed
Pre-Braille
Tactile discrimination of symbols
Identify spatial position of dots in braille cell
Identify the dot number in a braille cell
Track a line of dots from left to right
Track a row of dots
Identify beginning/end/breaks on a braille line
Tactually explore a braille page
Track braille sentences when read aloud by adult
Orients braille book correctly
Turn pages in a braille book one at a time
Locates the first braille line on a page
Locate the page number in a braille book
Use two hands to track braille
Use pointer finger as lead finger
Use pinky finger to detect the end of a line
Use light touch
Use two hands separately to track and return
Locate name in braille
Identify same/different braille shape
Identify the braille alphabet
Identify the literary braille numerals 0-10
Braille Code
Read/write the alphabet
Read/write whole-word alphabet contractions
Read/write whole and part word contractions
Read/write short form words
Read/write lower signs
Read/write part word signs
Read/write whole word signs
Read/write initial letter signs
Read/write final letter signs
Read and produce literary numbers
Read and produce braille indicators
Read and produce symbols and punctuation
Braille Reading Fluency
Read back personal writing and edit
Access a variety test & worksheet formats
Apply rules for contractions, punctuation, comp.
Use alternate braille codes (ex. Language, music, etc)
Braille Formatting
Locate beginnings of paragraphs
Writes paragraphs, indenting two spaces
Read/write lists
Locates and read transcriber’s notes, picture captions
Locates headings/subheadings in a text
Reads/write columned materials and tables
Read/write format for poetry and plays
Write outlines in correct (literary/textbook) format
Locate preliminary pages, special symbols page
Use table of contents, glossary and index
Locate/read words and definitions in dictionary
Use a multi-volume textbook
Braillewriter
Locate/name parts on a braillewriter
Make random braille dots
Insert/remove paper from braillewriter
Operate line advance/carriage return
Operate backspace
Use correct fingers on keys
Produce uniform dots using correct finger strength
Erase errors with a braille eraser
Use spacebar appropriately
Set margin stops on braille writer
Change margin for various format needs (ex. column)
Spatially arrange math problems
Proofread writing and make corrections
Slate & Stylus
Identify the dot numbers in cell on a slate
Load paper in the slate
Create legible, uniform dots
Skip space on a slate
Create letters, words, and numbers
Use slate & stylus to complete tasks
Proofread writing and make corrections
Tactile Graphics
Explore Tactile graphics
Locate/identify title, key and symbol
Identify meaning of various textures on globe/map
Interpret graphical information (e.g. graphs & charts)
nemeth code
Read/write numerals in Nemeth Code
Read/write signs of operation (+, -, x, /)
Read/write linear mathematical equations
Read/write horizontal mathematical equations
Read/write symbols of comparison (<,>, =)
Read/write symbols money using signs: $, ¢, .)
Read/write fractions
Read/write mixed numerals
Read/write temperatures using sign for degrees
Read/write percent
Read/write grouping symbols ( , ) , [ , ] , { , }
Read/write Nemeth punctuation (, -, : )
Read/write modifier signs for lines, arrows, rays, bars
Read/write shape indicator (circle, square, etc.)
Read/write signs/format for parallel & perpendicular
Read/write signs for angles
Read/write adv. symbols of comparison (i.e. ≠, = )
Read/write square roots
Read/write subscripts/superscripts
Read/write algebraic expressions
Read/write chemical equations
Read/write braille clock/watch
Write time
Measure to the nearest centimeter, ½”
Construct/draw measure geometric figures & label
Use braille/tactual tools to measure
Display data on tactual graph
Interpret data in various tables and graphs
Read/write standard/metric measurements
Read/write advanced Nemeth code symbols
Apply rules to complete grade level problems
Access Classes
Use of charts, graphs, maps
Measurement tools
Handwriting (legibility)
Develop a consistent signature
Use signature writing guide
Use of needed accommodations
Interpretation of Tactile graphics
Abacus
Identify all parts of the abacus
Demonstrate understanding of set, clear and count
Set numbers in the ones column
Set numbers in the tens column
Set and read whole numbers according to place value