First contact with classmates.
• The relationship within the class should be as natural as possible.
• You must contact the students before the arrival of a blind student to the classroom, and you will mark sighted students, guidelines on how to treat him .
• Classmates should be presented one by one. So the blind child.
• ITeacher must answer all kinds of questions asked by children, so the blind.
• Avoid over protection and sighted students take the blind child by hands, do not let the blind hit other students and get their belongings.
• Avoid rejection.
• Language is a key assistant to provide information, it must be used clear and simple.
Orientation
• It is necessary to establish the minimal alterations in the distribution of furniture in order to avoid the blind student to fall. The blind must be warned first of the new spatial structure, then going to see for himself the changes.
• Efforts will be made to avoid interfering lines such as suitcases, books, etc..
• Access doors should be open or closed, avoiding the intermediate position being more difficult to detect.
• Blind must be located in an area near the teacher, facilitating his access to specific material. This is also needed at higher levels, which is very useful the use of tape recordings of the teacher's explanations.
• The blind student have enough space to carry out their tasks, due to the large size of the specific instruments, so you will need a large table.
• The placement order of things must be a constant in the blind student, and will be the student himself who organizes his material.
Introduce the daily trips: entrance to the building-class, class-services-yard, and class-dining room. The reference is always the class. Later the child alone use other references he gains.
Academic Aspects
• The student whose only problem is blindness is able to receive the same education that students with normal vision.
• The academic content must be the same for both sighted and blind. But the blind student and teaching resources need specific adaptations for greater understanding and internalization of knowledge.
• The analytical dimension of the data collection for the blind implies further loss of time. When a sighted person sees a table at first, a global perception is carried out by looking the object, checking its parts, its structure, its size, etc. Instead, the blind should check that the object has an edge, smooth horizontal surface some legs, and, after a careful analysis of its parts, reaching the conclusion that it is a table.
• The teacher has to consider these basic differences that alter the details of the blind child conceptualizations of what is around him.
• The teacher's word continues to be an important tool to transmit knowledge and encourage learning in the school, in this sense, there is no limitation for the blind student.
• The use of words and gestures (e.g., "here", "there") should be replaced by verbal cues such as "on your left", "on your right"
• Efforts will be made whenever circumstances permit, that the blind child manipulates objects and materials involved in the explanation.
• Any explanation involving the use of the board should be described orally by the teacher.
• Whenever possible, you must put at his disposal the real world. For this you can have in the school a small museum, using for this purpose the school's organized outings (trips, visits ...).
• In schools should exist embossed maps and charts, models, tapes, and other materials suitable, available to the blind child.
• The blind student must actively participate in all kinds of tasks. A blind student to be passive may be lack of tools for his surroundings.
• Classes should be as active as possible. If we do not create a climate of classroom activity in which the blind child to participate, this will get very little information and therefore develop little motivation. Participation will be the biggest stimulus we can offer. So we must promote research, observation and experimentation.
• When the class is based primarily on visual type material (slide projections, visits to museums, excursions), the teacher must adapt them before or during the development of the same, providing auditory, tactile, and olfactory information, etc. Whenever the situation allows.
• In any activity you will seek a blind child to acquire first a comprehensive understanding of what is going to do, then move on to an analysis of the process and, finally, end with a summary of the discussion.
• We must encourage the development of school habits, postural and social models, in principle, it might appear that are meaningless to him.
Textbooks
• The textbooks written in Braille have identical content that books written in ink, so that it becomes almost literal transcription.
• This equality in the texts enables the blind student to continue the work his peers are working on.
• The book written in Braille has a number of specific characteristics (size, pagination, graphics, maps)
• There is alternatively, the talking book.
Examinations, tests and exercises
Basically we can say that there are four types of tests for the blind child:
a) Oral Exercise. Will be used when the teacher consider it relevant.
b) Exercise written in braille. Requires a subsequent transcription by the student or teacher.
c) Exercise written in braille but using a Braille 'n Speak, allows a simultaneous transcript in view of what the child writes.
d) Exercise written in braille typewriter. In any of these embodiments the blind student is slower in developing written assignments than sighted students, so it is advisable to arrange for additional time, or set a reduction in the number of issues or activities. It is desirable to adapt the report card in both Braille and ink systems that allow it to be read at the same time, by his parents and family.
The notes
• The student must collect annotations blind symbols, diagrams, or diagrams that are discussed in class orally.
• The Braille 'n Speak is a very valid instrument to take notes
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