TEACHING GEOGRAPHY TO VISUALLY IMPAIRED STUDENTS
Stuart Snowdon
RNIB New College, Worcester
It has been pointed out to me that many visually impaired (VI)
students have been advised not to take geography at exam level or
have found understanding geography difficult at KS3. This is
especially the case if the student is totally blind. This should not
be the case as visually impaired children can get just as much out
of understanding the environment and different countries as a
sighted person, so it is important they are fully included and
encouraged.
As a teacher in a VI school I realise I have many advantages, the
fact that I only have small class sizes and I can get them into a
minibus and visit various places. But what I would like to do is
give one or two pointers as to how their understanding of geography
might be improved in the classroom.
I am new to teaching in the world of the visually impaired, but I
have learnt a lot in this short space of time. It is important when
planning your lessons you think about any VI students you might
have, and ask yourself will they be able to access the material you
are putting before them. If you have any doubts ask the student if
it is OK or how might it be improved next time. It might mean simple
things like enlarging diagrams or using a larger font size. Remember
if you are explaining things on the board a person with a visual
impairment might not be able to see the board and to self conscious
to say anything. When writing on the board make sure your writing
and diagrams are big enough and distinctive. Check if they are
seated in the best place for them and that the lighting is suitable.
When producing diagrams and handouts, think about whether all the
information is necessary. You may be able to simplify the diagram
and cut out some of the text, making it easier for a VI students to
access. Make sure that the work is printed on the correct colour
paper, some students may prefer things on a certain paper or in a
certain type face.
I have found that making models of landforms helps increase a VI
students understanding and appreciation of what the landform looks
like. I have a container of children's modelling clay in my
classroom from which I can make models. It does not take long to
make them nor do you have to be artistic, it is just a matter of
getting across the basic shape of landforms. The models I have made
include a headland with a cave, arch and stack which when turned on
its side can become a wave cut notch. I have made models of cacti to
help them understand their shape, as well as models of sea walls to
explain how the water is reflected back. Other models I have made
out of modelling clay are; the lower course of a river with
meanders, flood plain and levees; waterfalls and 'V' shaped valleys.
Models can be made of any landform and may sound difficult but trust
me they are not, you can make a model in a matter of minutes and
increase the VI students understanding of a landform.
If a VI student is given a photograph to look at it might be
difficult for them to pick out all the features, especially if it is
a busy photograph. This can be got round either by adding a
description or producing a simple sketch of the photograph. A way I
have found that works is to get another student to describe what
they can see to the whole class, so the VI student does not have any
extra attention placed on them.
Mapwork is a very difficult thing to get around, I have found it
impossible to recreate an OS map in a form that would enable a VI
student to access it. Even if the student has some sight it is
difficult to pick out the detail on a map, it is also extremely
tiring for a student to concentrate like this. If you enlarge the
map it becomes increasingly difficult for the student to grasp the
bigger picture of what the map is showing them. Finding grid
references is also difficult and time consuming for VI students.
Here at RNIB New College we don't teach mapwork, except for basic
directions etc in year 7. At GCSE we use AQA A exam board, which
provide a taped descriptive alternative to the OS mapwork question.
I am not sure if other exam boards also do this, if they don't they
should offer some alternative otherwise they are discriminating
against your student by not allowing them to access the full range
of questions.
I realise I am in a more fortunate position, when it comes to
teaching VI students as I have many resources at hand. I also
realise that time is not a commodity teachers have to spare, but
with a little foresight and imagination and a few extra minutes
spent on resources and planning a VI student should be able to get
the full benefit of a good geographical education. If you have any
problems or questions about teaching pupils with a visual
impairment, please feel free to contact me on:
snowdon@rnibncw.demon.co.uk
If your colleges have any questions about
teaching VI students in other subjects then please contact:
outreach@rnibncw.demon.co.uk
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