PSHE: visual impairment at P level 4

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 and suggestions for inclusion. 

You can:

• Link emotions to textured faces, where the child can feel a smiley or a sad mouth and can match it to their own feelings. Try to link the face to what it feels like in certain situations, such as losing something or walking into somebody.
• Help the pupil understand the difference between yes and no.  They should hear the difference in the meanings through people’s voices. Reinforce the context each time yes or no is used.
• Link expression of feelings to things beyond the sound of someone’s voice; to their body language and how they are standing, sitting or moving.  Aim for a total communication approach so that they interpret feedback from more than just facial expression.