Teaching Non-Verbal Communication and Behaviors to Students who are Blind

Teaching Students with Visual Impairments

Non-Verbal Communication

Having reduced vision can make it more difficult for students to acquire accurate information about their social environment or the context of activities. Not being able to observe physical gestures or facial expressions makes it difficult to understand social nuances. Students must learn appropriate social skills in order to prepare them for success in their homes, their friendships as well as for job and career readiness.

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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.

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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