Teaching Students with Visual Impairments
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      • The Expanded Core Curriculum
      • IDEA and Vision
      • Federal Quota Funds
      • Deaf-Blind Child Count
      • State SpEd Agencies
      • Schools for the Blind
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      • Interpret the Eye Report
      • Environmental Observations
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      • Interviews
      • Assessment Kit Materials
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      • Print Comparisons
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      • Learning Media Assessment
      • Reading Rates
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      • Numbers & Counting
      • Algebra
      • Geometry & Spatial Sense
      • Measurement & Data
      • Early Literacy Experiences
      • Create Tactile Books
      • Reading Instruction
      • Reading Efficiency
      • Science Adaptations
      • Social Studies Adaptations
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      • Accessible Educational Materials
      • Large Print
      • Braille Code
      • Photocopying
      • Font Legibility
      • Increase Contrast
      • Pictures and Worksheets
      • Tactile Graphics Guidelines
      • Creating Tactile Graphics
      • Teacher Made Materials for Students with MD
    • Instructional Adaptations >
      • Individual Schedules & Communication Cards
      • Movies & Assemblies
      • Lectures & Instruction
      • Board Work (Chalk, Interactive, White)
    • Environmental Adaptations >
      • School Campus Adaptations
      • Classroom Design Tips
      • Labeling System
      • Adjust Lighting
      • Playground Adaptations
      • Sensory Areas & Rooms
    • Early Childhood Adaptations >
      • Daily Schedule
      • Morning Meeting
      • Weather Check
      • Dramatic Play
      • Blocks
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      • Art Materials
      • Music
      • Music & Movement
      • Dance
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      • VI Sports Associations
      • Recreation Resources
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      • Card and Board Game Adaptations
      • Transcribe Playing Cards
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    • Overview of Assistive Technology
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Non-Verbal Communication in Individuals who are Blind or Visually Impaired

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Non-Verbal Communication

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated June 9, 2019


Nonverbal behaviors provide us with a lot of information about conversations and interactions. Students who are blind will not be able to perceive nonverbal communication and students with low vision may not be able to perceive subtle nonverbal communication. 
Not being able to see the effects of their actions and how others respond can impact the students understanding of the effects of their behavior as they may not have enough vision to see people’s body language.  Students may need extra support in understanding what nonverbal behaviors communicate, both of others and of themselves. Some students will need honest, but kind, feedback to understand how others respond to their behaviors.
People who are blind or visually impaired often have visual behaviors (ex. turning their head to locate their null point and slow nystagmus, viewing materials close up, not looking directly at others, etc.) that assist them in seeing people and viewing the information in ways that make them look different. Students who have significantly reduced vision or no vision will need to learn about non-verbal communication.

Almost all social skills used by sighted children and adults have been learned by visually observing the environment and other persons, and conducting themselves in socially appropriate ways based on those observations. Students with visual impairments must be taught when and how to smile, frown, nod, wink, shrug, and many other nonverbal communication skills.

Mannerisms/Behaviors

​​Not being able to see the effects of their actions and how other people respond can impact the students understanding of the effects of their behavior as they may not have enough vision to see people’s body language.  Students may need extra support in understanding what nonverbal behaviors communicate, both of others and of themselves.
Not being able to see the effects of their actions and how others respond can impact the students understanding of the effects of their behavior as they may not have enough vision to see people’s body language.  Students may need extra support in understanding what nonverbal behaviors communicate, both of others and of themselves. Some students will need honest, but kind, feedback to understand how others respond to their behaviors.

​Some students will need honest, but kind, feedback to understand how others respond to their behaviors. 
Students may seek comfort and stimulation through behaviors (or mannerisms sometimes referred to as "blindisms") that are not socially appropriate. Social behaviors are negatively impacted by the inability to visually observe other social behaviors. Such behaviors can alienate the student from their sited peers. 
  • Discourage mannerisms. Nonverbal behaviors such as head rolling, eye poking, hand flapping, and rocking can be common in children with visual impairments. Students need to be redirected from these mannerisms, particularly from eye pressing as it can cause permanent damage and the eyes to become sunken. Some suggestions can be found on the sensory input page.
  • Students with visual impairments need to be told when their behavior is appropriate and when it is not.  For example, alert students in a considerate but firm way to not scratch themselves or pick their noses in public. Point out that others are able to see them and it is not appropriate.
  • Use the same form of discipline for students with visual impairments as you would for any other student. All students need to learn behaviors and actions that are acceptable in an effort to prepare them to be accepted by society. Accepting inappropriate behaviors and actions not only does not teach the student appropriate social skills, but sighted peers will sense that you are treating them differently. This may cause animosity between students.

Non-Verbal Communication

Help the student develop socially appropriate non-verbal communication by encouraging the student to:
  • Make eye contact and/or turn their face toward the speaker. It is appropriate to request that a student looks at you or toward you (face in the direction of the person that is speaking) when you are talking to them. This is a social skill that is important for the student to learn. Keep in mind, however, that some students have an eccentric gaze (they see better when they tilt or turn their heads to the side). If this is the case, you should still encourage them to turn their body and face in the direction of the person they are talking to.
  • Use good posture. Some students that are blind or visually impaired tend to keep their head down with their chin resting on their chest, keep their head thrown back, or their shoulders slumped forward. Encourage the student to hold their head up (but not toward the ceiling) and to face the activity they are involved in. 
  • Keep an appropriate distance when standing by a person they are talking to. Frequently, students will stand too close to others in order to better see them. This needs to be discouraged as it is not socially acceptable and can cause others to be uncomfortable and avoid interactions with the student. 

Emotional Awareness

  • Encourage the student to use a familiar object for comfort when tired or in a stressful situation.
  • Encourage the student to communicate with another person when upset, uncomfortable, or in pain.
  • Encourage the student to respond appropriately to the tone of voice.
  • Encourage the student to express strong emotions safely. Students who are visually impaired or blind may be more fearful of physical injury and leaving familiar areas.
  • Encourage the student to identify a range of emotions.
  • Encourage the student to use physical activity (e.g. jump on a mini trampoline, bounce on a therapy ball, pull/twist fidget toys, ride a stationary bike, weight lift, walk, run, etc.) to release negative emotions and excess energy in socially acceptable ways.
  • Encourage the student to express emotions in a degree appropriate to the cause, setting, and severity of the situation. Explain how it is perfectly normal to feel sadness when things don't go your way, but it's important to control their outbursts.
  • Encourage the student to demonstrate affection in socially acceptable ways, considering the person, place, and situation.

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The mission of Teaching Students with Visual Impairments is to provide all persons involved in education students who are blind or visually impaired with the necessary resources to help each student become successful members of their communities and to equip those in the visual impairment field with resources to meet the wide range of needs of the students they serve. ​
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      • Visual Efficiency & Magnifier Grab & Go
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      • Vocabulary Cards & Checklists
      • Interactive Sensory Stories Product
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    • Purchase Recorded Presentations >
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      • Webinar Complete Set
      • Accessible Content for BLVI
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      • Job Tasks for Job, Career, & Life
      • Itinerant Teaching Strategies & Tips
      • Accommodations for VI
      • Strategies & Activities for Standard Course of Study
      • Tips for Being a "Physically Fit" TVI
      • Conducting a FVLMA
      • Developing SMARTER Goals
      • Determining Service Intensity Using the VISSIT
      • Strategies for Selecting the Right AT
      • The Art of Teaching the ECC
      • Activities to Teach the ECC
      • Using Themes to Teach the ECC
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  • ECC Bonus
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    • Foundations of Teaching the ECC in the Age of Virtual Instruction
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    • Job Tasks for Job, Career & Life
    • Itinerant Teaching Strategies & Tips
    • Accommodations for VI
    • Strategies & Activities for Standard Course of Study
    • Using Themes to Teach the ECC
    • Accessible Content for BLVI
    • Conducting a FVLMA
    • Developing SMARTER Goals
    • Selecting the Right AT
    • Tips for Being a "Physically Fit" TVI
    • The Art of Teaching the ECC
    • Activities to Teach the ECC
    • Determining Service Intensity Using the VISSIT
  • Professional Practice
    • Vision Professionals >
      • Become a Vision Professional
      • Professional Preparation Programs
      • Teacher of Students with Visual Impairments
      • Orientation & Mobility Specialist
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      • Rehabilitation Specialists
      • CATIS
      • Parapros & Braille Transcribers
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      • Simulation Activities
    • Professional Publications >
      • General VI Resource Books
      • CVI & MD Resource Books
      • Braille Resource Books
      • O&M Resource Books
      • Early Intervention Resource Books
      • Journal Resources
  • Foundations of VI
    • History of Visual Impairments >
      • Timeline of VI
      • Biblical Passages Concerning Blindness
      • Notable People
      • Helen Keller
      • APH Museum
      • Leaders & Legends
      • History of Braillewriters
      • Legislation
    • Visual Impairments >
      • Structure & Function of the Eye
      • Vision Classifications
      • Common Vocabulary
      • Common Visual Impairments
      • Cortical Visual Impairments
      • Convergence Insufficiency (CI)
      • Deaf-Blind
    • VI Resources >
      • VI Organizations
      • US Government Agencies
      • Support Networks
      • Deaf-Blind Resources
      • Georgia Vision Resources
      • Online Parent Resources
    • V.I. Book Resources >
      • Children's Books
      • Young Reader Books
      • Books about Dog Guides
      • Teen & Young Adult Books
      • Non-Fiction Books
      • Helen Keller Books
      • Parent Resource Books
      • Grief & Suffering Books
    • Impact on Development & Learning
    • Psychological Impact
    • Social Etiquette
    • Financial Assistance
  • VI Service
    • Educational Programming >
      • National Agenda
      • The Expanded Core Curriculum
      • IDEA and Vision
      • Federal Quota Funds
      • Deaf-Blind Child Count
      • State SpEd Agencies
      • Schools for the Blind
    • Referrals >
      • Vision Concerns
      • Referral Process
      • Eligibility Guidelines
      • Vision Therapy Controversy
      • When Student Doesn't Qualify
    • Medical Vision Exams >
      • Medical Professionals
      • Vision Tests & Tools
      • Visual Acuity
      • Lenses
      • Visual Fields
    • FVLMA >
      • What is the FVE
      • Interpret the Eye Report
      • Environmental Observations
      • FVLMA Observations
      • Interviews
      • Assessment Kit Materials
      • Oculomotor Skills
      • Near Visual Acuities
      • Print Comparisons
      • Distance Acuity
      • Test Visual Fields
      • Vision Skills
      • Learning Media Assessment
      • Reading Rates
      • Writing the FVE Report
    • Service Planning >
      • ECC Annual Needs
      • Service Delivery Models
      • Least Restrictive Environment
      • Early Intervention Services
      • Students with Multiple Disabilities
      • Student Led IEPs
      • 504 Plans
      • Transition Plans
    • Writing Goals >
      • Writing SMART Goals
      • Blooms Taxonomy
      • Independent Living Goals
      • Compensatory Goals
      • Sensory Efficiency Goals
      • Assistive Technology Goals
      • Social Skills Goals
      • Recreation & Leisure Goals
      • Self Determination Goals
      • Career & Vocational Goals
    • Low Vision Eval
    • O&M Evaluation
    • Educational Assessments
  • Adaptations
    • Unique Visual Needs
    • Accommodations & Modifications
    • Home Adaptations >
      • General Home Safety
      • Kitchen Adaptations
      • Bathroom Adaptations
      • Medication Adaptations
      • Clothing Management Adaptations
    • Curriculum Adaptations >
      • Numbers & Counting
      • Algebra
      • Geometry & Spatial Sense
      • Measurement & Data
      • Early Literacy Experiences
      • Create Tactile Books
      • Reading Instruction
      • Reading Efficiency
      • Science Adaptations
      • Social Studies Adaptations
    • Material Adaptations >
      • Accessible Educational Materials
      • Large Print
      • Braille Code
      • Photocopying
      • Font Legibility
      • Increase Contrast
      • Pictures and Worksheets
      • Tactile Graphics Guidelines
      • Creating Tactile Graphics
      • Teacher Made Materials for Students with MD
    • Instructional Adaptations >
      • Individual Schedules & Communication Cards
      • Movies & Assemblies
      • Lectures & Instruction
      • Board Work (Chalk, Interactive, White)
    • Environmental Adaptations >
      • School Campus Adaptations
      • Classroom Design Tips
      • Labeling System
      • Adjust Lighting
      • Playground Adaptations
      • Sensory Areas & Rooms
    • Early Childhood Adaptations >
      • Daily Schedule
      • Morning Meeting
      • Weather Check
      • Dramatic Play
      • Blocks
    • Adaptations to the Arts >
      • Art Adaptations
      • Art Materials
      • Music
      • Music & Movement
      • Dance
    • Recreation & Leisure Adaptations >
      • Recreation Adaptations
      • VI Sports Associations
      • Recreation Resources
      • Camps for VI
      • Card and Board Game Adaptations
      • Transcribe Playing Cards
  • VI AT
    • Overview of Assistive Technology
    • VI Assistive Technology >
      • Non-Optical Low Vision Devices
      • Low/Medium Tech Devices for Tactual Learners
      • Optical Devices for Near
      • Optical Devices for Distance
      • Video Magnifiers
      • Screen Magnification & Readers
      • Braille Technology
      • Tactile Graphics Technology
      • Auditory Access Devices
      • Braillewriter Repair
    • 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
    • AT Instruction >
      • Video Magnifier Instruction
      • Notetaker Instruction
      • Accessing Audio Books
      • Navigate Computer without a Mouse
      • Word Processing and Shortcuts
      • Keyboarding Instruction
    • iOS for VI >
      • iPads as Instructional Tools
      • Making the iOS Device Accessible
      • iOS Accessibility Resources
      • VoiceOver
    • Assistive Technology Assessment
    • VI AT Resources
    • Vendors
  • Instruction
    • Virtual Instruction
    • Instructional Strategies >
      • Development of ECC Resources
      • Teaching in Thematic Units
      • Teaching the ECC
      • Summer Reading (braille)
      • Summer Outdoor Activities
      • Rainy Day Activities
    • Compensatory >
      • Guiding Principles of Concept Development
      • Functional Skills
      • Community Based Experiences
      • Concepts to Teach
      • Organization & Study Skills
      • Cranmer Abacus Instruction
      • Time Management
    • Communication Modes >
      • Language Development
      • Braille Instruction
      • Braille Instruction Materials
      • Writing Braille
      • Signature & Handwriting Instruction
      • Nemeth Braille Code
      • Tactile Graphics Instruction
    • Sensory Efficiency >
      • Sensory Input
      • Encourage Use of Vision in Students with MD
      • Lightbox Use
      • Sensory Activities for Students with MD
      • Sensory Table
      • Visual Efficiency Skills
      • Visual Attend and Scan Activities
      • Visual Tracking Activities
      • Visual Discrimination Activities
      • Visual Motor Activities
      • Optical Device Use
      • Tactual Readiness
      • Developing Skillful Hands
      • Auditory Readiness
      • Listening Skills Instruction
    • Independent Living >
      • Responsibility & Independence
      • Mealtime Independence
      • Eating Adaptations
      • Food Preparation
      • Recipe Activities
      • Hygiene & Grooming
      • Dressing & Clothing Management
      • Money
      • Housekeeping Instruction
    • Orientation & Mobility >
      • Transition Between Activities
      • Proper Guide Techniques
      • Orienting Student to Environment
      • Mobility Skills
      • Travel
      • Dog Guides
    • Social Skills >
      • Non-Verbal Communication
      • Social Interactions
      • Self Concept
      • Icebreakers & Mixers
    • Career Education >
      • Classroom Jobs
      • Career & Vocational
      • Prepare for College & Career
    • Recreation & Leisure >
      • Learn to Play
    • Self Determination