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. Objects(ex. chair, table, paper, book, etc.)
The best way to help children to identify and understand the difference between objects is to expose them to a wide variety of objects. Encourage the student to interact with the object and identify the characteristics of the object. Suggestions for instruction:
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 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!
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Guiding Principles Functional Skills Community Based Experiences Concepts to Teach Access to Instruction Organization & Study Skills Time Management Virtual Instruction Movies & Assemblies Lectures & Instruction Board Work (Chalk, White, etc.) Daily Schedule Morning Meeting Weather Check Dramatic Play Blocks Numbers & Counting Cranmer Abacus Instruction Algebra Geometry & Spatial Sense Measurement & Data Early Literacy Experiences Create Tactual Books Reading Instruction Reading Efficiency Science Adaptations Social Studies Adaptations Communication Modes Accessible Educational Materials Individual Schedules & Communication Cards Adjust Lighting Large Print Optical Devices for Near Optical Devices for Distance Optical Device Use Photocopying Font Legibility Increase Contrast Pictures & Worksheets Keyboarding Instruction Word Processing and Shortcuts Navigate Computer w/o a Mouse Braille Code Braille Instruction Braille Instruction Materials Writing Braille Summer Reading (braille) Signature & Handwriting Nemeth Braille Code Tactile Graphics Guidelines Creating Tactile Graphics Tactile Graphics Instruction Teacher Made Materials Labeling System assistive technology
Overview of Assistive Technology VI AT Resources Non-Optical Low Vision Devices Video Magnifiers Video Magnifier Instruction Screen Enlargement & Readers Low/Med. Tech Tactual Devices Notetaker Instruction Braillewriter Repair Tactile Graphics Technology Braille Technology Auditory Access Devices Accessing Audio Books iPads as Instructional Tools Making iOS Device Accessible iOS Accessibility Resources VoiceOver Apps for VI Note Taking apps Apps for Accessing Books Identification Apps Navigation & Location Apps Braille Apps Magnifier Apps Sound Making Apps Cause & Effect Apps Vision Skills Apps Apps for Early Learning Read to Me Story Apps Apps for Communication Android Apps for VI sensory efficiency
Sensory Input Encourage Use of Vision Sensory Area & Rooms Lightbox Use Sensory Activities for Students with Multiple Disabilities Sensory Tables Visual Efficiency Skills Visual Attend and Scan Activities Visual Tracking Activities Visual Discrimination Activities Visual Motor Activities Tactual Readiness Developing Skillful Hands Auditory Readiness Listening Skill Instruction independent living
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