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(Developed by the R.I.M. Project, Reducing Isolation in the Mainstream)

  • Teaching and learning processes are fundamentally the same for both sighted and blind students; therefore, your teaching techniques will not be altered significantly by having a blind student in your class.
  • Your leadership in helping classmates accept the VI student is especially important in setting a positive classroom atmosphere.
  • A teacher of the visually impaired will work with the blind student on the special skills he/she needs to learn. The VI teacher also will work closely with you in answering questions and supplying materials for the blind student. Braille papers will be transcribed to print so you will be able to read them.
  • The student will follow the regular curriculum, using braille and taped materials. The blind student's use of adapted materials and equipment will become routine to you and the other students in the class and will not be a disturbance.
  • Many braille-reading students have light perception, object perception, or color perception, and are not "totally blind."
  • As the blind student becomes familiar with the physical layout of the building, he/she should be encouraged to move about independently. Advise him/her o changes in the layout of the classroom. Doors halfway open can mean a bump on the head for even the best oriented blind student. Completely opened or closed doors are best. (orientation and mobility will be provided as necessary.)
  • In evaluating quality o work and in applying discipline, you help the blind student by using the same standards that you use with other students.
  • Verbalize as much as possible when writing on the chalkboard or overhead projector. This may be helpful to all students in the class.
  • Books and equipment for the braille-reading student are large and bulky. Arrangements for extra storage space for the student should be made. Perhaps he/she could use an extra shelf or an empty desk nearby.
  • The braille-reading student should receive copies of all dittos and other handouts given to the other students. The teacher should give the dittos to the teacher for the visually impaired beforehand so she can transcribe them into braille.