Activities And Games For The Blind

One of the important points to start promoting the learning of a second language in an inclusive classroom is to provide a pleasant environment full of recreational and educational activities that make both, sighted and blind participants, be part of the group. It is important to note that for these activities to be productive, every activity must have clear parameters such as the following:

-Clear language objectives

-Clear instructions

-Easy-to-follow rules for both kinds of participants.

-Fun and order.

-Suitable material for the two populations.

-Real and interesting Information for students

One of the biggest myths, when it comes to teaching English or any other matter to any visually impaired students, is that “they are not prepared or do not have the ability to face and analyze complex issues." WRONG! Students with these disabilities only have such visual problem, but they still have the same cognitive characteristics than any of us. They may be blind but not stupid! So when it comes to handling issues of each activity or game, there should be no fear that they cannot meet the same objectives as the others.

Any activity to be worked with students needs to give them tools for their training and development as a person. The topics to choose are unlimited and must be current and attractive for the learners. We must keep in mind that talking about taboo topics in the classroom is not new. Our students know and understand what is happening around them and should not be denied the opportunity to give their thoughts on those topics, better than that, to encourage discussion of these issues will increase the interest of students in English. In addition to this, the second language provides a wider source of information and students can consult thoroughly on what they are given in class.

Below you can find some examples of activities that have clear parameters of an inclusive activity in language learning. It should be stressed that these activities are completely flexible and can meet the needs of all students:

SWINGING THE CANE

Adapted by Merry-Noel Chamberlain, MA, NOMCT, TVI

The following activity helps the learner to learn to use the cane and learn new vocabulary through a song which is related to the activity.

This activity helps to balance the stick to the breadth of the shoulders. Place a cardboard hallway on a hard surface. Touch the left pole to the right and listen to the metal tip as it hits the hard surface. If the sound is soft metal, cane is not moving far enough.

To help swing the cane wide, stand in the doorway and arc the cane to the right and left making sure to tap the inside of the door frame.

MAKE UP A RHYME OR SING A SONG

“LEFT AND RIGHT, LEFT AND RIGHT

SWING YOUR CANE FROM SIDE TO SIDE

LEFT AND RIGHT, LEFT AND RIGHT

SWING YOUR CANE FROM SIDE TO SIDE”

(By: Merry-Noel Chamberlain)

“LEFT. RIGHT.

LEFT. RIGHT.

LET’S GO MARCHING.

TAP JUST AS WIDE

FROM SIDE TO SIDE,

LEFT. RIGHT.

LEFT. RIGHT.”

(The Night Search,By: Kate Chamberlin)

WHERE ARE YOU DANCING?

This activity helps sighted, blind and visually impaired students to learn the different things and places at home in a funny way.

Material: objects that are typical for different rooms, pictures of different rooms (written in Braille as well), names of the rooms in English (foreign language), everything should be written in Braille as well.

Comment: it is good to have some music or at least a musical instrument to make some sound with, or a teacher should sing a song.

Activity, game: Every child gets an object/a picture/a word. They are dancing and exchanging the objects/pictures/words. Teacher stops the music and asks: »Where are you dancing, Tina?« Tina answers (according to the object/picture/word held in her hands): »I’m dancing in the toilet.«

SCHOOL, ACTIVITY – I AM THE BOSS

The following activity can be implemented with sighted and visually impaired or blind students in order to practice imperative structures or commands.

Material: scissors, papers, felt-tip pens, pictures.

Activity, game: Children prepare their school material on the desk in front of them. The teacher (or a child) tells what to do: "Colour. Write. Cut. Sit down. Stand up. Point to the picture." One speaks and others obey him. The one who is last to complete the command is punished, for example, by being made to stand up. First a teacher, and later students lead the game. At the beginning we give commands slowly, then faster and faster.

Comment: different penalties and rewards can be invented. Firstly we play this game with the whole class and then in small groups. It is important that everything we do has a sound (cutting with scissors in the air).

WHERE IS THE APPLE?

This activity allows sighted and visually impaired or blind students to practice prepositions of place and yes/no questions.

Material: apple or some other object in connection to new theme.

Activity, game: Everybody closes their eyes. Somebody hides an apple somewhere in the classroom. When the apple is hidden, students try to find out where it is, by asking: "Is the apple under the table?" "No, the apple is not under the table." "Is the apple in Lana`s bag?" "No, the apple is not in Lana`s bag." The child who guesses correctly, hides the next item.

"Everything is better learned through games!"