Mathematics and visual impairment at P level 5

The visually impaired child relies on aural memory so language must be systematically and carefully built up in a way that is relevant to the child.

It is easier to remember objects when you’ve seen them, than if you’ve felt them. The number of categories used for sorting is limited, as colour cannot be used and small differences in size aren’t easily determined from touch.

 You can:

• Work in a tactile way on quantity, using lots of examples to build understanding of the concept
• Help them search for objects in a secure environment
• Approach positioning of objects in stages. Keep all language very simple. It is tempting to use language to replace sight, but be aware that many of the concepts we take for granted are not there for a child who cannot see

 
Now you might like to look at:

• Mathematics and visual impairment P level 4
• Mathematics and visual impairment P level 6