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Adaptations to the Preschool Environment |
Children with visual impairment need consistency and predictability in their physical environment as they learn to move around and work independently. Structured room arrangements both at home and at school can provide them with needed spatial cues as they become familiar with their environments. Especially in center-based programs, it may be more challenging for a child to learn where items are located due to the size of the classroom and the amount of materials available. Early on, it may be helpful to make some basic accommodations to items in the environment that can offer additional tactile cues to promote self-help skills and facilitate a child's access to classroom materials. For example, classroom teachers often keep toys, crayons, and other items on shelves in plastic storage boxes with lids. If a child has limited vision, it can be very difficult for him to determine which box holds what items, particularly if he cannot reach in the box to feel these items. To help a child locate and replace items in the classroom, these simple adaptations can provide him with critical tactile cues:
Attach a Matchbox® or other small toy car to the box that contains cars and trucks.
Glue plastic scissors to the art/craft supplies box.
Fasten a pencil to the top of the box containing pens, pencils, markers, and crayons.
Cut a tennis ball in half and glue it to a box containing small balls.
Another useful resource: "Successfully Adapting to the Preschool Environment" in the "Can Do!" video series, available for loan through the LINK Library or for purchase through Visually Impaired Preschool Services, Louisville, KY.