EDUCATION OF THE BLIND FOUR-YEAR-OLD

EDUCATION OF THE BLIND FOUR-YEAR-OLD

Future Reflections Fall 1991
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EDUCATION OF THE BLIND FOUR-YEAR-OLD

Editor's Note: Four years ago Robin Reynolds wrote one little letter which

forever changed the direction of her daughter's education. Emily, Mrs. Reynold's

daughter, was seven-months-old when she was diagnosed as blind. In the months

that followed, Mrs. Reynolds dug up every bit of information she could find

about blindness. Somewhere in her search she came across the name and address of

the National Federation of the Blind. Emily was ten-months-old when Mom read her

first issue of Future Reflections.

Today, Emily is working on wearing out her second cane (she got her first one

when she was two), and is eager to learn to read Braille (she enters a local

Headstart program this fall.) Mrs. Reynolds is active in her local chapter of

the National Federation of the Blind, as well as her NFB state division for

parents of blind children. She attended her first National Convention of the

National Federation of the Blind this past July in New Orleans, and was almost

overwhelmed with everything that she learned.

One of the many people she met at convention was Doris Willoughby, co-author of

Handbook for Itinerant and Resource Teachers of Visually Impaired Students. The

following letter from Mrs. Willoughby to Mrs. Reynolds is a consequence of that

meeting.

August 16, 1991

Dear Mrs. Reynolds:

I am pleased to offer, as you requested, suggestions about appropriate

special services for a young blind student. As you know, I am a certified

teacher of visually impaired children and presently work in an itinerant

position here in central Iowa.
You asked me about recommendations for a child who is four years old and

will attend kindergarten in 1992-93 and whose vision is low enough that it would

be unwise to make inkprint the main mode of reading. Overall ability is within

the normal or superior range.
Tactile discrimination work (Braille reading readiness) is important and

appropriate even before age four. Examples include tasks such as:

* Comparing textures

* Following along a line of Braille symbols

* Finding two or more symbols that are alike

* Telling whether two symbols are alike or different

This kind of work should continue in conjunction with more advanced

lessons.

In this last year before kindergarten the child should also be learning to

read and write the Braille alphabet, the Braille numerals, and a few Braille

words. The Patterns Braille series from the American Printing House for the

Blind is one good curriculum. The "Readiness" level of this series teaches the

alphabet and 23 easy words. Along with such work there should be a great deal of

the varied practice that is important for all children at this level. For

example:

* Matching letter cards with objects according to beginning sounds.

* Sorting letters: all the b's into the b box, etc.

* Matching a capital letter with the same letter in lower case.

* Composing an "experience story" and rereading it aloud with the teacher.

* Matching a number with the appropriate quantity of objects.

* Reading a number and performing an action (such as clapping) the given number

of times.

* Reading a few words and short simple sentences.

Some of this kind of practice can be in conjunction with the regular

lessons for the whole class. For example, suppose that the class will discuss

the letter f, look at some words that start with f and select pictures which

demonstrate f Then they will print several f's. The blind child could be given

cards with the letter and with words that start with the particular letter; she

could hear the names of the pictures and touch at least one actual object such

as a feather. She could then write several Braille f's (probably on the Perkins

Braillewriter).

From an early age, the child should be integrated for many activities in a

group where most of the students do not have disabilities.
At the same time, she should also have individual work to meet her special

needs. A certified teacher of blind children should teach new skills, take the

main responsibility for specialized instruction, and show other adults how to

conduct additional practice. Braille skills should be worked on every day. I

would expect that the time devoted by the specialized teacher of blind children

would increase at this stage (or at least remain the same, if time was already

generous the previous year).

A child of this age should also be using a long white cane. As with

Braille, cane skills should be used everyday. A teacher with a background in

cane travel should take the main responsibility, but others should also guide

the child in continual use of the cane in school and daily life.

For a child with some sight it is important that "sleepshades" be worn to

cover the eyes during lessons in Braille and cane travel.

Please let me know if I can be of further help.

Sincerely,

Doris M. Willoughby
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