This Handbook helps teachers to deal with visually impaired young people in order to bring out their needs, not only needs related to their specific condition but also needs related to how to express themselves more, and to exchange with the members of a group and so, feel more integrated and less socially excluded.

For this aim, preliminary knowledge by teachers on the different types of visual impairment and on the different teaching approaches will allow them to plan inclusive and accessible educational activities and curricula for all students.

Specifically, the involvement of visually impaired young people, V.I learners, in ceramic workshops is also presented as a non-formal teaching approach but with great benefits. In fact, the involvement of visually impaired young people within the group increases, through the workshop “experiential activity” that enhances the development of the senses, in particular touch. The use of audio materials and digital assistance tools (including assistive technologies) also makes it possible to counteract those barriers of learning and social inclusion linked to the absence of sight by the V.I learners, thus ensuring their active participation and team building.

Finally, the Handbook underlines the importance to manage spaces and create safe learning environments for V.I learners, in order to ensure that learning takes place in the right measures of safety and in the most congenial conditions for an audience with very specific physical, medical, psychological and psych relational needs.

 

 

Bibliography

ICD-10 Version:2016. (n.d.). Retrieved August 28, 2023, from https://icd.who.int/browse10/2016/en#/H53- H54

VISION. (n.d.). Retrieved August 30, 2023, from https://www.vision-erasmusplus.eu/pages/training.php