Monday, March 28, 2005

Texture Book

This is a great example of a texture book.

Activity #1: Texture Book

When a student is visually impaired, activities that put the accent on colours and shapes might be difficult to understand, especially if the child has been suffering from a visual impairment all his life, might not even understand these concepts very well if at all. For these reasons, one of the activities that might give another dimension to such an activity is a texture book. This way, an object might represent a picture and the texture of this object can make such a book more interesting to read. Your student might even a colour or a shape if there is a special texture associated with it or if the shape can be explored to the touch.

Materials such as a feather for a bird, some wool for a sheep, some fake fur for a wolf and some cotton balls for a cloud would make a world of a difference for a child that is visually impaired. Please ensure that any material that is to be used for this texture book is not harmful in any way. Especially, the younger the child, the weaker the fine motor skills. Also, make sure that everything that is to be cut has been done already. The last thing that you want is an accident with a pair of scissors.

So have fun creating it and you will soon notice that reading is not as challenging and will be more motivating for your visually impaired student.

Saturday, March 26, 2005

Reading can be quite an obstacle for visually impaired children!

This represents one of the multiple challenges that visually impaired children encounters in school and other places. Posted by Hello

Saturday, March 05, 2005

Frustration or Temper Tantrum?

Sometimes, you will be close and enjoy sincerely the company of your student but sometimes, out of the blue, he will be moody and show a high level of frustration. Is it simply caused by frustrating situations or is it the regular temper tantrum? Let's look at the various possibilities.

  • First, you should observe possible frustrating situations around the room. Did he trip? Was he trying to complete a task without asking for help and encountered some problems? Did someone made a negative comment or even made fun of him and his visual impairment?

  • Second, if you are unable to identify the source of frustration, investigate by asking him a few questions using a calm and soft tone of voice. Do not accuse or blame him! Take the time to listen and try to understand his feelings by putting yourself in his shoes.

  • Third, let him express himself and resume what he is saying to ensure that you understand fully the nature of his frustration.

  • Fourth, evaluate out loud the situation and invite him to pinpoint the problem and identify some possible solutions. If you make him part of the solution, it might be more successful.

  • Fifth, make suggestions if necessary but have him choose the final solution. Make him solve his problems as he needs to be able to face this kind of situations in the real world as there will not always be someone to bail him out.

  • Sixth, ensure that he follows through with the solution. He must learn to solve problems on his own.

  • Last but not least, if the previous steps do not apply, it is a temper tantrum. In this case, speak to him calmly. Let him calm down. Then discuss the inappropriateness and negative and possible consequences to such a behaviour. Encourage him to adopt some positive and appropriate behaviours that he might even suggest on his own or according to some of your suggestions.

Either way, you must help him to improve his ways to deal with difficult situations. Do not judge him! As the proverb says:" You may give a fish to a man, feeding him for a meal or you can teach a man how to fish so he will never be hungry again."