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Learning centers to accommadating blind students

learning centers to accommadating blind students-84

However, his learning will take place primarily through his own actions/experiences and information he receives auditorily.

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In order to understand what this means we can examine a variety of issues that might be addressed for three different children with disabilities in a regular preschool class: one born with a severe hearing loss, one born with visual impairment resulting in acuities of 20/600, and one born with a combined severe hearing loss and visual impairment resulting in acuities of 20/600.It is important to note these are not actual children and that instruction for any child with a disability must accommodate his/her individual needs.Our intent is to demonstrate some of the basic differences in educational approaches to address each of these disabilities.Unlike the child with hearing impairment, this child will need more instruction that occurs through real experience.Imaginary play may be difficult for him, reducing the effectiveness of role play as an instructional tool.He might color pictures of farm animals in the Art Center and sort zoo and farm animal figures in the Science Center.

At recess he could pretend to be a horse that pulls a wagon outside.

Issues for the child with hearing impairment include difficulty with English language structure which can effect the development of reading and critical thinking skills.

Special attention should be given to teaching such structures as "why", past tense verbs, complex sentences, etc.

Language instruction for this child should be paired with ongoing activities.

The use of pictures and print would be of limited value.

He will understand stories about farm animals if it is signed and he can see the pictures.