SUGGESTED ACTIVITIES TO

LEARNERS WITH DIFFICULTY

IN SEEING
 A. ORIENTATION AND MOBILITY
ACTIVITIES

 Give clear and descriptive verbal instructions (ex.

“at your right side is a wooden door”)
 Give light or gentle touches (ex. Tapping his
shoulder to say something)
 Orient the learner to his school environment and
its facilities
 Introduce the blind learner to his sighted guide
(classmate or peer)
B. LANGUAGE AND LITERACY
ACTIVITIES
 Determine what medium is suited to the needs of the
learners. (Ex. Braille, printed, auditory strategies, objects,
symbols etc)
 Provide vocabulary building activities such as word
puzzles, and scrabbles in either tactile or large format.
 Read aloud stories that are interesting and age
appropriate
 Provide big books with large prints for low vision learners
and braille for totally blind learners.
C. WRITING ACTIVITIES

 Use magnifying glass and eye glasses to aid writing.

 Use braille paper in writing activities.
 Use manual brailler/ electronic brailler
 Use of assistive technology like phone or tablet,
JAWS software to access information
D. NUMERACY ACTIVITIES
 Use tactile materials such as counters, pegboards,
real objects and indigenous materials.
 Use Cranmer Abacus for math computations
 Introduce paper folding to teach fractions
 Use push pins in identifying or locating parts in a
map
 Use of talking calculators
 E. AUDITORY ACTIVITIES

 Train the learner on how to manipulate or use computer in

order to access lessons into digital audio files
 If digital audio files are being used in the classroom, allow
the learner to use headphone for him to concentrate in what
he is listening
 To facilitate listening to class instructions and digital
audiop at the same time, headphone should cover only one
ear
 Convert text documents into digital mp3 format
F. ART ACTIVITIES

 Add texture to paints

 Add scents to clay to identify their colors
 Use black felt tip pen to highlight outlines of a picture
 Allow learners to experience cutting exercise, however,
strict guidance is necessary
 When gluing objects on paper, show the learner a finished
model first so that they can see the end result.
 Create a tactual or border of an area they need to color in
G. MUSIC ACTIVITIES
 To develop listening skills

a. Use shakers, bell, and drums that can create

rhythmic patterns to help the learner explore,
distinguish, play and control sound sources
b. Use a rhythm signal such as clapping back
that will mean “stop and listen to me”
To develop music appreciation

a. Expose the learner to variety of music

b. Use tactile music notations or enlarged

musical notation( Braille Music books or
Charts)
 To develop skills in playing instruments
a. Use improvised music devices such as cardboard clappers,
music wall using old cups and pots, etc
b. Expose the learners to different musical instruments
c. Drums and cymbals require circular or static motion. These
are commonly used for learners who have difficulty
scanning from left to right
REMINDERS FOR THE RECEIVING
TEACHER
 Preferential seating is often necessary for a learner with low vision
 Let the learner sit as close to the board as practical
 Reduce glare from windows and lights
 Let the learner sit with his back to the windows
 Provide clear copy of printed materials
 Preferably bold fonts must be used
 Take into consideration the adaptive devices such us caps, sun
shields, bookstand or reading stands, tinted lenses, computers with
speech, and tape recordings helpful to learners if available in the
community
.PROVIDEMORE TIME FOR LEARNERS TO COMPLETE
WRITTEN ACTIVITIES

.GIVE THE LEARNER THE GRADE SHE EARNS. GIVING MUCH

CONSIDERATION MAY NOT HELP THE LEARNER AT ALL
. USE THE WORDS “LOOK AND SEE” INSTEAD OF “TOUCH AND
FEEL”
. RECOMMEND THE LEARNER FOR A VISION TEST FOR
FURTHER ASSESSMENT