{"id":2456,"date":"2025-02-16T21:17:26","date_gmt":"2025-02-16T21:17:26","guid":{"rendered":"https:\/\/www.care-platform.eu\/?post_type=mathima&p=2456"},"modified":"2025-04-01T20:40:07","modified_gmt":"2025-04-01T20:40:07","slug":"general-guidelines-on-how-to-engage-v-i-learners","status":"publish","type":"mathima","link":"https:\/\/www.care-platform.eu\/index.php\/lesson\/general-guidelines-on-how-to-engage-v-i-learners\/","title":{"rendered":"General guidelines on how to engage V.I learners"},"content":{"rendered":"

To approach the visually impaired participants in education we need to look at all the angles of learning. This includes activities, verbal communication, emotional communication, and areal communication to avoid their social isolation and ensure greater social interaction.<\/span><\/p>\n

From the above categories, information and guidelines regarding visual impaired individuals\u2019 education have been collected, gathered, and presented in this handbook.<\/span><\/p>\n

Proper education and inclusion of students require appropriate preparation by teachers in every lesson or encounter with children with different needs. Proper education and inclusion of students require appropriate preparation by teachers in every lesson or encounter with children with different needs. Secondly, continuous development, planning, learning, finding, and distributing support materials and strategies in the classroom helps all students not only personally, but also locally, regionally, and nationally.<\/span><\/p>\n

Blindness has been shown to be a major stress factor<\/strong>, as it causes an uncontrollable feeling of “hopelessness”. This feeling seems to make its appearance when the individuals realize that the events in their everyday life are independent from their actions, and they often develop a sense of dependency on others and loss of their own autonomy and self-esteem. This may explain the “Emotional Instability” observed in many blind individuals.<\/span><\/p>\n

Here below some useful tips and instructions for teachers on how to foster learning in their V.I students.<\/span><\/p>\n

1)\u00a0\u00a0\u00a0\u00a0 Enhance social interactions and interpersonal skills, ensure accessibility and avoid social isolation<\/span><\/h3>\n

Providing a wide variety of tactile learning experiences<\/span><\/p>\n

Alternative activities\/exercises such as AudioBooks and Podcasts, nature exploration, and volunteering amongst others, can be applied in the educational process.<\/span><\/p>\n

If you need to place a programme of activities in the room, have it on large bright cardboard, with enlarged letters, 3D shapes or in Braille format.<\/span><\/p>\n

Use assistive technology, g. braille displays and screen readers (also available in Word documents)<\/span><\/p>\n

Give more time to workshop exercises and activities and be patient.<\/span><\/p>\n

There should be willingness and kindness from the assistant trainers to support blind people.<\/span><\/p>\n

If the activity includes texts, flip charts, or every \u201cwriting action\u201d remember to make big letters and phrases in the matrix-flip chart in order to be understood by all Also, if you use large cardstock remember that color contrasts are most helpful for the vision of a visual impaired individual.<\/span><\/p>\n

In case that pictures, photos, and papers must be printed enlarge them to assist the participants.<\/span><\/p>\n

Show tolerance and understanding when students are in a stressful situation doing an activity or getting to know the place and other people.<\/span><\/p>\n

Do not keep asking students if they need help as it can disrupt their Instead show them that they are in a safe space, physically and mentally, to ask for help on their own.<\/span><\/p>\n

If you do not know how to do something, don\u2019t hesitate to ask them how to do it – they are the experts!<\/span><\/p>\n

 <\/p>\n

2)\u00a0\u00a0\u00a0\u00a0 Enhance nonviolent and positive communication<\/span><\/h3>\n

Teacher-trainers-assistants should always call the participants by their names and avoid words such as “you”, “child”, but also identify their identity, for example, “Hi John, I’m Zoe your teacher, how are you today?”<\/span><\/p>\n

The voice and speech of the assistants\/teachers should always be calm and understandable.<\/span><\/p>\n

Encourage direct dialogue between the participants. Use normal tone and volume when addressing them.<\/span><\/p>\n

Do not use abstract Be as specific as possible, e.g. John, please give me the pen.<\/span><\/p>\n

When asking for something to be handed to you by visual impaired or visual impaired student\/participant stand either to his right or left. Never stand behind him so that he understands from which direction the “sound wave” is coming.<\/span><\/p>\n

The assistant instructor should always ask the participant if she\/he needs a description of the space that they enter.<\/span><\/p>\n

Using simple and understandable words and phrases and avoiding “bad” concepts and words.<\/span><\/p>\n

The teachers\/instructors should always announce themselves when entering a room\/space, so that the participants are aware of their presence.<\/span><\/p>\n

Use descriptive words, such as left, right, front, back.<\/span><\/p>\n

Describe completely visual details about the game activities.<\/span><\/p>\n

Verbally ask the visual impaired participant\/student if he\/she wants to enter or leave\u00a0a conversation.<\/span><\/p>\n

In addition to identifying yourself with a visual impaired participant or student, also identify those that are present next to you or around you, e.g., Hi John, I’m Zoe, Maria and Julio are also here.<\/span><\/p>\n

You don’t have to speak loudly to a visually impaired person.<\/span><\/p>\n

If the visual impaired individuals don\u2019t know a word you use, spell the new word or scientific terminology out loud to help the participants learn it.<\/span><\/p>\n

Speak directly to them – not to their helper. As said above, use their name first of every communication-conversation.<\/span><\/p>\n

 <\/p>\n

3)\u00a0\u00a0\u00a0\u00a0 Boost emotional intelligence and explore intrapersonal skills.<\/span><\/h3>\n

Emotional education is one of the most important parts of the workshop. It must be made clear to the participants that they did not come to the workshop to compete or to be judged but to develop their emotional, communicative, cognitive, and motor skills. The main objective is also to develop the imagination and entertain the participants.<\/span><\/p>\n

Visually impaired participants need to learn or know:<\/span><\/p>\n

The uniqueness of each person<\/span><\/p>\n

To identify their feelings<\/span><\/p>\n

To identify their feelings and express them in a direct and socially acceptable way.<\/span><\/p>\n

How to develop their psychological and emotional aspects such as self-esteem and well-being.<\/span><\/p>\n

Understand and recognize teasing and ways of dealing with it.<\/span><\/p>\n

That they are valuable members of society.<\/span><\/p>\n

How to comfortably ask for the help of others, without shame, when they need it.<\/span><\/p>\n

How to refuse the help of others when they do not really need it, when there is pressure from the individual offering help.<\/span><\/p>\n

To develop a sense of self-advocacy.<\/span><\/p>\n

To know that they are strong and can achieve anything.<\/span><\/p>\n

 <\/p>\n

Don’t be afraid to speak your mind!<\/u><\/em><\/span><\/p>\n

If you really like what the participant is drawing, painting, or creating, try to help them verbally by complimenting them on their work or handling. If you see that he is struggling, ask him if he needs help.<\/span><\/p>\n

If he asks your opinion and you don’t like the piece of work you can politely give an alternative if there is time (we all love honesty and jokes, if there is politeness and good humor!)<\/span><\/p>\n

 <\/p>\n

4)\u00a0\u00a0\u00a0\u00a0 Ensure an inclusive and accessible learning environment for all.<\/span><\/h3>\n

Describe the workshop environment, tools, and the necessary equipment that participants will use to become tactilely familiar with the space.<\/span><\/p>\n

The pathways of the workshop should be clear, and the doors should be fully closed or fully closed or fully open.<\/span><\/p>\n

Materials, supplies and equipment should always be in the same place.<\/span><\/p>\n

The blind participant should always be asked if he\/she wants you to describe the space he\/she is entering or to discover it on his\/her own by guessing, playing the game of True or False, if time is available.<\/span><\/p>\n

When approaching a door with the assisted person, he\/she should mention it and which side (right or left) it opens from.<\/span><\/p>\n

Inform the participants when they are going up or down Stairs should only be approached in a straight way. If necessary, go in front of the stairs and help the blind participant to reach the wall or handrail (if he\/she has one) and slowly find the first step.<\/span><\/p>\n

To help a blind or partially blind person sit down: Approach a chair from the front so that he or she can touch the chair and tell him or her the type of chair, g., armchair, bench, rocking chair, and so on.<\/span><\/p>\n

Have the participant sat or stand away from the light source.<\/span><\/p>\n

Be aware that the visually impaired student has difficulty adjusting to sudden changes, from bright to dark environments, and vice versa.<\/span><\/p>\n

 <\/p>\n

It is of utmost importance to seek feedback from every visual impaired participant\/student. This feedback will help us to better understand the activities we plan to perform, the whole project process and the appropriate training perspectives for each activity and equipment. In addition, it will provide valuable insights for both the individuals involved in the project and the trainers.<\/span><\/p>\n

 <\/p>\n

5)\u00a0\u00a0\u00a0\u00a0 Encourage kinesthetic learning.<\/span><\/h3>\n

Visually impaired participants can enhance their kinesthetic skills, especially touch, and so in order to understand and learn about the environment around them. Kinesthetic learning through the use of body and movements can also embrace a lot of benefits in terms of posture and ergonomic for V.I youngsters.<\/span><\/p>\n

Here below some useful tips for teachers on how to boost kinesthetic skills in their V.I youngsters:<\/span><\/p>\n

He\/she will explain about the correct posture during the workshops to avoid any injury e.g. all workshop participants must have a straight spine even if they are sitting. If a participant feels unwell or pain in their body, they should feel comfortable saying so in time so that they can be helped by the assistants and moved to another room or take a break.<\/span><\/p>\n

It will help the blind person to navigate the room and touch the walls the doors, the chairs if they wish slowly and steadily.<\/span><\/p>\n

During the tour, the assistant will describe the objects and the space around them in detail and steadily, so that the participant can take turns choosing the space he or she wants to understand.<\/span><\/p>\n

If the blind participant wishes, he\/she can hold the shoulder or hand of the assistant.<\/span><\/p>\n

The assistant instructor will speak the name of each object touched by the visually impaired participant and provide the necessary exploration time on each tool.<\/span><\/p>\n

 <\/p>\n

6)\u00a0\u00a0\u00a0\u00a0 Manage emotions, foster teamwork and mutual understanding within the group.<\/span><\/h3>\n

Where there is the human factor, everything is fluid and there are a lot of feelings to be explored. In addition to “good days”, we humans also face “bad” situations at times in our lives.<\/span><\/p>\n

During the workshops or the whole training course in this project, situations of anger, anxiety, frustration, or shame may arise. It is also possible that there may be some disagreement between the people we are called upon to train.<\/span><\/p>\n

To deal with or avoid such or similar situations, there must always be clear communication with all participants.<\/span><\/p>\n

How can teachers manage conflicts and ensure participation and inclusiveness of all youngsters?<\/span><\/p>\n

Useful instructions:<\/span><\/p>\n

a)\u00a0\u00a0\u00a0\u00a0 Provide individual support and personalize your teaching approach, taking into account the uniqueness of each V.I learner.<\/span><\/strong><\/p>\n

In case a V.I learner is experiencing stress during a lesson, as a teacher, you should be able to provide individual support. You can start exploring the inner feeling <\/strong>of your V.I students, through a set of standard questions as follows:<\/span><\/p>\n

What happened?<\/span><\/p>\n

Do you want to draw on a piece of paper how you feel?<\/span><\/p>\n

Do you want to take slow deep breaths?<\/span><\/p>\n

Would you like to take the other person (if there is confusion between 2 or more people) to talk about it together?<\/span><\/p>\n

Do you want to walk around the block to discuss it? (If the facility is in a safe area)<\/span><\/p>\n

 <\/p>\n

b) Consider the uniqueness and strength <\/strong>that we all have within ourselves, as Try to understand and interact with your students and ensure positive and supportive speech.<\/span><\/p>\n

 <\/p>\n

c) Ensure positive behavioral <\/strong>You can simply make a list of 3 or 4 phrases to help your students manage their emotions and avoid stress when interacting within a group, e.g. “I am ready to calm down and take control”, “I can do it”, “I am the best”, “Honest conversation can solve everything”.<\/span><\/p>\n

In the case of major conflicts<\/u>, it will be necessary to explore feelings deeper, and therefore the teacher should ask very specific and intimate questions such as:<\/span><\/p>\n

What exactly do you feel?<\/span><\/p>\n

Why do you feel this way, g., jealousy, shame, anger?<\/span><\/p>\n

How can you overcome this situation?<\/span><\/p>\n

 <\/p>\n

Emotional assistance and support by the teacher should be well balanced and calibrated, in order to let the V.I learner be autonomous if he\/she wants to. Sometimes, too much input and new stimuli can lead to very negative consequences<\/strong>. In fact, V.I learners could adopt mechanisms of defense, closure and opposition, which are difficult to deconstruct and deal with.<\/span><\/p>\n

    \n
  1. <\/li>\n<\/ol>\n

    Furthermore, the well-known Dutch architect H. Hertzberger, who specializes in school construction, effectively explains that the learning space must contain a balance between conditions for connecting and conditions for concentrating (“finding a balance between conditions for concentrating and conditions for connectedness”): leaving alive the sense of belonging to a large community and offering niches and nooks that allow for individual or group activities.<\/span><\/p>\n","protected":false},"template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}}},"class_list":["post-2456","mathima","type-mathima","status-publish","hentry","course-r2"],"yoast_head":"\nGeneral guidelines on how to engage V.I learners - C.A.R.E.<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.care-platform.eu\/index.php\/lesson\/general-guidelines-on-how-to-engage-v-i-learners\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"General guidelines on how to engage V.I learners - C.A.R.E.\" \/>\n<meta property=\"og:description\" content=\"To approach the visually impaired participants in education we need to look at all the angles of learning. This includes activities, verbal communication, emotional communication, and areal communication to avoid their social isolation and ensure greater social interaction. From the above categories, information and guidelines regarding visual impaired individuals\u2019 education have been collected, gathered, and presented in this handbook. Proper education and inclusion of students require appropriate preparation by teachers in every lesson or encounter with children with different needs. Proper education and inclusion of students require appropriate preparation by teachers in every lesson or encounter with children with different needs. Secondly, continuous development, planning, learning, finding, and distributing support materials and strategies in the classroom helps all students not only personally, but also locally, regionally, and nationally. Blindness has been shown to be a major stress factor, as it causes an uncontrollable feeling of “hopelessness”. This feeling seems to make its appearance when the individuals realize that the events in their everyday life are independent from their actions, and they often develop a sense of dependency on others and loss of their own autonomy and self-esteem. This may explain the “Emotional Instability” observed in many blind individuals. Here below some useful tips and instructions for teachers on how to foster learning in their V.I students. 1)\u00a0\u00a0\u00a0\u00a0 Enhance social interactions and interpersonal skills, ensure accessibility and avoid social isolation Providing a wide variety of tactile learning experiences Alternative activities\/exercises such as AudioBooks and Podcasts, nature exploration, and volunteering amongst others, can be applied in the educational process. If you need to place a programme of activities in the room, have it on large bright cardboard, with enlarged letters, 3D shapes or in Braille format. Use assistive technology, g. braille displays and screen readers (also available in Word documents) Give more time to workshop exercises and activities and be patient. There should be willingness and kindness from the assistant trainers to support blind people. If the activity includes texts, flip charts, or every \u201cwriting action\u201d remember to make big letters and phrases in the matrix-flip chart in order to be understood by all Also, if you use large cardstock remember that color contrasts are most helpful for the vision of a visual impaired individual. In case that pictures, photos, and papers must be printed enlarge them to assist the participants. Show tolerance and understanding when students are in a stressful situation doing an activity or getting to know the place and other people. Do not keep asking students if they need help as it can disrupt their Instead show them that they are in a safe space, physically and mentally, to ask for help on their own. If you do not know how to do something, don\u2019t hesitate to ask them how to do it – they are the experts!   2)\u00a0\u00a0\u00a0\u00a0 Enhance nonviolent and positive communication Teacher-trainers-assistants should always call the participants by their names and avoid words such as “you”, “child”, but also identify their identity, for example, “Hi John, I’m Zoe your teacher, how are you today?” The voice and speech of the assistants\/teachers should always be calm and understandable. Encourage direct dialogue between the participants. Use normal tone and volume when addressing them. Do not use abstract Be as specific as possible, e.g. John, please give me the pen. When asking for something to be handed to you by visual impaired or visual impaired student\/participant stand either to his right or left. Never stand behind him so that he understands from which direction the “sound wave” is coming. The assistant instructor should always ask the participant if she\/he needs a description of the space that they enter. Using simple and understandable words and phrases and avoiding “bad” concepts and words. The teachers\/instructors should always announce themselves when entering a room\/space, so that the participants are aware of their presence. Use descriptive words, such as left, right, front, back. Describe completely visual details about the game activities. Verbally ask the visual impaired participant\/student if he\/she wants to enter or leave\u00a0a conversation. In addition to identifying yourself with a visual impaired participant or student, also identify those that are present next to you or around you, e.g., Hi John, I’m Zoe, Maria and Julio are also here. You don’t have to speak loudly to a visually impaired person. If the visual impaired individuals don\u2019t know a word you use, spell the new word or scientific terminology out loud to help the participants learn it. Speak directly to them – not to their helper. As said above, use their name first of every communication-conversation.   3)\u00a0\u00a0\u00a0\u00a0 Boost emotional intelligence and explore intrapersonal skills. Emotional education is one of the most important parts of the workshop. It must be made clear to the participants that they did not come to the workshop to compete or to be judged but to develop their emotional, communicative, cognitive, and motor skills. The main objective is also to develop the imagination and entertain the participants. Visually impaired participants need to learn or know: The uniqueness of each person To identify their feelings To identify their feelings and express them in a direct and socially acceptable way. How to develop their psychological and emotional aspects such as self-esteem and well-being. Understand and recognize teasing and ways of dealing with it. That they are valuable members of society. How to comfortably ask for the help of others, without shame, when they need it. How to refuse the help of others when they do not really need it, when there is pressure from the individual offering help. To develop a sense of self-advocacy. To know that they are strong and can achieve anything.   Don’t be afraid to speak your mind! If you really like what the participant is drawing, painting, or creating, try to help them verbally by complimenting them on their work or handling. If you see that he is struggling, ask him if he needs help. If he asks your opinion and you don’t\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.care-platform.eu\/index.php\/lesson\/general-guidelines-on-how-to-engage-v-i-learners\/\" \/>\n<meta property=\"og:site_name\" content=\"C.A.R.E.\" \/>\n<meta property=\"article:modified_time\" content=\"2025-04-01T20:40:07+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"9 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/www.care-platform.eu\/index.php\/lesson\/general-guidelines-on-how-to-engage-v-i-learners\/\",\"url\":\"https:\/\/www.care-platform.eu\/index.php\/lesson\/general-guidelines-on-how-to-engage-v-i-learners\/\",\"name\":\"General guidelines on how to engage V.I learners - C.A.R.E.\",\"isPartOf\":{\"@id\":\"https:\/\/www.care-platform.eu\/#website\"},\"datePublished\":\"2025-02-16T21:17:26+00:00\",\"dateModified\":\"2025-04-01T20:40:07+00:00\",\"breadcrumb\":{\"@id\":\"https:\/\/www.care-platform.eu\/index.php\/lesson\/general-guidelines-on-how-to-engage-v-i-learners\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/www.care-platform.eu\/index.php\/lesson\/general-guidelines-on-how-to-engage-v-i-learners\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/www.care-platform.eu\/index.php\/lesson\/general-guidelines-on-how-to-engage-v-i-learners\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/www.care-platform.eu\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"General guidelines on how to engage V.I learners\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/www.care-platform.eu\/#website\",\"url\":\"https:\/\/www.care-platform.eu\/\",\"name\":\"C.A.R.E.\",\"description\":\"\",\"publisher\":{\"@id\":\"https:\/\/www.care-platform.eu\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/www.care-platform.eu\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"},{\"@type\":\"Organization\",\"@id\":\"https:\/\/www.care-platform.eu\/#organization\",\"name\":\"C.A.R.E.\",\"url\":\"https:\/\/www.care-platform.eu\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/www.care-platform.eu\/#\/schema\/logo\/image\/\",\"url\":\"https:\/\/www.care-platform.eu\/wp-content\/uploads\/2023\/04\/cropped-cropped-logo-1-1.png\",\"contentUrl\":\"https:\/\/www.care-platform.eu\/wp-content\/uploads\/2023\/04\/cropped-cropped-logo-1-1.png\",\"width\":127,\"height\":153,\"caption\":\"C.A.R.E.\"},\"image\":{\"@id\":\"https:\/\/www.care-platform.eu\/#\/schema\/logo\/image\/\"}}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"General guidelines on how to engage V.I learners - C.A.R.E.","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/www.care-platform.eu\/index.php\/lesson\/general-guidelines-on-how-to-engage-v-i-learners\/","og_locale":"en_US","og_type":"article","og_title":"General guidelines on how to engage V.I learners - C.A.R.E.","og_description":"To approach the visually impaired participants in education we need to look at all the angles of learning. This includes activities, verbal communication, emotional communication, and areal communication to avoid their social isolation and ensure greater social interaction. From the above categories, information and guidelines regarding visual impaired individuals\u2019 education have been collected, gathered, and presented in this handbook. Proper education and inclusion of students require appropriate preparation by teachers in every lesson or encounter with children with different needs. Proper education and inclusion of students require appropriate preparation by teachers in every lesson or encounter with children with different needs. Secondly, continuous development, planning, learning, finding, and distributing support materials and strategies in the classroom helps all students not only personally, but also locally, regionally, and nationally. Blindness has been shown to be a major stress factor, as it causes an uncontrollable feeling of “hopelessness”. This feeling seems to make its appearance when the individuals realize that the events in their everyday life are independent from their actions, and they often develop a sense of dependency on others and loss of their own autonomy and self-esteem. This may explain the “Emotional Instability” observed in many blind individuals. Here below some useful tips and instructions for teachers on how to foster learning in their V.I students. 1)\u00a0\u00a0\u00a0\u00a0 Enhance social interactions and interpersonal skills, ensure accessibility and avoid social isolation Providing a wide variety of tactile learning experiences Alternative activities\/exercises such as AudioBooks and Podcasts, nature exploration, and volunteering amongst others, can be applied in the educational process. If you need to place a programme of activities in the room, have it on large bright cardboard, with enlarged letters, 3D shapes or in Braille format. Use assistive technology, g. braille displays and screen readers (also available in Word documents) Give more time to workshop exercises and activities and be patient. There should be willingness and kindness from the assistant trainers to support blind people. If the activity includes texts, flip charts, or every \u201cwriting action\u201d remember to make big letters and phrases in the matrix-flip chart in order to be understood by all Also, if you use large cardstock remember that color contrasts are most helpful for the vision of a visual impaired individual. In case that pictures, photos, and papers must be printed enlarge them to assist the participants. Show tolerance and understanding when students are in a stressful situation doing an activity or getting to know the place and other people. Do not keep asking students if they need help as it can disrupt their Instead show them that they are in a safe space, physically and mentally, to ask for help on their own. If you do not know how to do something, don\u2019t hesitate to ask them how to do it – they are the experts!   2)\u00a0\u00a0\u00a0\u00a0 Enhance nonviolent and positive communication Teacher-trainers-assistants should always call the participants by their names and avoid words such as “you”, “child”, but also identify their identity, for example, “Hi John, I’m Zoe your teacher, how are you today?” The voice and speech of the assistants\/teachers should always be calm and understandable. Encourage direct dialogue between the participants. Use normal tone and volume when addressing them. Do not use abstract Be as specific as possible, e.g. John, please give me the pen. When asking for something to be handed to you by visual impaired or visual impaired student\/participant stand either to his right or left. Never stand behind him so that he understands from which direction the “sound wave” is coming. The assistant instructor should always ask the participant if she\/he needs a description of the space that they enter. Using simple and understandable words and phrases and avoiding “bad” concepts and words. The teachers\/instructors should always announce themselves when entering a room\/space, so that the participants are aware of their presence. Use descriptive words, such as left, right, front, back. Describe completely visual details about the game activities. Verbally ask the visual impaired participant\/student if he\/she wants to enter or leave\u00a0a conversation. In addition to identifying yourself with a visual impaired participant or student, also identify those that are present next to you or around you, e.g., Hi John, I’m Zoe, Maria and Julio are also here. You don’t have to speak loudly to a visually impaired person. If the visual impaired individuals don\u2019t know a word you use, spell the new word or scientific terminology out loud to help the participants learn it. Speak directly to them – not to their helper. As said above, use their name first of every communication-conversation.   3)\u00a0\u00a0\u00a0\u00a0 Boost emotional intelligence and explore intrapersonal skills. Emotional education is one of the most important parts of the workshop. It must be made clear to the participants that they did not come to the workshop to compete or to be judged but to develop their emotional, communicative, cognitive, and motor skills. The main objective is also to develop the imagination and entertain the participants. Visually impaired participants need to learn or know: The uniqueness of each person To identify their feelings To identify their feelings and express them in a direct and socially acceptable way. How to develop their psychological and emotional aspects such as self-esteem and well-being. Understand and recognize teasing and ways of dealing with it. That they are valuable members of society. How to comfortably ask for the help of others, without shame, when they need it. How to refuse the help of others when they do not really need it, when there is pressure from the individual offering help. To develop a sense of self-advocacy. To know that they are strong and can achieve anything.   Don’t be afraid to speak your mind! If you really like what the participant is drawing, painting, or creating, try to help them verbally by complimenting them on their work or handling. If you see that he is struggling, ask him if he needs help. If he asks your opinion and you don’t","og_url":"https:\/\/www.care-platform.eu\/index.php\/lesson\/general-guidelines-on-how-to-engage-v-i-learners\/","og_site_name":"C.A.R.E.","article_modified_time":"2025-04-01T20:40:07+00:00","twitter_card":"summary_large_image","twitter_misc":{"Est. reading time":"9 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebPage","@id":"https:\/\/www.care-platform.eu\/index.php\/lesson\/general-guidelines-on-how-to-engage-v-i-learners\/","url":"https:\/\/www.care-platform.eu\/index.php\/lesson\/general-guidelines-on-how-to-engage-v-i-learners\/","name":"General guidelines on how to engage V.I learners - C.A.R.E.","isPartOf":{"@id":"https:\/\/www.care-platform.eu\/#website"},"datePublished":"2025-02-16T21:17:26+00:00","dateModified":"2025-04-01T20:40:07+00:00","breadcrumb":{"@id":"https:\/\/www.care-platform.eu\/index.php\/lesson\/general-guidelines-on-how-to-engage-v-i-learners\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/www.care-platform.eu\/index.php\/lesson\/general-guidelines-on-how-to-engage-v-i-learners\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/www.care-platform.eu\/index.php\/lesson\/general-guidelines-on-how-to-engage-v-i-learners\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/www.care-platform.eu\/"},{"@type":"ListItem","position":2,"name":"General guidelines on how to engage V.I learners"}]},{"@type":"WebSite","@id":"https:\/\/www.care-platform.eu\/#website","url":"https:\/\/www.care-platform.eu\/","name":"C.A.R.E.","description":"","publisher":{"@id":"https:\/\/www.care-platform.eu\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/www.care-platform.eu\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"},{"@type":"Organization","@id":"https:\/\/www.care-platform.eu\/#organization","name":"C.A.R.E.","url":"https:\/\/www.care-platform.eu\/","logo":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/www.care-platform.eu\/#\/schema\/logo\/image\/","url":"https:\/\/www.care-platform.eu\/wp-content\/uploads\/2023\/04\/cropped-cropped-logo-1-1.png","contentUrl":"https:\/\/www.care-platform.eu\/wp-content\/uploads\/2023\/04\/cropped-cropped-logo-1-1.png","width":127,"height":153,"caption":"C.A.R.E."},"image":{"@id":"https:\/\/www.care-platform.eu\/#\/schema\/logo\/image\/"}}]}},"_links":{"self":[{"href":"https:\/\/www.care-platform.eu\/index.php\/wp-json\/wp\/v2\/mathima\/2456","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.care-platform.eu\/index.php\/wp-json\/wp\/v2\/mathima"}],"about":[{"href":"https:\/\/www.care-platform.eu\/index.php\/wp-json\/wp\/v2\/types\/mathima"}],"wp:attachment":[{"href":"https:\/\/www.care-platform.eu\/index.php\/wp-json\/wp\/v2\/media?parent=2456"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}