In response for the specific needs with a child that has a visual impairment (60%) Teachers have two educational measures to meet special educational needs arising from their visual deficit:
a) adaptations to the curriculum.
He needs optical helps and to improve the access to textual and graphical information.
b) adaptations in differents curricular areas:
- Linguistic area ( Language/ English)
Introduction of Braile system as a writting-reading code if their vision doesn´t allow a good writting-reading in ink.
Text adaptions. This required that the Texts and Dialogues present a good contrast. For this, Texts need to be remarque contours, graphs and drawings fit.
- Social-natural area ( Science)
Approach to socio-natural enviromment through escolar trips, three-dimensional reproductions, drawings, relief and more verbal information.
Adquision of living skills to enable personal autonomy.
- Artistic expression area ( Music and Arts)
Music:
To introduce of symbologye and adaptations of musical writtings.
Arts:
Drawing Comprehension for bidimensional representation of reality.
Knowledge and use the specific resources for draw.
Case design: it consists of various elements (cores, sprockets, protractor, compass for work in relief ..)
- Physical Education area
Using the student with visual deficits as a model for the explanation of the movements to be performed.
Learning orientation and mobility techniques that allow the autonomous movement in school and social environment of students with visual deficit
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