Inclusive Classrooms: Inclusion Ideas

In the Classroom

Encourage self-advocacy:

  • Students need to view this as a learning tool, not a weakness.
  • Set goals for the student to develop these skills (e.g., once a day, let the teacher know what worked well or would have helped them engage better).

Encourage students with sight loss to do a presentation near the beginning of the year, which could be in many formats:

  • A video showing tools or technology they use.
  • A sighted guide presentation – with a braille assistant, TVI or O&M co-teaching students how to do sighted guide.
  • A talk show format – Teacher asks the student questions (this is good for kids that are nervous – no prep and controlled conversation).

Best practices:

  • Encourage speakers to say their names first.
  • Read all text on board, slides, etc.
  • Describe charts/graphics.
  • Allow more time for reading.
  • Ensure the student is not removed from the group to use specialized equipment.
  • Allow other students to try the equipment.
  • Pause the video and review important points.
  • Have set routes in your classroom so traffic moves in one direction.
  • Address the student by name.
  • Provide a walking tour around the class and school regularly, especially when changes have been implemented.
  • Respect the student’s use of touch since their hands may be the link to everybody and everything in the environment.     
  • Expect the same standard of work, but reduce the quantity required and/or provide additional time. It may take more energy to complete tasks at the same rate as peers and to allow for eye fatigue.

Course materials:

  • Make readings available early.
  • Don’t use text if you haven’t made it accessible.
  • Prepare as much as you can electronically.
  • Use a multi-media approach so there are various ways to glean information from lessons.
  • Find a tactile example of the topic.
  • Use large print.
  • Use a 3D Printer.
  • Use tactile graphics.
  • Record lectures.
  • Make sure videos are accessible.
  • Provide feedback electronically, not in writing.
  • Evaluate the lighting environment.

Tips for choosing craft materials:

  • Choose the colours of your materials carefully and try to introduce contrast.
  • For example, choose bright-coloured buttons and place them against a black background and avoid pastel shades on light-coloured backgrounds.
  • Introduce elements that appeal to different senses, such as bells, rice or pasta for sound or materials with a tactile quality.
  • Scented items also add an extra dimension for a child to explore.
  • Make playdough with different colours, textures, and scents.
  • If you are planning to attend an activity or event in the community, call ahead and find out what accessibility options are available.

 Team Building and Communication

  • Have a student do a play-by-play of a demonstration.
  • Have everyone close their eyes for the description.
  • Recognize it will take practice.
  • Have another student read notes from the board or projector.
  • Have another student describe visual materials.
  • During discussions, practice having speakers identify themselves. Address students by name so a student who is blind knows who is being addressed and speaking.

Classroom Safety

  • Keep materials in consistent locations.
  • Ensure chairs are pushed in, and floors are clear.
  • Use high-visibility tactile floor tape to mark walkways.
  • Add or change lighting as needed.
  • Ensure doors are fully open or fully closed.
  • Increase contrast where possible (e.g., use primary colours against a black background; do not use pastel colours against a white background.
  • Tape, elastic bands or tactile stickers can help identify or define different objects.
  • Establish a traffic flow so students only move in one direction.
  • Take the student on frequent walking tours, especially when things have been modified, or the student has been away for a while.

Additional resources:

Physical Education and Extra Curricular Sports

  • Audible equipment can be purchased at The Braille Superstore, Hand Life Sport, Goalfix Sports, or you can make your own.
  • Use high contrast in playing boundaries, uniforms or jerseys of participants, equipment, and targets, such as nets.
  • Larger items, in conjunction with high contrast and audible, could help. Such as using a softball-sized wiffle ball as a floor hockey ball instead of the smaller one. Or using an adapted hockey puck or larger pylons instead of smaller ones
  • Encourage classmates to act as guides. Create team-based physical education activities so the athlete with vision loss working with a guide does not feel they stand out as their classmates are also working with them in a team fashion. For instance, running through an obstacle course as a team, a basketball shooting competition as a team, etc.
  • Position consideration. Be mindful of what position a person with vision loss may occupy in a team sport. Encourage them to play whatever position they feel comfortable in; in some instances, taking ownership of a certain position may work better with their vision. For example, being a defence or goalie in hockey or soccer may be better as the game is more 180° versus 360°. In volleyball, perhaps sticking to the back or front row, whichever allows the person to have better spatial awareness. This way, they will grow to learn how to determine and assess their skills and abilities and find ways to advocate for being a productive or effective part of the team. Often, we figure if we can’t play the sport in its entirety like everybody else, then we can’t play at all. But finding a position within the team sport that works best with one’s vision Allows the person to take ownership, practice that specific skill development, and grow in confidence and feel part of the collective 

Additional resources:

On The Playground

Provide students with equipment or an inclusive game:

  • Audible equipment (bought or homemade).
  • Parachute games with audible ball.
  • Sand tools.
  • Gloves and a Velcro ball.
  • Plastic bottles filled with rice or other audible contents.
  • Guided run.
  • 3-legged walk.
  • Tug of war.

Additional resources:

Field Trips

  • Have students partner up with someone who is blind or low vision without singling them out.
  • Find theatres that offer headphones with audio descriptions (Some theatres also offer a tactile tour of the props and costumes).
  • Call ahead to venues to find out what accessibility supports they offer.
  • Museums and art galleries may offer a tactile tour.
  • Sports venues may have adaptive equipment or staff knowledgeable in adapting the activity.
  • For help finding local organizations that provide accommodations for blind or low vision guests, contact your local CNIB office.

Additional resources:

Music

  • Begin with a tactile orientation to the instrument.
  • Use brightly coloured tape to indicate where to put your fingers.
  • If the sheet music is not accessible, use the play-and-repeat method to teach,
  • Use hand over hand technique method to teach.

Additional resources:

Play Dates

If you are nervous about helping your child’s friend feel welcome and safe; remember that your child is a great resource to learn what their friend likes and needs. For the first play date, invite their parents for coffee while the children play.

Additional resources:

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