Mathematics and visual impairment at P level 4

Developing mathematical concepts without being able to see clearly, or at all, is very challenging. The impact of a visual impairment on learning will be much the same throughout the P levels. Begin by reading about the main challenges for visually impaired children across subject areas

 You can:

• Use several of each sort of hand-sized 2-D Shapes and support the pupil in sorting these into groups. Try starting with a triangle, circle and square so there is an obvious difference between each that can easily be felt. Colour could be used for sorting as well as shape, if the pupil has some sight
• Try using ‘sorting bears’ that are made in different heights (and colours). Support the pupil in measuring the smaller bears against the larger, side by side/standing up. Use colour (see above) as relevant
• Teach songs which have a repetitive element that is vocal, rather than based on actions, for the child who has no sight (Such as Old MacDonald had a Farm, Five Brown buns in the Baker’s shop (supporting the pupil with the correct number of fingers to display). For other songs there are many action songs which would be useful, such as ‘Every Body do this’, If you’re happy and you know it’ ‘The wheels on the bus’, Incy wincy spider’. These are all helpful for teaching sequences, and allowing for anticipation of what comes next
• For the pupil with no sight play games with objects: put several very easily identified (through touch) objects just out of normal reach for the pupil, but ensure the objects are within the pupil’s extended reach: support them in finding specific items such as a (non-breakable) cup, a soft toy, a musical instrument such as a maraca. For the pupil with some sight this can be adapted to cards with photos or pictures on, which are placed face down, and the pupil has to find the correct card, or predict what the card will be – rather like a pairs game.

Now you might like to look at:

• Mathematics and visual impairment P level 5