An inclusive school is a platform that allows students of all backgrounds to learn and grow side by side, to the benefit of all. This approach improves people’s attitude towards the Visually Impaired (VI). Inclusive education for a VI child is an opportunity to change the discriminatory attitude and provide the same opportunities and educational experiences as the sighted children. Children or adults with disabilities have the right to be a part of regular classrooms (persons with Disabilities Act 2016).
Yes. A VI child can learn Math and Science. VI children are confident that given the right tools and exposure, they can grasp concepts as clearly as their sighted peers.Though they cannot rely on visual aids, they have an alternate technique forMath and Science. For example, Abacus mapped geometry kits and other tactile kits.
Toys that are brightly coloured help a child with low vision. Toys that make sounds, have different textures and shapes provide the needed stimulation to the child. ‘Cause and Effect’ toys help with analytical thinking.
A general idea is to have a designated place for toys and make them accessible for children with visual impairment. Sometimes simple materials around the house such as rubber-band, 3-D glue, thread, anklets, LED lights etc may be used to make the toys accessible.
Individual sports are mostly easier for children with visual impairment to engage with initially or throughout their lives to maintain fitness and energy levels. Swimming and skating can be pursued under the guidance of a good coach. Team sports like tug of war, tiger and the goat, blind man’s buff can be enjoyed by the visually impaired while cricket, football, tabletennis have to be thought through to make them inclusive. However, blind cricket and blind football teams are Visually Inclusive-exclusive sports. Indoor board games like Snakes and Ladders,Ludo, Tic-Tac-Toe, and Rubik’s Cube are all available in the market in their accessible forms.
Any inclusive school needs a special educator to ensure he/she is present when a VI child seeks assistance in academics or if the child isunable to follow the instructions. If there is no problem for the VI child to interact with others, the special educator need not be present all the time.
5.Is the curriculum the same for VI children and normal children at all stages?
All neurotypical children can have the same curriculum irrespective of their vision status. In addition, a child with visual impairment needs to have a separate curriculum to learn non-visual or compensatory skills that aid general learning. This normally falls under the heading ‘Expanded Core Curriculum’.
Some of the schools which have admitted children in the past
Delhi Public School (all) ;HeadStart Educational Academy, Sarjapur; Golden Arch Montessori School, HSR layout; Mutha School, Kanakapura Road; Bangalore International School, Hennur; Insight Academy (multiple branches)
There should be a check by parents on the VI child whether all developmental milestones are met on time. The parents should approach any therapist or a special educator to re-check on the difficulties of the child and if there is a need then the therapist/special educator will help with the solutions.
8.What is NIOS?
The National Institute of Open Schooling was established in Nov. 1989 by the Ministry of Education, Govt. of India with a Mission to encourage education to all segments of society through an Open Learning system as an alternative to a formal system aimed forward for flexible learning. Similar to CBSE and CISCE, NIOS is a National Board that works independently with its curriculum. It has the authority to register, examine and certify students up to pre-degree level courses.
NIOS offer the following courses through Open and distance learning mode (ODL):
Parents can prepare tactile books based on their child’s interests. Vividha has a library where parents can borrow books and other materials.Click here
Assistive technology can be any device, software or equipment that helps in maintaining or increasing theday-to-day living functional capabilitiesof people with disabilities. Assistive technology helps people to perform tasks that they were formerly unable to accomplish or had great difficulty accomplishing. Perkins Brailler, Cane, Screen readers, Screen magnification and mobile software applications to identify money value, colour, science experiments are examples of assistive products.
A formal assessment of the child will giveinput regarding his/her learning media. Based on the assessment, the educator will advise braille/computer literacy or both.
A White cane is a safety aid. The sooner you introduce it to the child, the safer the child will be. Different age groups have different learning outcomes from orientation & mobility training. Contact an O&M trainer to understand more.
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