Didactics

Foreign Language 

When talking about foreign languages we need to consider the following aspects:

•  Dialogue or conversation need to be relevant  over other teaching resources.

•  Drawings will  be presented in an easy way for the blind to touch, if we talk about sighted people  we can made them identify  terms or words with photos,  and drawings.

• Explanations are supplemented by parallel activities which involve sounds for the blind to follow the activity.

• Blind will be strengthen, if we allow or help him to record what is being said during the class.

• When using video, a simple adaptation will be the comment or oral description, of the images on the screen.

Language and literature

• It will be the task of the teacher, see how the blind student relates to their peers, or adults, and determine if communicative experiences have been limited or not, or unsatisfactory.

• The enrichment of oral language and oral language learning will be displayed in the four skills: listening, speaking, reading and writing.

• Develop the student's perception.

• Implement methods of reading for the blind.

Maths

• Based on actual situations and objects made; activities will be done regarding: size, quantity, similarity, classification, seriation.

• The arithmetic calculus can be started with the box numbers, introducing the task gradually at Perkins machine. 

• It is important to enhance mental calculus.
 For graphs the blind student can choose to: 
-Perform a plastic template at Perkins machine.
 - Making a geoboard.

• For his learning the blind student will use geometric solids used as the sighted.

 Education Arts

• Assess the process versus outcome.

• Provide personal attention in the monitoring and development of the procedure worked.



The drawing

• Tasks accommodated to the perception and experience of the student.

• Good mathematical notions.

• Concepts of organization and orientation in the plane.

• Materials, tools adapted (case drawing)


Dramatization

• Drawing with silicone plate

• Exercises of trimmed and chopped.

• work wood, wire and paper.

• Modeling clay, playdoh.

• three-dimensional compositions.

• Macrame.

Physical education

• Take into account that before placing the blind student in empty spaces, this will have to know them and visit them, so that neither his self-image and self-esteem will be damaged
.
• This area requires individual attention, a knowledge of the student's initial situation and a detailed analysis of the objectives and activities.

• This area involves many of their development aid methodology, which may take place on the following guidelines:

• The need for a guide to walking and running.

• For certain activities, the teacher will be the model to receive "ideas" of movement and posture.

• Explore slow model movements in order to incorporate them into the blind's body schema .

• You will need verbal support on an ongoing basis.

• Repetition and repetition of movements, until mechanical incorporation.

• The game as an element of relaxation and confidence. In the game if he makes a mistake, if he stumbles, if he falls, it's okay.