2.  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.  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.  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.  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.  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.  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. This activity will give you an insight to what it is like to have no vision, and a
deeper understanding about the world of your student who is 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.