Mathematics and visual impairment at P level 6

Copying patterns and establishing one to one correspondence are hard without vision. Object permanence will need to be taught systematically and with a developing vocabulary.

You can

• Try using sound for copying patterns - clapping or drumming a pattern can work well
• Use tactile, easily-identifiable shapes when copying patterns of objects, a car, boat or person, for example
• For object permanence to be developed the child will need the language to describe the objects used. The objects will need to have relevance to the child, for them to remember where they put them
• To work with a 3-D shape the child needs to experience it as a whole. The shape needs to be small enough for the child to retain it in their hand and develop a physical map of what it feels like
• To compare sizes, begin with objects that are significantly different in size.  This difference can be reduced with the child’s developing confidence and competence 

Now you might like to look at:

• Mathematics and visual impairment at P level 5
• Mathematics and visual impairment at P level 7