Play and Communication for Children with Visual Impairment and Additional Support Needs
Presented on Monday & Tuesday 1 & 2 December 2008
Royal Blind School, Edinburgh
- 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?
Drawing attention to self
Requesting an object, person or action
Giving an object to the adult
Expressing dislike of object, person or action
Desire for activity to end
Pleasure or recognition of favourite person or object
Maintaining a shared interaction by turn taking
Feelings other than like or dislike
Attempts to imitate actions or sounds of another
Behaviours different from above
- Whole body movement
A whole body 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
Use of personal space, eg; sitting near to
Makind contact to convey a message
Includes sounds and vocalisations
The Approach and behaviour of the adult partner
- Distance between partners - is this acceptable and suitable?
- Position and orientation - turning towards, aligning head and adapting to position of the young person
- Ability to be still
- How adult partner's movements reflect or tune in with the young person's
- Does the adult partner take account of the young person's sensory impairment?
- Note how touch, sound, movement and vocalisation are used
- to attract attention
- to maintain contact
- to inform person of what is going to happen
- to back up spoken language
- Is the touch acceptable to the person?
Use of spoken language
- Is language used
- simple, clear and directed to the young person?
- relevant to what is happening?
- relevant to the young person's understanding?
- Is language used to reflect the young person's feelings?
- Not how questions are used
- Is sign used alongside speech? If so, how?
- Note the pace and timing of interaction. Is it calm and unhurried - does it flow - are pauses and silences allowed?
- Does the adult partner monitor young person's responses and change interaction to suit?
- Note how adult partner responds to non-verbal signals, eg; through movement, touch, vocalisation, speech or imitation?
- Does adult partner follow young person's lead?
- Is the young person given the opportunity to initiate and make choices?
- Does the adult partner promote the young person's independence?