CLASSROOM

MANAGEMENT
VISUALLY IMPAIRED

Lindsay Kate C. Pizon BSSE-III

 PERSONAL DESK
• a desk with plenty of room will be important as students need
access to more than one piece of equipment (such as Braille,
note taker, and computer)
• flat top to accommodate equipment
• swivel chairs are helpful as the student moves from one piece
of equipment to another
• access to electricity for their equipment
• place desk where the student has ample space, but where
they are not isolated from their classmates as to encourage
connection with peers (often near the front of the classroom
is best)
 SCHOOL INFORMATION
AND SAFETY
• implement buddy system so every week a friend can
tell their blind classmate about any new information,
clubs, games, hot lunches, or events happening in the
school
• verbalize school news in the morning
• discuss emergency plans with the student in case of
fire, lock downs, earthquakes, etc.
• expose the student to the potential hazards on the
playground
• paint edges of the stairs with bright colours
\
 CLASSROOM SET-UP
• create larger spaces and paths between desks
and other objects throughout the classroom,
maintaining consistent placements
• maintain a consistent seating arrangement
• arrange the desks in such a way that increases
sight lines (for visually impaired) allowing the
student to see other speakers (i.e. circles, u
shaped arrangement)
• utilize lighting that will decrease glare and
illuminate darker areas of the room
 THE WORKING CLASSROOM
• create a routine for maintaining clutter-free floors
• teach your students to intentionally close the doors on
cabinets or closets
• if there are any changes, discuss and show the student
the new situation so they can become familiarized
• teach the class how to move during transitions that will
assist in maintaining an ordered classroom environment
• minimize the type of background noise and distractions
within the classroom
 COMMUNITY BUILDING
• verbally describe the activities that are going on in
the classroom, allowing blind students to feel
comfortable and aware
• facilitate opportunities for students to do things
independently
• create opportunities for the student to work with
others and have positive experiences
• teach the class to make their presence known to the
student and avoid the use of non-verbal gestures
 COMMUNITY BUILDING
• provide both classroom and extracurricular opportunities
for the student to interact with peers and develop
friendships
• teach the student's classmates strategies to interact
effectively with a peer who is blind or visually impaired
(ensure they understand the implications of having a blind
or visually impaired student on verbal and nonverbal
communication)
• provide opportunities for the student to complete
classroom jobs and to help peers
 References

• Supporting General Education Classroom

Teachers
• Smith, Tom E.C., Polloway, Edward A.,
Patton, James R., Dowdy, Caroal A., Heath,
Nancy, McIntyre, Laureen J., Grancis,
Garnett C. Teaching Students with Special
Needs in Inclusive Settings. Pearson
Education Canada Inc. 2006.
Special Equipment
and Facilities

Lindsay Kate C. Pizon BSSE-III

Tactual Aids
 1. Braile writer, slate and stylus.
A braillewriter is a manually-operated, six-key
machine which, as its name indicates, types
braille.
The slate and stylus which are used to take
notes, it easiliy carried in a pocket or on a
clipboard. The slate is a metal frame with
openings through which braille dots are
embossed with the aid of a pointed stylus.
 2. Raised-line drawing board
This is a ribber-covered board where the child
draws or writers with a pen or similarly pointed
object, and feels the lines as they are made. The
geometric shapes, script letters, or other line
diagrams thus reproduced are generally simple
in a form fro factual understanding.
 3. Cubarithm slate
This aid enables the
blind child to do
mathematics using
standard braille
characters. Cubes with
raised braille notation
fir into square recesses
in a waffle-like frame.
 4. Abacus
This is specially adapted for the blind and may
be used in number activities.
 5. Raised-line paper
This may be a writing
paper, graph paper, etc. It
allows a student to write a
scripy “on the line” or to
maneuver a graph either
by placing markers onto
the graph paper or by
punching holes to
indicate specific points.
 6. Templates and writing guides
These are open
rectangular forms made
out of cardboard, plastic or
metal, which allow
signatures or other
information to be written
within their boundaries.
Many blind people use
these guides to sign their
names.
 7. Braille books and other
instructional devices
These are provided by the Philippine Printing
House for the Blind of the MECS. Braille books,
slates and stylus and other instructional
materials are supplied to the special education
teacher upon request.