Question

How can you help a blind child in your class?

Answer 1

Answer:

by giving him or her the things which he needed

Answer 2

1. Encourage the student to use visual aids/resources that have been prescribed (e.g. glasses, magnifiers, big-print books, etc).
2. Seat the student appropriately in the classroom (e.g. in the middle towards the front).
3. Make sure lighting is suitable
4. Make efforts to eliminate the risk of glare from the desk and whiteboard.
5. If possible ensure lights are coming from behind or to the side of the student.
6. Give clear instructions as the student may misinterpret gestures and facial expressions.
7. Consider the use of enlarged print/magnified worksheets.
8. The less configurations on a page the better (worksheets can be cut in strips and stapled together to present less work at a time).
9. Print materials need to be clear and dark.
10. Have lined paper for assignments (the darker the lines the better).
11. Nearpoint work should be limited to fifteen minutes or less. The student should be encouraged to look away from his/her work, sharpen a pencil or participate in another activity as this will allow the student to refocus his/her eyes so that the student is less likely to become fatigued.
12. Have students measure from their elbow to their fingers and tell them they need never get closer to their work than that distance.
13. Slanted desks may be of benefit to individual students.
14. Provide contrast on any visual materials used: black and white is best.
15. Avoid italic or ornate script. Remember that lower-case letters are easier to read than capital letters because they have a greater number of ascenders and descenders, making them more visually distinctive.
16. Supplement visual material with clear verbal explanation.
17. Require less copying from the board or elsewhere.
18. Increase oral activities.
19. Use concrete material and hands-on experience whenever possible.
20. Allow more time to complete tasks and provide breaks to combat fatigue.
21. Do not lower expectations because the student has a visual impairment.
22. Provide mobility and orientation training as students with visual impairment experience great difficulty in acquiring skills in direction, mobility and travel. This is particularly important at post-primary level where the student may have to move for individual subjects.
23. Arrange for other students to act as buddies and use peer tutoring. Peer-groups should be encouraged to include and support the student.
24. Use the student’s name when seeking his/her attention.