University of Edinburgh
 

Play and Communication with Pupils with Visual Impairment and Additional Support Needs

Presented on Thursday 7 and Friday 8 December

Video Observation

Mary Lee, Royal Blind School, Edinburgh

Video observation

  • Need structure that does not limit
  • Work together in a group - be open minded
  • Adopt an analytical way of thinking, that is, not just ‘what’ is happening, but also ‘why’
  • Know what you are looking for - knowledge of child development
  • The child with visual impairment may not be aware of sending signals

What is the child communicating?

  • Attention
    Drawing attention to self
  • Request
    Requesting an object, person or action
  • Give
    Giving an object to the adult
  • Rejection
    Expressing dislike of object person or action
  • Finish
    Desire for activity to end

What is the child communicating?

  • Pleasure
    Pleasure or recognition of favourite person or object
  • Conversational
    Maintaining a shared interaction by turn taking
  • Feelings
    Feelings other than like or dislike
  • Imitation
    Attempts to imitate actions or sounds of another
  • Other
    Behaviours different from above

How is the child communicating?

  • Whole body movement
    A whole body gesture
  • Gesture
    Can be made with any body part
  • Body posture
    Turning away, leaning towards etc.
  • Eye contact
    A child with peripheral vision may look with face turned away
  • Facial expression
    Anger, fear, surprise, sadness etc.
  • Proxemics
    Use of personal space, eg; sitting near to
  • Touch
    Making contact to convey a message
  • Vocalisation
    Includes sounds and vocalisations