Strategies for teaching food technology to children and young people with a visual impairment
General points to consider
All the usual health and safety regulations apply. The subject teacher has ultimate responsibility for the student’s safety.
Consider the need for a practical assistant or teaching assistant. Ensure planning is shared in advance. For more guidance about the use of a practical assistant see Joint Council for Qualifications using the following link: https://www.jcq.org.uk
Cutting techniques may need to be pre taught. Ask the child or young person what they have used before or have experience of.
Blunt knives are more dangerous than a sharp one as they can slip and cause injury.
Working practices
Organise work areas so that food and/or equipment is always stored in the same place. Label cupboards and drawers with labels that have clear print and good contrast.
Encourage working area to be kept tidy and clutter free
Use equipment that contrasts in colour to work surfaces.
If refurbishing, choose work surfaces, cupboard doors and floor surfaces which contrast in colour to each other.
Use dycem mats to prevent plates /chopping boards from slipping.
Choose measuring jugs etc. with coloured and raised demarcations rather than transparent. If visual impairment is more severe use ‘bump ons’ (RNIB) to indicate regular levels e.g. 100mls or place a Wikki Stix (RNIB) at level needed for specific recipe.
Use Wikki Stix to make regular demarcations on weighing scales more obvious.
If visual impairment is more severe, consider talking, weighing scales.
Use ‘bump ons’ or temporarily blue tack to indicate on/off, high /low position on electrical equipment such as microwaves.
Provide visually impaired children and young people with oven with an eye level grill rather than one at waist level.
Remember all tasks will take longer
Encourage children and young people to feel if equipment is clean when washing up.
Highlight when an ingredient changes texture e.g. when egg white is whisked etc.
View correct peeling and chopping techniques using the following link: bda.uk.com
Adaptions for equipment
Use transparent glass rather than polythene measuring jugs as these are easier to check levels
Use digital scales with large display to measure liquids (100ml = 100g).
Use long glove style oven gloves to protect arms against the top of the oven – practise with a cold oven
Use coloured chopping boards/bowls. Use different coloured knife handles to chopping board
Use scissors instead of knife to cut sausages, meat, etc
Use scissors in a cup to cut spring onions, herbs etc
Use a food processor to chop e.g. vegetables.
Grater with a slicer attachment to slice foods, e.g. cucumber, cheese. Don’t grate right to the end, encourage leaving a small ‘stump.’
Wheel design pizza cutter to chop foods e.g. cabbage or meat
Pouring hot liquid – measure the liquid out cold and then heat in a microwave
Use a kettle to boil pre-measured water
Draining boiling liquids – Place pan in colander stood in the sink and tip contents out
Use a large sink style colander
Elastic band around a wooden spoon/spatula to stir hot foods, keep hand above marker
Consider talking jugs, scales etc.
Use liquid levels for liquids
Use flat edged spatula to check for burnt on food on pan base
Peeling vegetables – D design peeler with free moving blade or scrub vegetables instead. Always encourage peeling away from the body.
Use a cup or measuring cups and spoons as an alternative to scales
Always wash knives first – never leave in the washing up bowl.
Additional advice and signposting
The British Dietetics Association support a cooking scheme called Let’s Get Cooking that provides practical recipes and cooking techniques that are suitable for children and young people for all ages and abilities. View correct peeling and chopping techniques using the following link: bda.uk.com
RNIB have a wide range of assistive equipment available via their online shop. You can visit the shop using the following link: https://shop.rnib.org.uk/house/kitchen