Planning for a Successful Start to Preschool for a Child who is Visually Impaired

Written by: Anne Vize • Edited by: Elizabeth Wistrom
Published Feb 21, 2010 • Related Guides: Goal Setting | Visually Impaired

If a new student has a vision loss, there are some important planning and goal setting steps which are needed to ensure a great start to the preschool year. This article will provide ideas for teaching. Visually impaired preschool child curriculum ideas are provided.

Next up: Prepare Your Pre School ►

Start With What You Know

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It is only natural for preschool teachers to feel hesitant upon learning they will have a child with a vision loss in the classroom. There are so many factors which must be taken into consideration - especially the best practices for teaching. Visually impaired preschool child curriculum is not readily available, and the teacher will most likely be left wondering, "Where do I begin?" Experts will tell you that the most logical beginning point is to start with what you already know. Set aside some time for yourself to simply write down information you have:

about the child
about their vision loss, and if it is combined with any other disability
about the family or carer
about your own pre school program
about how you already cater for children with additional needs (or indeed if the whole experience is brand new for you)

It is also worth addressing some of your own concerns and fears about the situation. It is logical that you will feel some degree of apprehension if this is the first time you have enrolled a child with a vision loss into your program. So address those fears by putting them in writing. Sometimes by writing down exactly what worries you it can be easier to put strategies in place to counter each one.

Prepare Your Pre School

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Take a walk around your preschool environment and take note of any potential dangers for a child with a vision loss. Think about normal pathways through the preschool and think about how you can ensure these are hazard free. Think about:

items that could cause a trip or fall
items at floor level as well as suspended or on surfaces
items that move from one session to another
furniture which could cause a bump or unexpected contact which could frighten a child

As well as thinking about what to remove or alter, consider how to make the preschool a positive and interesting experience. Children with a vision loss need their other senses engaged but not overloaded. Experiences which are tactile or auditory provide an alternative means for exploration and discovery within a safe and predictable environment. You may find a therapist who knows the child well can advise you on this topic, and help you orient the child to the preschool environment safely and easily.

Goal Setting

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Organize a meeting with all the people who have a role to play in the child's life. This could include:

parents or caregiver
preschool teacher
teacher assistants
other family members if appropriate
visiting teacher or other agencies who provide care and advice
interpreters if appropriate
advocate if appropriate

Create an agenda for the meeting with a suggested time line and opportunities for each person to speak and be heard. Set goals for the child which are realistic and positive, and are able to be measured and reported on at a later date. Identify any resourcing needs which may exist, such as the need for specialist equipment or additional support person time. See this meeting as a chance to get everyone on the team feeling positive about the start of the preschool experience for the child, and to set up a supportive structure that will work into the future to address any issues when they arise.

By the time you conclude the meeting, hopefully you will be feeling you can answer your note to self 'teaching visually impaired preschool child this year' in a positive and success focused fashion. And you can also now write yourself another note to self:

'I will always address the child first, and write my notes about a CHILD with a vision loss, not a visually impaired preschool child'!

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