Welcoming your new student into the Classroom

1. Welcoming your new student into the Classroom

2. welcoming your new student into the classroom • When addressing the student who is blind or visually impaired, speak in a normal tone of voice. You’ll want to identify yourself to them when approaching and let them know when you’re leaving. • Don’t think you can’t refer to sight such as: “see”, “look”, “watch” or “read”. A blind student will use these words in their vocabulary just like those who are sighted. It’s OK to use phrases like, “Look over here”, etc. • It’s helpful to the student who is blind or visually impaired if you describe the surroundings, whether it is something interesting on a bulletin board, an activity that’s going on nearby, or the layout of an unfamiliar room.

3. welcoming your new student into the classroom • When giving directions, make sure they are stated clearly and accurately. Pointing or using phrases such as “over there” will be of no help. Phrases like, “The computer is in the back of the room to the right of the file cabinet.” • It’s easy to want to rush to the aid of a visually impaired student. Try to resist this urge. While it may take them a little longer than other students to solve a problem or locate a dropped item, it’s an important step for them in learning independence and self-sufficiency.

4. welcoming your new student into the classroom • You’ll want to encourage other students to not “overdo” being helpful. While it is encouraged that they help their fellow student, we don’t want our blind or visually impaired student to rely on someone else to take care of their every need. Just like we need to make sure we don’t overdo it, we need to make sure their peers don’t overdo it, either. • Remember that the blind and visually impaired student is simply a normal child with the same rules and expectations as other children in the classroom. They should be required to fulfill the obligations any child their age are expected, but should also be provided with the necessary modifications and support when required.

5. welcoming your new student into the classroom • Treat your blind or visually impaired student as you would other students. They usually do the same things as you, but sometimes use different techniques. • Falls, bumping, and bruising happen to all students so don’t let it scare you. It would be far worse to overprotect the student, restrict their movements, and deprive them of freedoms, curiosity and a wide variety of experiences. • Most visually impaired students appreciate a structured routine, as do most children.

6. welcoming your new student into the classroom • If visual aids are being used in the classroom, be sure to supply verbal descriptions and tactile experiences. • Whenever practical, do not move objects from their set place in the classroom without telling your blind or visually impaired student. They can’t visually locate items as we can, so they’ll need a heads-up when and where things have moved.

7. Welcoming your new student into the Classroom • Make sure your classroom is free of excess clutter. Excess “stuff” can make it difficult for the blind and visually impaired student to locate necessary items and can cause some frustrations for them when searching for items. • Make sure the room is safe for the student to safely maneuver around independently. Make sure there are no obstructions the student can trip over or obstacles they can hit their head or body with.

8. Activity 3 This activity will give you an insight as to what it is like to have no vision, and a deeper understanding about the world of your student who are blind. You will need: - • student to be grouped in pairs • A blindfold. One person in the pair will be blindfolded while the other person lead the blindfolded person around the room safely. • The person who is blindfolded will write down - How he or she felt being blindfolded • How safe he or she felt being lead around the room The person leading will write down • How confident were you at leading • How safely did you lead Reverse roles and carry out activity again and compare experiences.

9. Vote of Thanks Ladies and Gentlemen, distinguished guests, we have come to the end of our seminar and we are indeed grateful to you for taking the time to sit in with us. It was a pleasure bringing this information to you and we trust that you will make every effort to incorporate it into your classrooms. We thank you.