Strategies for teaching geography to a child or young person with a visual impairment
General points to consider
Use tactile displays, graphs, maps, models, pictures and audio devices to support access to information.
There is no standard set of symbols for modified large print maps – contact your exam board to request a map legend (list of symbols) and modify resources to align with that.
Use relief models, especially when teaching contours or map coordinates.
Encourage children and young people to feel different types of rocks and minerals to explore how their weights, texture and structure differ.
Download textbooks and tactile images from RNIB Bookshare
In planning a field trip make use of tactile maps and audio devices for description and direction. Consider differences in terrain.
Working practices
Give lots of time for the VI student to explore any objects, maps or displays.
Describe landscapes in detail and include how objects relate to each other
Pre teach new curriculum terms
Use the school building to practise orientation skills
Use practical activities to explain spatial concepts.
Explain distance in terms of time taken to travel it.
Modify maps so that they have the most important features.
Reduce text by deciding on the most important information.
Make and use models to aid understanding.
Pre-teach/pre-view videos so that the student knows what to expect in the lesson.
Use written descriptions to accompany photographs and diagrams.
Identify the skills within map work which are of value to the child or young person with VI
Have consistency in the production of maps e.g. always have the key in the same place.
Learn mental maps/tie in with Mobility skills.
Recognise transferable skills such as co-ordinates.
Pupils can experience degrees of slope by negotiating uphill and downhill walks.
Difficulties in access to maps may be overcome if the map is broken down into component parts. A series of overlays can then be used to gradually rebuild the map. A base map may only show simple contouring and rivers, and acetate overlays may add the features relevant to the study topic. A similar approach with tactile maps can be used, bearing in mind that the size of the map should not exceed a hand span.
Use of real objects such as rocks and soil can be beneficial. Also, models of landscapes can be made from sand, clay, plasticine etc and can help the understanding of scale.
Use of photos can help children and young people with a visual impairment to understand scale and particular features, if the photos are clear and include a known object such as a person for scale reference.
Check with exam boards which fieldwork tasks would be acceptable for fulfilling exam criteria
Using technology
Consider VR headsets to allow children and young people experience a ‘virtual field trip’
Use iPads or phones to take photos will allow CYP to zoom into detail
Google Maps have audio instructions for directions