Teaching Students with Visual Impairments
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Sensory Input for Students who are Blind or Visually Impaired

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Sensory Input

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


Students with visual impairments, along with students with other sensory impairments, often perceive information inaccurately or seek addition sensory input in order to focus or calm themselves. Poor sensory processing can make it difficult for a student to perform functional and academic tasks.
Students behaviors can provide clues to sensory-processing problems. Students may react too much (hyper-) or too little (hypo-) to various sensations. The goal is to provide an environment that will help the student become better at interpreting and organizing sensory information. The first step is to identify the type of sensory information the student is seeking. In general, students who react too little need an alerting program, while those who react too much to stimuli need a calming environment.

​Tactual Input

Tactual is the information received by touch including sensitivity to light touch, pressure, pain, and temperature. Activities that involve a firm, sustained touch tend to help soothe and calm students while activities involving light and brisk touching of body parts are more alerting. Many students may resist getting their hands dirty or touching a variety of materials. Encourage gradual exposure to a variety of textures and messy experiences with the goal of lengthening the experience and range of textures the student will touch and explore. Other students may appear lethargic or desire to touch everything. Perform alerting activities for the student such as tickling the arms or back and neck to alert the child. Encourage the student to wash their face and dry it to help alert them. 

Possible activities to help the student who seeks tactual input include: twirling hair, drumming fingers, rubbing various fabrics, fidget toys to stretch, wiggle and twist, hugs, playing with textures (sand, rice, beans, shaving cream, finger paint, pudding, whipped cream, play-doh, clay, theraputty, or goop) or hiding objects in textures, hand massages, or hold toys or massagers that vibrate.

​Proprioceptive Input

Proprioceptive is the information about the relative positions of parts of the body. This information comes through sensations arising in the muscles, joints, ligaments, and receptors associated with the bones. Consider giving the student a medium to heavy weight backpack to wear while walking.

Possible activities to help the student who seeks tactual input include: snuggling in quilts, sitting in a beanbag chair, cracking knuckles, jiggling/crossing legs, sitting on legs, heavy workload activities, pushing, pulling, tug-o-war, wall pushes, and monkey bars, take a "power walk", wheelbarrow walk, crawl or climb, or do wall push-ups. Consider placing a beanbag chair in a quiet area for the student to use.

​Visual Input

Visual is the information received through the eyes. Visual input that is bland or monotonous tends to be calming. Students that seek a calm environment may benefit from dimming the lights or working in a cubicle or corralled area. Visual input that is bright and high in contrast or reflective tends to be alerting. These students may prefer video games, neon colors and fluorescent lights.

Possible activities to help the student who seeks visual input include: gazing at painted fingernails, and rings; flipping through magazines; watch fish in a fish tank; watch "oil and water" toys. Minimize visual clutter as they can be visually distracting and may add to disorganization.

​Gustatory Input

Gustatory is the information received through the tongue/lips. Closely tied to the sense of smell. Possible activities to help the student who seeks gustatory input include: chewing flavored toothpicks, sucking on candy (sour will alert), chewing gum, drink a milkshake, crunch or suck on ice pieces, chew on coffee swizzle sticks, take slow deep breathes. The student can also be encouraged to suck, swallow and breathe in coordination to self regulate, calm and focus.

​Auditory Input

Auditory is the information received through the ears. Sounds that are rhythmic, soft, and constant are calming. Sounds that are loud and variable are alerting. For a student who is easily distracted by loud noises, use soft and calm talking to focus the student's attention. Play soft music in the background to calm the student or allow them to wear ear protectors or headphones to buffer the noise.

Possible activities to help the student who seeks auditory input include humming of a humidifier, soft whir of a fan or whistling, tapping a pencil on a surface, playing background music or music on an iPod or other music recording device. Consider placing a plush area rug or soft carpet in a quiet area of the room where the student can go to retreat.

​Vestibular Input

Vestibular is the information received through receptors in the inner ear that enables us to detect motion, especially acceleration and deceleration. Closely tied to the visual system. Slow, repetitive, rhythmic activities along with heavy work with sustained muscle tension tend to be soothing and calming while activities that involve moving quickly, spinning, and changing direction, speed, or body position tend to be more alerting. For the student who cannot sit still in their chair or frequently rocks in the chair, encourage frequent changes in position by having the student complete small errands. Consider having a rocking chair available or allow the student to sit on a large therapy ball. 

Possible activities to help the student who seeks vestibular input include rocking in chairs, complete work while sitting on a therapy ball, twist on bar stools or office chair, swing, move on a scooter board, roll on floor, balance on a balance board, jump on a trampoline, carrying a heavy box, or pushing a lunch cart, sliding board play, roll on floor to target, bounce on ball, or dance to music. Consider hanging a hammock, swinging chair or porch swing in an area where the student can go to relax.

​Olfactory Input

Olfactory is the information received through the nose.  Examples of soothing smells include vanilla and baked bread. Distinctive smells tend to be more alerting such as lemon and peppermint.

Possible activities to help the student who seeks olfactory input include: wear perfume or body spray, provide scratch and sniff stickers, or use pleasant room sprays. Avoid aversive smells if the student is nauseated by smells and keep the student away from smells that negatively affect them.

Calming Strategies

If the student is hyper-aroused or shows an increased activity level, the following activities may help calm the student down:
  • Designate an area that the student can hide out (a quiet, secluded area such as under a blanket, in a beanbag chair, under a table or in a quiet corner of the room).
  • Play soothing music
  • Heavy work (within reason) can calm a student.
  • Encourage the student to use a rocking chair or vibrating pillow.

Material Suggestions...

Sensory Learning Kit
Sensory Learning Kit
This kit, available from APH, is for use in the development of skills for learners with the most significant challenges. It contains sensory items to increase curiosity and develop skills. My favorite item in this kit is by far the Power Select. It allows the user to connect a switch to activate items plugged into the device. You can adjust the settings to adjust the time the item is activated to meet the student's unique needs.

Strategies & Activities for Working with Students with Severe & Profound Disabilities (SIDPID)

Cover of Strategies & Activities for Students with Severe and Profound Disabilities with pictures of 4 students
​This presentation provides instructional and communication strategies for working with students with severe and profound disabilities who are functioning between a birth to two-year-old level. It also provides suggestions for setting up sensory environments and creating adapted materials, so the student has activities to interact with no matter what position or area of the room they are in. I share lightbox activities and how to use iPads and computers as instructional tools. Finally, I share functional literacy activities that embed sensory experiences that you can create with your students. The activities are appropriate for the classroom but can also be used during distance learning. This presentation is packed full of activities you can begin using immediately with your students! ​

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ECC Complete Set Bonus

Purchase the TVI's Guide to Teaching the ECC Complete Set and immediately unlock the pages within the ECC Complete Set Bonus including bonus printables, interactive sensory stories, interactive matching activities, interactive choice making activities, job task box activities and MORE! This is my way of continuing to support you and say "Thank you!" for choosing to purchase the Complete Set. 

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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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    • ECC Instructional Resources >
      • TVI's Guide Complete Set Bundle
      • TVI's Guide to Teaching the ECC
      • Visual Efficiency & Magnifier Grab & Go
      • Thematic Keyboarding & Braille Fluency
      • Vocabulary Cards & Checklists
      • Interactive Sensory Stories Product
      • Interactive Matching Activities
      • Interactive Visual Discrimination Product
    • Purchase Recorded Presentations >
      • Presentation Complete Set of 16
      • Webinar Complete Set
      • Accessible Content for BLVI
      • Foundations of Teaching the ECC
      • Strategies & Activities for SIDPID
      • Strategies & Activities for MIMO
      • 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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    • Interactive Choice Making Activities
    • Job Task Boxes
  • Presentations
    • Schedule a Presentation
    • Workshops >
      • Abilene, TX
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    • Foundations of Teaching the ECC in the Age of Virtual Instruction
    • Strategies & Activities for SIDPID
    • Strategies & Activities for MIMO
    • 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
      • Low Vision Specialist
      • Rehabilitation Specialists
      • CATIS
      • Parapros & Braille Transcribers
    • Professionalism >
      • Professional Ethics
      • Professional Development
      • Teacher Standards
      • Professional Organizations
      • Certification Organizations
      • Awards & Recognition
      • APH Scholar Program
    • Instructional Planning >
      • VI Program Handbook
      • Caseload Analysis
      • Itinerant Teaching Tips
      • Year at a Glance
      • Role of the Classroom Teacher
      • 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