Self-Concept & Emotional Awareness

Instruction in self-concept helps students who are blind or visually impaired develop a positive sense of identity and emotional understanding. These skills support emotional well-being, confidence, and social success. Instruction may focus on:
  • Strengths and Challenges. Recognizing abilities and areas for growth
  • Feelings and Coping Strategies. Identifying emotions and learning ways to manage them
  • Personal Goals and Growth. Reflecting on progress and setting meaningful goals
Activities such as journaling, guided reflection, class discussions, and self-check-ins encourage self-awareness, resilience, and a healthy self-concept.

Understanding Visual Impairment & Personal Impact

Students need direct instruction to understand their own visual impairment and how it affects daily life. Building this understanding helps students develop confidence, self-awareness, and effective self-advocacy skills. Instruction may include:
  • Understanding Vision Differences. Learning about individual visual conditions in age-appropriate ways
  • Impact on Daily Life. Recognizing how vision affects school, home, and community activities
  • Personal Strategies. Identifying techniques used to complete tasks and solve problems
  • Adaptive Skills and Tools. Exploring assistive technology and other accommodations
Encouraging students to share their experiences, explore supports, and practice adaptive strategies fosters resilience, openness, and self-confidence.

Interpersonal Awareness & Empathy

Interpersonal awareness instruction helps students who are blind or visually impaired understand others and navigate social situations with sensitivity and confidence. These skills support positive relationships and community participation.
Instruction may include:
  • Perspective-Taking. Understanding different viewpoints and emotions
  • Respecting Differences. Recognizing cultural, individual, and experiential diversity
  • Social Responsiveness. Responding appropriately in varied social settings
Instructional approaches may include books, guided discussions, role-playing, and empathy-building activities to promote inclusion and interpersonal awareness.

Direct Instruction in Social Behaviors

Students who are blind or visually impaired require direct instruction in key social behaviors to build successful relationships and participate effectively in group settings. Instruction may include:
  • Appropriate Greetings. Using verbal and nonverbal cues to acknowledge others
  • Conversation Skills. Initiating, maintaining, and ending conversations
  • Active Listening. Demonstrating attention and responding appropriately
  • Group Participation. Joining and leaving activities respectfully
Instructional strategies may include:
  • Role-Play and Skits. Practicing social scenarios through structured reenactments
  • Social Stories. Learning social expectations through short narratives
  • Video Modeling. Observing social interactions through visual or audio examples
  • Peer Buddy Systems. Practicing skills in natural social environments
These tools help students practice, refine, and generalize social skills across school, home, and community settings.

Everyday Social Interaction Skills

Students who are blind or visually impaired benefit from direct instruction in managing everyday social interactions. These skills promote effective communication, emotional regulation, and positive relationships.
Instruction may focus on:
  • Expressing Emotions Appropriately. Using words and behavior to communicate feelings
  • Interpreting Tone and Context. Understanding meaning beyond words
  • Conflict Resolution. Managing disagreements and repairing misunderstandings
  • Empathy and Peer Support. Showing care and concern for others
Instructional activities may include collaborative projects, team games, and structured class meetings that reinforce communication, cooperation, and social responsibility.

Social Leisure & Recreation Participation

Students who are blind or visually impaired benefit from intentional instruction and exposure to leisure and recreation experiences that promote social connection, confidence, and enjoyment.
Instruction may include:
  • Exploring Personal Interests. Discovering hobbies and independent leisure activities
  • Inclusive Participation. Engaging in recreational settings alongside peers
  • Group Activities and Games. Building friendships through shared experiences
Students should be introduced to adapted sports, accessible games, music, drama, and creative outlets to support social development and peer relationships.

Self-Advocacy Skills

Self-advocacy instruction empowers students who are blind or visually impaired to communicate effectively, make informed decisions, and participate actively in their own education.
Instruction may include:
  • Expressing Needs and Preferences. Clearly communicating what works and what doesn’t
  • Requesting Accommodations. Asking for tools or support when needed
  • Explaining Visual Impairment. Describing vision needs using age-appropriate language
  • Understanding Rights. Knowing and asserting legal rights respectfully
Students should engage in structured practice opportunities such as participating in IEP meetings, collaborating during group activities, and practicing self-advocacy during transitions between classes.

Collaboration With Speech-Language Pathologists & Specialists

Partnering with speech-language pathologists (SLPs) and other specialists strengthens social and communication outcomes for students who are blind or visually impaired through coordinated instruction and shared expertise.
Collaborative instruction may include:
  • Pragmatic Language Development. Teaching appropriate use of language in social contexts
  • Nonverbal Communication. Learning to interpret and use gestures, facial expressions, and body language
  • Conversation Skills. Practicing conversational turn-taking and active listening
  • Speech and Expressive Language Support. Addressing clarity and expression needs, when applicable
This team-based approach promotes consistent instruction and strengthens both communication and social foundations across settings.
​Social skills are not just learned through observation, they must be explicitly taught, practiced, and reinforced. For students with visual impairments, social instruction is a critical part of the Expanded Core Curriculum (ECC) and should be woven throughout the school day and across environments.

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Full Article List

Guide: Start Here
Tools (VI Basics)
Plan: Referrals & Eligibility
Referral & Eligibility​ ​Medical Vision Information 
FVLMALow Vision Evaluations
Other Evaluations
Plan: IEP Planning
Plan: Collaboration & Accessibility
​Collaboration Accessible Materials ​Classroom Access Instructional Access Technology Access ​Additional Supports Service Delivery Models  ​
Teach: Compensatory Skills
Compensatory Skills
Concept Development ​Alternative Communication ​Emergent Literacy ​Braille Code
​Beginning Braille ​ Braille Fluency & Comprehension  Writing Braille ​​​Nemeth Code Instruction 
​​​Tactile Graphics ​Print Concepts ​​Abacus  ​​Organization Skills​ ​​Study Skills ​​Time Management
Teach: Sensory Efficiency Skills
​Auditory & Listening Skills ​​Visual Efficiency Skills ​​Optical Device Use ​Tactile Readiness
Teach: Assistive Technology 
AT Overview ​AT Use & Maintenance Braille AT ​iOS Instruction Audio Access​ ​Video Magnifiers ​​​Basic Computer Use Computer Access ​Productivity
Teach: Social Skills
Social Skill Basics​
Non-Verbal Skills​​​​ Verbal Communication Skills Cooperative Skills Identity & Self-Awareness ​Interactions & Relationships Managing Challenges & Safety
Teach: Self Determination
Teach: Independent Living Skills
Personal Care ​Hygiene & Grooming ​Personal Health Mealtime Skills ​​​ Food Preparation
Household Skills Clothing Management ​Money & Budget Shopping & Consumerism Phone Use ​Safety & Emergency Preparedness ​​Services & Community Resources
Teach: Orientation & Mobility
Teach: Recreation & Leisure
Teach: Career & Vocational
Printables
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​Premium FVLMA Printables
​ECC PrintablesCompensatory Skills Printables
Sensory Efficiency Printables
Assistive Technology Printables
Social Skills Printables
Self Determination Printables
Independent Living Printables
Recreation & Leisure Printables
Career & Vocational Printables
Evelyn Jane Stories 
Learn: Teaching Strategies & Planning
Learn: ​ECC Units
Beginning of the Year Units ​​Fall UnitsWinter Units ​​Winter Units ​​Spring UnitsAnytime Units
Learn: ​Interactive Activities
Learn: Recorded Presentations
Learn: Complete Set Bonus ​