Responsibility & Independence

By: Carmen Willings
teachingvisuallyimpaired.com
Updated June 28, 2025
​Fostering responsibility and independence in students who are blind or visually impaired is essential for their growth, confidence, and future success. While many students—especially younger ones or those with additional disabilities—require one-on-one support, it’s critical to strike a balance between helpful assistance and encouraging autonomy. Developing these foundational skills will better prepare students for personal, academic, and workplace success.

Guiding Principles for Teaching Responsibility

  • Never do for the student what they can do for themselves. Doing so may unintentionally promote dependence and undermine their confidence.
  • Use graduated support. If a student can’t yet perform a task independently, physically guide (or “motor”) them through the activity (using-hand-under-hand), then gradually fade assistance as they build confidence and skill.
  • Prevent learned helplessness. Encourage students to complete daily tasks on their own, even when it takes more time. Prompt only when needed, and always promote initiative.
  • Introduce natural sound cues. To help with orientation, establish ongoing sound sources that can act as auditory landmarks. Examples: a wall clock ticking, aquarium filter, wind chimes outside the window, soft background music or a radio. These cues can help students independently navigate familiar environments.
  • Model alternative solutions, not dependence. When students encounter difficulty, teach problem-solving rather than stepping in automatically.
  • Avoid the “Good Fairy Syndrome.” Help students understand cause and effect. Coats don’t hang themselves. Trash doesn’t disappear. Food doesn’t magically appear. Involve students in every step of these processes.

Encouraging Independence Through School Responsibilities

  • Assign classroom or school jobs such as:
    • Delivering attendance to the office
    • Watering plants
    • Assisting with classroom organization
    • Helping in the school office, library, or cafeteria
  • Encourage responsibility for personal belongings like:
    • Backpack and lunchbox
    • Assistive devices (e.g., magnifiers, monoculars)
    • Braille notetakers or adapted tech
    • Money, ID cards, and hygiene kits
These tasks develop routine, accountability, and confidence in managing personal and shared responsibilities.

Teaching Clean-Up Skills & Search Patterns

Clean-up time is a natural opportunity to teach:
  • Responsibility
  • Object awareness
  • Upper body strength
  • Concepts like sorting, spatial relationships, and positional language (e.g., “on top,” “under,” “next to”)
Strategies:
  • Encourage students to return their own materials to consistent locations.
  • Use clearly labeled bins in the student’s preferred mode (braille, large print, tactile symbols).
  • Teach systematic search patterns to help students locate and return items. This promotes: spatial awareness, object permanence, and independent task completion.
Support students in gradually increasing responsibility for organizing and cleaning up after themselves—even if tasks need to be adapted or completed with assistance.

Building Organizational Skills

Strong organizational habits are essential for long-term independence. Students who are visually impaired must be able to:
  • Find ingredients in a kitchen
  • Sort and store clothing
  • File and pay bills
  • Maintain tidy living and workspaces
These skills begin with simple habits:
  • Putting toys or books away after use
  • Placing dirty laundry in a hamper
  • Organizing grooming or school supplies
  • Searching for and retrieving personal items
  • Learning how to sort, fold, and store items systematically
Avoid the temptation to do these tasks for the student. Instead, teach them how and where to locate and store items. Reinforce consistent routines and model good organizational strategies. 

A Final Reminder

Never do anything for a student that he is capable of doing for himself. If you do you, you’ll make him an educational cripple…a pedagogical paraplegic." -Howard Hendricks
Fostering independence takes time, patience, and thoughtful teaching—but the rewards are lifelong. Students who are trusted and empowered to manage tasks themselves grow into confident, capable adults.

ECC Instruction

Teaching Strategies
Compensatory Skills
Concept Development
Alternative Communication
Emergent Literacy
​Access Print
​Access Environmental Print
Pre-Braille 
Braille Code
​​Braille Formatting
​Braillewriter​​Slate & Stylus​​Tactile Graphics​Nemeth Code​Access Classes​Abacus ​Organize​​Study Skills​Time Management​​​​Listening Skills
Assistive Technology
Social Skills
Self Determination
Self Determination Skills
Sensory Efficiency
Sensory Input
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Independent Living
Personal Care
Hygiene & GroomingPersonal HealthHousehold Skills
Shopping & Consumerism
  • Shopping
  • Grocery Stores
  • Grocery Shopping
  • Expiration Dates
Eating & Table MannersClothing IdentificationTelephone
  • Telephone Use
Food PreparationMoney & Budget
  • ​Money & Budget
  • Money Management
  • Receipts​
  • Payment Methods
  • Buying or Packing Lunch
  • Personal Belongings
  • Paying with Checks
  • Interpret a Warranty
  • School Fundraisers
  • Housing Decisions
  • Paying Bills
  • Vending Machine Purchase
Service Agencies
  • Service Agencies
​Safety
  • General Home Safety
  • Emergencies
  • Evacuations
  • Seeking Shelter
  • Accidents & First Aid
  • Internet Safety
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  • Using Locks
Orientation & Mobility
Recreation & Leisure
Career & Vocational
Job AwarenessMaintain Job
  • Address Employer Concerns
  • Maintain Employment
  • Following School Rules
  • Work Related Skills
  • Assuming Responsibilities