Getting to Know You
A Social Skills/Ability Awareness Curriculum
By Nita Crow and Stephanie Herlich
  


Guidebook


Table of Contents

Dedication
Getting to Know You
A Social Skills/Ability Awareness Curriculum
Project Staff
Acknowledgments
Foreword
Introduction
How It All Began...
Why Teach Social Skills and Ability Awareness Together?
References
Getting Started
The Lesson Plans
The Kit
Kindergarten through Second Grade
Awareness
Social Skills
Social + Awareness
GUIDING FRIENDS
ORIENTATION & MOBILITY SCAVENGER HUNT
FACIAL EXPRESSIONS
EXPERIENCINGPLAY UNDERBLINDFOLD
SHOWINGINTEREST
TALKING WITHFRIENDS
"GO FISH" USING BRAILLE AND TACTILE SYMBOLS
HOW WOULD YOU FEEL? 
PLAYING WITH FRIENDS
PREPARING SNACKS: GORP
Third through Fifth Grade
Awareness
Social Skills
Social + Awareness
GETTING TO KNOW YOU BINGO
GUIDING FRIENDS
ORIENTATION & MOBILITY SCAVENGER HUNT
FACIAL EXPRESSIONS AND HAND GESTURES
EXPERIENCING PLAY UNDER BLINDFOLD
SETTING LIMITS
MAKING CONVERSATION
"GO FISH" USING BRAILLE AND TACTILE SYMBOLS
HOW WOULD YOU FEEL? 
CANE SKILLS
PLAYING WITH FRIENDS
WHO ARE YOU?
IDENTIFYING COINS AND CURRENCY
MAKING LUNCH UNDER BLINDFOLD
PIZZA UNDER BLINDFOLD (PIZZA PARTY)
Middle/High School Lessons
Awareness
Social Skills
Social + Awareness
GETTING TO KNOW YOU BINGO
GUIDING FRIENDS
ORIENTATION & MOBILITY
FACIAL EXPRESSIONS AND HAND GESTURES
CANE SKILLSPART I
CANE SKILLSPART II
POSTURE
MAKING CONVERSATION 
"GO FISH" USING BRAILLE AND TACTILE SYMBOLS 
MISSING VISUAL CUES
FINDING FRIENDS IN A CROWD 
SHOWING INTEREST
IDENTIFYING COINS AND CURRENCY
MAKING LUNCH UNDER BLINDFOLD
PIZZA UNDER BLINDFOLD (PIZZA PARTY)
Getting to Know YouPermission Form
Afterword
________________________________________

Dedication
To Elizabeth Phillips, a person worthy of getting to know!
Getting to Know You

A Social Skills/Ability Awareness Curriculum
By Nita Crow and Stephanie Herlich

Getting to Know You - Guidebook (Part Number 61-163-025) for use in the Getting to Know You Kit (Catalog Number 1-08052-00)
Copyright © 2012 by the American Printing House for the Blind. All rights reserved. Printed in the United States of America.

This publication is protected by Copyright and permission should be obtained from the publisher prior to any reproduction, storage in a retrieval system, or transmission in any form or by any means electronic, mechanical, photocopying, recording, or otherwise, unless where noted on specific pages. For more information regarding permission, write to American Printing House for the Blind, 1839 Frankfort Avenue, Louisville, KY, 40206-0085.

Reference Citation: Crow, N., & Herlich, S. (2012). 

Getting to know you: A social skills/ability awareness curriculum. Louisville, KY: American Printing House for the Blind.

Project Staff
Authors/Consultants
Nita Crow, M.A., COMS
Stephanie Herlich, M.A., COMS

Project Leader
Charles "Burt" Boyer, M.A.

Research Assistants
Monica Vaught-Compton, M.S.S.W.
Rosanne Hoffmann, Ph.D.
Cathy Senft-Graves, M.Eng.,
NLS Literary & Nemeth Certified Braillist

Graphic Design
Terri Gilmore, A.S.
Bisig Impact Group
Photographers
Bisig Impact Group
Nolan Hulsey,
Kentucky School for the Blind
________________________________________

Acknowledgments
We would like to thank the following people who were instrumental in the conception, writing, editing, and production of this book and kit. Without their input and creativity, this book would never be what it is today. Thank you: Lizbeth Barclay; California School for the Blind Orientation and Mobility Department: Kristi Barrella, Cheryl Besden, Maya Delgado-Greenberg, Gerri Finkelstein, Gary Shrieves, Marcia Vickroy; College Preparatory School: students and staff; Steve Goodman; Phil Hatlen; Natalie Hilzen; Helene Holman; Cheryl Kamei; Francey Liefert; Leah Mitsuyoshi; Michele Moore; Oakland Unified School District: students and staff; Charlene Okamoto; Elizabeth Phillips; Theresa Postello; Sharon Sacks; Jay Stitely; and Stuart Wittenstein.

Additionally, we are very grateful to the American Printing House for the Blind for taking on this project. We would especially like to thank our project manager Burt Boyer and our editor Monica Vaught-Compton. Your input has been invaluable. Thanks also to the graphics team for making the book look so inviting and fun.
This project has been more than 10 years in the making. It has spanned weddings, births, and all that occurs with the passage of time. We would like to thank our individual extended families who have supported us and waited in anticipation for the book and kit production. Most importantly, we would like to thank our spouses, Phil Herlich and Claudia Morgan, for their support, both technically and emotionally, throughout the entire writing and developing process. Samantha and Harry Herlich, this book is older than you. The "Getting to Know You" process has been more fun with your smiles and giggles surrounding us.
Nita Crow and Stephanie Herlich
________________________________________

Foreword
Since the 1990s, educators and related service personnel who teach students who are blind or visually impaired have come to recognize the importance of teaching social skills. Professionals and families understand that social skills instruction for students with visual impairments provides them with the tools to interact and play effectively, develop and maintain friendships, effectively interpret non-verbal cues from others, and successfully seek and maintain employment and independent living opportunities as adults. Also, these individuals recognize that the acquisition of socially competent behavior by children and adolescents with visual impairments cannot be acquired through incidental learning or visual modeling. Rather, the acquisition of social skills is a process that requires ongoing instruction and feedback from teachers, specialists, family members, and peers.

While the field acknowledges the need for teaching social skills to students with visual impairments, and has benefited from the research and curricula developed for teaching social skills, few curricula have incorporated strategies to teach ability awareness with social skills. Also, despite efforts to teach social skills and other areas of the Expanded Core Curriculum, finding time within the context of the school day is a challenge. One of the major obstacles in implementing social skills instruction is prioritizing what to teach: academics or areas of the expanded core. With an emphasis on outcomes-based instruction and performance testing, social skills and ability awareness instruction may take a back seat to ensuring academic competence for our students.

Getting to Know You: A Social Skills/Ability Awareness Curriculum provides teachers of students with visual impairments, orientation and mobility specialists, other related service personnel, general education teachers, and families with a positive solution for an ongoing dilemma. Nita Crow and Stephanie Herlich have created a curriculum that engages students who are blind or visually impaired with their sighted age-mates in activities that promote social competence and an awareness of the ways in which students who are blind or visually impaired learn social and other disability-specific skills. Because Crow and Herlich developed these activities for their students, they are fun, creative, motivating, and user-friendly. More importantly, they work! Not only does the curriculum benefit students with visual impairments, it is a valuable resource for sighted students. Sighted peers may need support to improve their social skills or their ability to make friends. Also, peers gain insight into how blind or low vision students tackle day-to-day tasks. Lessons can be initiated at lunch or during classroom free time. Each lesson takes 30-45 minutes to complete so that interference with academic activities is limited.

Lessons are grouped by age or grade level (e.g., kindergarten-second grade, third-fifth grades, and middle/high school). They are structured so that each lesson follows a similar format. As students move from early elementary to upper elementary levels, lessons become more sophisticated. For example, the lesson on Orientation & Mobility for young students involves teaching human guide, while middle/high school students learn about the history of O&M. Another feature of the curriculum is that it provides the teacher with specific curriculum objectives and step-by-step procedures for teaching specific activities. Throughout the curriculum, the authors have provided role play scenarios to help students--blind, visually impaired, or sighted--practice a specific social skill.

In a time when teachers and families must make complex decisions about what to teach their students who are blind or visually impaired, Nita Crow and Stephanie Herlich must be complimented for creating a curriculum that is written for teachers and families. Its format allows students to learn from one another by sharing personal experiences and engaging in activities that promote greater awareness and sensitivity toward others. Crow and Herlich's talent and expertise as educators and writers is evident in every aspect of their curriculum. They have made teaching social skills an easy process. It is heartening to know that their contribution has expanded the knowledge base and has increased the arsenal of tools for teachers and families to use to ensure positive outcomes for their students.
Sharon Zell Sacks, Ph.D.
Director of Curriculum & Staff Development
California School for the Blind
________________________________________

Introduction
The Getting to Know You curriculum was developed over a 5-year period and initially used in a large school district in California. Since then, it has been used in several other California districts and presented at several North American conferences. The original curriculum was developed for use with high school students with visual impairments and their sighted peers and was later adapted for kindergarten through middle school so that it spanned the entire school age spectrum.

For purposes of this curriculum, "social skills" are defined as those skills needed to interact successfully with other individuals. "Ability awareness" is defined as understanding the techniques needed and used by a person with a visual impairment to accomplish everyday tasks.

We are social beings and friendships are a cornerstone of our lives. Making a friend, being a friend, and relying on a friend for caring and companionship contribute to the quality of life. When a child has a visual impairment, it may be challenging to make and maintain friendships. Through intervention, a child can learn the essential skills necessary to develop and nurture friendships with peers (Rosenblum, 2006).
How It All Began...

In 1997, a student (let's call her Abby), entered the school district where we worked. Abby was a highly-academic freshman student who became blind at 6 months of age due to a trauma that left her with light perception, but no usable vision. She was the only student with a visual impairment in her high school. During the first quarter of her freshman year, Abby was frustrated because she felt socially isolated from her peers. During her resource classes and orientation and mobility lessons, Abby told us about her wish to develop friendships and the difficulties she was having. Even though Abby was excelling academically, her lack of friends and overall loneliness were affecting her happiness and enjoyment of school. Friendships and being an accepted member of a peer group are among the most important concerns of adolescents. For adolescents with visual impairments, social isolation and the lack of adequate social support may lead to lower self-esteem (Huurre & Komulainen, 1999).

As the school year progressed, Abby continued to express her feelings of social isolation. She explained that she was having difficulty talking to her peers. We developed a joint lesson with Abby where we role-played the give-and-take nature of conversations and how she might try approaching her peers. The lesson went extremely well but was somewhat unrealistic. Abby stated it best, "It is easy to talk to adults, but I need to do this with my friends." This statement triggered the idea for the Getting to Know You curriculum.
Today, as a result of the expanded core curriculum, social skills instruction is accepted as an integral part of best practice in educating students who are blind or visually impaired. Yet teachers and families alike continue to grapple with how these strategies can be implemented in a time when the focus of education is directed toward academic success and data-based decision making (Sacks & Wolffe, 2006). We, like other professionals in the field of visual impairment, were aware of the need for social skills training for our students. Many teachers of the visually impaired teach sensitivity awareness training at some point during the school year. These lessons are often taught in isolation and are not continued throughout the school year. They might include such topics as a blindfold walk around the school, a lesson about braille, and/or a show-and-tell demonstration of the purpose of specialized equipment. A recent study found that most social skills activities are taught in unstructured, isolated chunks of instruction (Wolffe et al., 2002).

We wanted to develop a curriculum that combined social skills training with awareness activities for sighted students to learn how students with visual impairments accomplish everyday tasks. The curriculum should be long enough for the students to get to know each other, feel comfortable interacting, and allow enough time for the content of the class to make an impact.

The expanded core curriculum, proposed in 1996, states that social interaction skills must be taught to children with visual impairments because they are unable to casually observe how people interact and socialize with one another (Stryker et al., 2002). Simply placing children together does not lead to interaction (D'Allura, 2002). Abby demonstrated to us the importance of and need for social skills training. She was in an integrated, high school setting; however, she was unable to make friends with her peers. Neither the setting nor her academic successes correlated with the development of friendships. Abby needed direct intervention, which she actively sought from us as her teachers. Students with visual impairments do not acquire skills and behaviors through incidental learning, as sighted children typically do (Sacks, 2006). Abby showed us that no matter the age and/or functioning level, social skills are an essential part of the curriculum for a student with visual impairment. The expanded core curriculum was our "call to action." We, as teachers of students with visual impairments, need to include social skills instruction in our curricula in a much more meaningful, structured, and continuous manner.

After the initial role-play lesson, we asked if Abby would be interested in participating in a lunchtime group with some of her peers. We would prepare lessons to help foster her social interactions. Abby brainstormed with us to list her top priorities. These included finding friends to have lunch with; how to initiate a conversation; and how to participate in a conversation. Knowing what was important to Abby as well as understanding the skills involved in developing a friendship, such as being able to read the nonverbal cues of others, knowing how to reciprocate, being able to maintain conversations, understanding the feelings and needs of a friend and acting in accordance with them (Rosenblum, 2006). We began to develop a handful of lessons including those that Abby requested. These initial lessons primarily focused on social skills for students with visual impairments. Our underlying goal was for Abby to have ongoing contact with her peers. We hoped that in getting to know each other in a safe and welcoming environment, all students would accept and appreciate each person's uniqueness and differences.
Why Teach Social Skills and Ability Awareness Together?

In planning the lessons, we were mindful that Abby should not be the designated target within the lesson, but rather all students could benefit from specific social skills instruction. Our challenge was to develop lessons that were interesting and fun and where all students learned about each other. After teaching the first two lessons on conversation skills, we realized that though Abby was enjoying the social time with her peers, some of the sighted students appeared bored with the lessons. We needed to find a way to engage the sighted students more fully so that they would also gain from the experience.

At this point, we developed several lessons where all of the sighted students were blindfolded during the activity. Abby felt empowered as she showed her peers how to accomplish everyday tasks in a completely different way. One of the most essential ways in which families and professionals can assist students with visual impairments in developing a strong social identity, is to help them understand and communicate their visual disability to others. When students feel comfortable and at ease with their visual impairments, they will gain greater acceptance and approval from peers and adults with whom they interact (Sacks, 2006). This will also promote a strong self-image.
Later we introduced low vision simulators to the group and allowed them to choose what type of occlusion they wanted to experience. We did not intend to show students "what it is like to be blind." Instead, we wanted them to have the opportunity to focus on their other senses without the distraction of using their vision. We hoped this would make the entire experience more interesting and educational. It worked. All of the students were more engaged, participated more in each activity, and even requested additional lesson topics. They were interested in learning more techniques that a person with a visual impairment uses for daily living tasks. Joint activities, in which the effects of the visual impairment are minimized, may allow children and adolescents with visual impairments to help their peers get beyond the initial uncertainty or discomfort associated with the presence of visual impairments (Rosenblum, 2006). This inspired us to write more lessons containing objectives for both social skills and ability awareness.
We initially taught about 10 lessons to this high school group. During this time, we decided to adapt and add lessons in order to use this curriculum with middle school and elementary-age students. After using this curriculum with students of all ages, our idea of combining social skills lessons with ability awareness lessons received positive feedback from our students, teachers, parents, and administrators.

In our research for publication of this curriculum, we were unsuccessful in finding other curricula that combined social skills and ability awareness training. After teaching our curriculum to students of all ages, we were convinced that these two topics go hand-in-hand. For example, in order to initiate and engage in a conversation (two of Abby's original requests) one must be able to find someone to talk to. The activities Making Conversation and Finding Friends In A Crowd practice this skill. When developing more lessons, we found elements of social skills in each ability awareness lesson and elements of ability awareness in each social skills lesson. For example, Making Lunch Under Blindfold requires students to make their lunch using adaptive daily living skills techniques while at the same time carrying on a conversation with peers. Some of the most well received lessons were ones that combined strong aspects of both social skills and ability awareness activities.

Many teachers try to develop their own ways of addressing the social skills needs of their students with visual impairments while at the same time teaching sighted classmates about visual impairments. Without a provided curriculum, this task can be overwhelming and difficult to coordinate in an already busy schedule. We hope the publication of Getting to Know You will give teachers an easy-to-use tool to fill this curriculum need. And most importantly, we hope that students who take part in the activities will learn invaluable social skills and ability awareness.
________________________________________

References
  * D'Allura, T. (2002). Enhancing the social interaction skills of preschoolers with visual impairments. Journal of Visual Impairment & Blindness, 96, 576-585. 
  * Huurre, T. M., & Komulainen, E. J. (1999). Social support and self esteem among adolescents with visual impairments. Journal of Visual Impairment & Blindness, 93, 26-38. 
  * Rosenblum, L. P. (2006). Developing friendships and positive social relationships. In S. Z. Sacks & K. E. Wolffe (Eds.), Teaching social skills to students with visual impairments: From theory to practice (pp. 163-194). New York: AFB Press. 
  * Sacks, S. Z. (2006). The development of social skills: A personal perspective. In S. Z. Sacks & K. E. Wolffe (Eds.), Teaching social skills to students with visual impairments: From theory to practice (pp. 3-19). New York: AFB Press. 
  * Sacks, S. Z., & Wolffe, K. E. (Eds.). (2006). Teaching social skills to students with visual impairments: From theory to practice. New York: AFB Press. 
  * Stryker, D., Merk-Adam, B., Huebner, K. M., Wolffe, K., Corn, A., Hatlen, P., et al. (2002). The national agenda for the education of children and youths with visual impairments, including those with multiple disabilities... a parent perspective. New York: AFB Press. Retrieved from http:// www.afb.org/Section.asp?Documentid=1799 
  * Wolffe, K. E., Sacks, S. Z., Corn, A. L., Erin, J. N., Huebner, K. M., & Lewis S. (2002). Teachers of students with visual impairments: What are they teaching? Journal of Visual Impairment & Blindness, 96, 293-305. 
________________________________________

Getting Started
To begin a "Getting to Know You" group, identify the visually impaired student(s) who might most benefit from developing friendships and social skills. Once these students are selected, solicit their participation and encourage them to choose sighted peers who they would like to get to know better. Additionally, consult with the visually impaired student's general education teachers and other specialists to gather names of other appropriate students for the class. Keep in mind there may be sighted students who are also struggling socially and would benefit from a small, social group experience.

We recommend that class size remains small, with the optimal group having six members. The larger the group, the more difficult it can be to keep the students focused. Also, be sure to consider whether or not it is appropriate to group various ages together. 
In order to foster cohesion, where no one individual feels targeted, it helps to have two or more visually impaired students in the group. Additionally, consider the ramifications of concomitant disabilities. For example, students with a hearing impairment in addition to their visual impairment may need an even smaller group and an especially quiet setting to maximize their participation.

Selecting a meeting time for the class may be the most difficult part of this program. Student and teacher schedules are already packed full of academics and extracurricular activities. We encourage you to persevere and find a time that works for everyone. The lessons for the lower elementary students last for approximately 45 minutes. All other lessons can be completed in 30 minutes. From our experience, we suggest avoiding lunchtime and recess time for the lower elementary level students. Lunchtime classes seemed to work well with upper elementary through high school students. Groups should meet once a week; this provides consistency and sufficient time for friendships to develop.
On a final note, please use the parent/guardian permission form (included with this curriculum) to seek approval for the student's participation in the Getting to Know You class. Students may want to discuss their experiences with parents, and parents should be allowed the opportunity to view or discuss the curriculum with the teachers.
________________________________________

The Lesson Plans
All of the lesson plans included in this curriculum are designed to be user friendly. Each lesson contains a clearly stated objective, skills addressed, an introduction, a list of materials needed, and a step-by-step explanation of the activities. An icon at the top of each page identifies whether the lesson is about social skills, ability awareness, or a combination of the two. The curriculum is divided into three groups: kindergarten through second grade, third through fifth grade, and middle/high school.
________________________________________

The Kit
Each lesson contains a list of materials needed for that particular lesson. Some items are included in the kit, and some are not. See the bulleted lists below for details.

The following items are included in the Getting to Know You Kit.
  * Guidebook 
  * CD containing a Microsoft® Word file, BRF (braille ready file), and HTML of the guidebook; and Word files and BRFs for specific lessons. Lesson files include the following: 
    - Kindergarten - Second Grade 
      - Experiencing Play Under Blindfold - Premade Book Template 
      - Guiding Friends - Sentence Strips 
      - How Would You Feel - Scenario Cards 
    - Third - Fifth Grade 
      - Bingo Callout Sheet 
      - Bingo Questions 
      - Experiencing Play Under Blindfold - Premade Book Template 
      - How Would You Feel - Scenario Cards 
      - Making Conversation - Conversation Starters (Third through Fifth Grade) 
      - Setting Limits - Scenario Cards 
    - Middle/High School 
      - Bingo Callout Sheet 
      - Bingo Questions 
      - Making Conversation - Conversation Starters (Middle School & High School) 
      - Missing Visual Cues - Scenes 
  * Blindfolds (6) 
  * Low vision simulators (3): tunnel vision (1), 20/200 (1), and 20/400 (1) 
  * Through Grandpa's Eyes storybook by Patricia MacLachlan (print/braille) 
  * Facial Expression Cards 
  * Go Fish Cards 
  * Bingo boards (print/braille) with Bingo chips (6 sets per kit) 
  * Adhesive picture labels for Preparing Snacks: Gorp 
  * Velcro® strips 

The following items are not included in the kit. Some of these items are optional, as indicated; however, most of the items will need to be located by teachers in order to complete the lessons. Where applicable, APH products are suggested.
  * Adhesive material: glue 
  * Audio recorder/player (2) 
  * Balls (big and small) 
    - 30-Love: Sound Adapted Tennis Balls (Box of 6) - APH Catalog #61-145-082 
  * Beeper ball 
    - APH Sound Balls - APH Catalog #s 1-07510-00 & 1-07516-00 
  * Braillewriter 
    - Perkins-APH Brailler - APH Catalog # 1-00800-00 
  * Candy or fruit with unique shape/packaging 
  * Cane (a variety, if possible) 
  * Coins (penny, dime, nickel, quarter) and dollar bills ($1, $5, $10, $20) 
  * Colored paper 
  * Computer and computer game 
  * Containers for food in Preparing Snacks: Gorp 
  * Food items for making lunch: condiments, lunchmeat, cheese, bread, fruit, chips, cookies, and drinks 
  * Food items to make gorp: chocolate chips, granola, nuts, raisins, pretzels 
  * Hat, bag, box, or other containers (optional) 
  * Hula-hoop 
  * Index cards 
  * Jump rope 
    - Jump Rope to Fitness Kit - APH Catalog # 1-07521-00 
  * Kitchen tongs 
  * Lamp 
  * Magnifier 
  * Measuring cups 
  * Movie camera and playback monitor 
  * Music for audio player 
  * Noisemaker / sound source: e.g., kazoo, squeeze toy, plastic egg shaker, clicker, beeper, radio, etc. 
  * Orange cones, chairs, or other obstacles 
  * Play structures on playground: swing set, jungle gym 
  * Paper bags 
  * Playhouse 
  * Potato, or some item to be used in "Hot Potato" game 
  * Scavenger hunt items 
  * School supplies: paper, pen, etc. 
  * Tactile art materials: Wikki Stix®, fabric, buttons, pipe cleaners, yarn, feathers, stickers, sandpaper, pins, braille labels, keys, plastic utensils, etc. 
    - Feel 'n Peel Sheets: Carousel of Textures - APH Catalog # 1-08863-00 
    - Feel 'n Peel Stickers - APH Catalog # 1-08843-00 
    - Feel 'n Peel Stickers II - APH Catalog # 1-08864-00 
    - Graphic Art Tape - APH Catalog # 1-08878-00 
    - Tactile Connections: Accessories with Caulk - APH Catalog # 1-08837-01 
    - Tactile Graphics Starter Kit - APH Catalog # 1-08839-00 
    - Textured Paper Collection - APH Catalog # 1-03275-00 
  * The Listening Walk by Paul Showers (optional) 
  * Timer 
  * Ziploc® sandwich bags 

Kindergarten
through
Second Grade

Kindergarten through Second Grade
 
Awareness
  * Guiding Friends 
  * Orientation & Mobility Scavenger Hunt 
  * Experiencing Play Under Blindfold 
  * "Go Fish" Using Braille and Tactile Symbols 
  * Preparing Snacks: Gorp 
 
Social Skills
  * Showing Interest 
 
Social + Awareness
  * Facial Expressions 
  * Talking With Friends 
  * How Would You Feel? 
  * Playing With Friends 
________________________________________
 
GUIDING FRIENDS

Objective: Students will learn how to walk safely with a person who is visually impaired in indoor and outdoor environments.

Skills Addressed:
  * Safety 
  * Listening 
  * Recounting/Writing 
  * Responsibility 

Introduction: Explain "human guide" and demonstrate the basic techniques.
  1. Human Guide - a person, sighted or visually impaired, who leads a visually impaired person 
  2. Human Guide technique 
     a. Grip the guide's arm above elbow with an open span between thumb and index finger. 
     b. Stand 1/2-step behind the guide with opposite shoulders aligned (see photos at the end of this lesson). 
     c. Maintain position when walking. 
     d. Pause or stop when encountering depth changes (stairs, curbs, etc.). 

Discuss times when a visually impaired person might choose to walk with a human guide: 
  1. Walking in an unfamiliar area 
  2. Keeping track of a friend when walking and conversing 
  3. Needing to get someplace in a hurry 
  4. Needing to negotiate an unsafe area 

Author's Note: Ask visually impaired students to contribute to the discussion.

Materials: blindfolds; low vision simulators; audio recorder/player; CD file: Guiding Friends - Sentence Strips; The Listening Walk by Paul Showers (optional)

Activity:
  1. Read The Listening Walk, by Paul Showers, to the students; or discuss the various sounds that a person hears while taking a walk. These sounds might include people talking, dogs barking, lawn mowers, cars driving by, children playing, etc. You should also discuss things the students might feel on a walk, such as doorways, sidewalks, grass, or another person. 
  2. Explain to students that everyone will have a chance to take turns as "the guide" and "the guided." While one pair is traveling, the remaining group members walk quietly with them so that everyone can concentrate on the surrounding sounds. 
  3. Students pair up. One student wears a blindfold or low vision simulator, and the other acts as the "human guide." Teachers give students a destination and monitor them as they walk. 
  4. Explain to students that when the activity is over, they will write a group story and record it on tape. The story will be about the things the students hear and feel on their walk. 
  5. Upon returning to the classroom, teachers display two sentence strips in large print and braille that say, "On the walk with my guide, I heard ____," and "On the walk with my guide, I felt ____." Teachers can print/emboss these sentences strips from the CD file for this lesson. 
  6. Ask students to tell what they heard or felt on the walk. Then read the sentence strips and have students think about how they would finish the sentence. Next, record each student's sentence with an audio recorder. 
  7. Play back audio recording. 

Author's Note: It is recommended that a TVI or O&M instructor co-lead this activity.
  
________________________________________
 
ORIENTATION & MOBILITY SCAVENGER HUNT

Objective: Students will learn and use basic orientation and mobility techniques used by visually impaired students.

Skills Addressed:
  * Safety 
  * Turn taking 
  * Following directions 
  * Giving precise verbal directions 
  * Indoor orientation 
  * Indoor mobility 

Materials: Through Grandpa's Eyes by Patricia MacLachlan, blindfolds, low vision simulators, scavenger hunt items (e.g., candy, small toys, or musical instruments)

Activity:
  1. Read Through Grandpa's Eyes by Patricia MacLachlan. Explain how students will be able to move through a familiar environment like the boy in the storybook. 
  2. After reading the story, teach students basic trailing, protective techniques, and how to search for an object. Demonstrate all of the techniques used to locate a hidden treasure. 
  3. Explain that each student will have a chance to both search for hidden items and direct other students to find hidden items. Instruct the student who is giving directions to use very specific directional cues: left, right, forward, up, in front, etc. 
  4. Each student takes a turn searching for an item. Teachers begin the activity by facing the blindfolded student in the correct direction. 

Author's Note: It is recommended that a TVI or O&M instructor co-teach this lesson.
________________________________________
 
FACIAL EXPRESSIONS

Objective: Students will become aware of non-verbal facial cues that communicate feelings during a conversation.

Skills Addressed:
  * Verbal communication 
  * Non-verbal communication 
  * Body awareness 
  * Artistic expression 

Introduction: Discuss how facial expressions are an integral part of conversations. A person who is visually impaired has to learn about the variety and appropriate use of facial expressions, as well as how to make them.

Materials: Facial Expression Cards, blindfolds, low vision simulators, art materials for making tactile faces (Wikki StixÂ®, fabric, buttons, pipe cleaners, glue, yarn, feathers), colored paper cut in shape of a face, hat (optional)

Activity
  1. Ask students if they have ever felt angry, sad, tired, etc., and if their face changes when they have these feelings. Have students describe how their face changes with different emotions. Teachers explain that students who are blind or visually impaired might not see the facial expressions that someone makes and would need that person to say how they are feeling. Sometimes we teach students how to make different expressions, and we explain when to use them. 
  2. The leader chooses one of the Facial Expression Cards out of a hat. That student describes the facial expression to the others without naming the expression. Students attempt to make the expression described with their eyes closed. Once all have duplicated the expression, the students guess the name of that facial expression. (Note: The wink expression can be described as a facial expression made by briefly closing one eye, which indicates acknowledgement, approval, or a secret. If used for this activity, the wink expression requires that the students have one eye open.) 

Expressions: afraid, angry, embarrassed, happy, sad, surprised, wink
  3. After everyone has a had turn making faces, explain that students will now choose one of the Facial Expression Cards out of the hat. Then, they will illustrate the expression on their card using colored paper and art supplies. All of the face illustrations need to be tactual. Then the group can place all their illustrations together to make a book. When the book is completed, it can be bound for students to share with their classrooms. 
  4. Author's Note: Be sure that the visually impaired students select an expression they can describe. 
________________________________________
 
EXPERIENCING
PLAY UNDER
BLINDFOLD

Author's Note: Students should complete "Guiding Friends" before beginning this activity. Allow extra time for this lesson.

Objective: Students will experience how it feels to play on different play structures while under blindfold. Students will learn to pay attention to their senses other than sight (i.e., hearing, touch, and smell) while playing on the playground.

Skills Addressed:
  * Proprioception 
  * Turn taking 
  * Following directions 
  * Use of senses (hearing, smelling, touching) 
  * Outdoor orientation 
  * Outdoor mobility 
  * Gross motor 
  * Fine motor 

Introduction: Explain to students that they are going to go outside and play on different play structures and with different equipment while wearing a blindfold or low vision simulator. Review with students what play structures and equipment they will use while showing them the objects you have chosen to represent each activity. Explain to students that they will choose each activity by reaching into a bag and pulling out an object that represents their activity. While playing, they need to think about one thing that they touch, smell, or hear. When everyone has had a chance to play, explain that students will come back to the classroom to make a book of their experiences.

Materials: blindfolds; low vision simulators; play structure (e.g., swing set, jungle gym); beeper ball; jump ropes; hula-hoop; bag; symbols to represent each play activity (e.g., small ball to represent beeper ball; rope to represent the swing set; and small metal bar to represent the play structure); art supplies; braillewriter; CD file: Experiencing Play Under Blindfold - Premade Book Template (see photos at the end of this lesson for examples of completed book pages)

Activity:
  1. Divide students into pairs. Choose one student from each pair to wear a blindfold or low vision simulator. 
  2. Students line up in assigned pairs and walk to the playground using their human guide skills. 
  3. If possible, have two groups of students, one group with each teacher. Both groups perform this activity simultaneously, but in different areas of the playground. Each teacher has a bag with items representing each play structure or activity. 
  4. Choose one student out of the entire group to pick an item from the bag and announce to the group what it is. Once an activity has been picked, remove it from the bag to avoid repeating. Remind students who are wearing a blindfold or low vision simulator to identify something that they hear, touch, or smell while playing. These students must tell their partner what they hear, touch, or smell. 
  5. Students locate the activity and play with their partners for 3 to 5 minutes. Remind partners to use good human guide skills. When the time is up, the students who are not wearing blindfolds or low vision simulators switch with their partners. A new student chooses an activity from the bag. Repeat this process until everyone has a turn and all activities are played. 
  6. At the end of the playtime, students line up and return to class. Ask all students to sit and review the different things they felt, heard, or smelled. 
  7. Kindergarten and First Graders: Explain to the group that they are going to make a class book of their experiences on the playground. Teachers can print/emboss the Premade Book Template from the CD file for this lesson. Show students the book and begin filling in the blanks by having students share their answers. For example, "On the swing set, I felt cold. With the ball, I heard an echo. On the play structure, I smelled food in the cafeteria."

Second Graders: Explain to the group that they are each going to make a book of their experiences on the playground. Teachers prepare individual student books by printing/embossing the CD file for this lesson. Each student will have his/her own book. Review the book with the students and then give them time to fill in and decorate their pages. 

Author's Note About Book Activity: The book can have several pages for each structure and activity so that all students' experiences are represented. For example, there may be six to eight pages of what each student heard while swinging, or six to eight pages on what each student felt while playing on the play structure. If teachers would like, they can expand this activity into an art project by having students decorate the pages of the book. As an additional activity, teachers may want second grade students who are braille learners to braille the words in their peers' books.

Author's Note: It is recommended that a TVI or O&M instructor co-teach this lesson.
  
________________________________________
 
SHOWING
INTEREST

Objective: Students will learn to face people they are talking to and hold their head up during a conversation.

Skills Addressed:
  * Listening and attending to conversation 
  * Accurately training to face direction of conversation 
  * Holding head up appropriately during a conversation 

Introduction: Discuss with students the importance of facing people and having your head up during a conversation; this action shows you are interested in what the other person is saying. Give an extreme example by standing with your back to the group and your head down. Then, ask the students if they feel like you are talking to them. Ask them how you should stand and where your head should be to make them feel included in the discussion.

Materials: two audio recorders/players, age-appropriate music for audio players, noisemaker (e.g., kazoo, squeeze toy, plastic egg shaker, clicker)

Activity:
  1. Explain to the group that they will participate in a fun activity to help them practice showing interest in a conversation. 
  2. Choose two students who will each have an audio player with music. Instruct students that only one player can play at a time. One student starts player and then stops it after a minimum of 3 seconds. (Teacher should monitor). When the audio player stops, the second student starts his player and stops after a minimum of 3 seconds. Continue for a couple of rounds. 
  3. Choose third student to stand in front of the other two. This student wears a blindfold or low vision simulator and has her back turned to the audience. Instruct this student to always face the music and keep her head up. 
  4. Choose fourth student to use noisemaker and monitor head position of third student. If the third student's head drops or is not facing speaker, she will get buzzed by the fourth student. 
  5. Repeat activity with a new group of students. 

Author's Note: For non-readers, another idea would be to have students play an alphabet name game. Two students name as many animals as they can beginning with A, B, C ...
________________________________________
 
TALKING WITH
FRIENDS

Objective: Students will learn how to listen and take turns in a conversation.

Skills Addressed:
  * Active listening 
  * Staying on topic 
  * Taking turns 
  * Showing interest 

Introduction: Explain to students that they are going to learn about listening and taking turns in a conversation. 

Materials: big ball, small ball, timer, blindfolds or low vision simulators (optional)

Activity:
  1. Teacher chooses one student to start talking about something that he did yesterday. Tell the student that no matter what you say he should stay on his topic. Teacher will start talking over the student about something different. After a few minutes, stop and ask the group what was wrong with that conversation. Be sure to explain how neither participant was listening to the other or responding to what was being said. 
  2. Explain that students are going to practice listening to each other and responding to what is being said. Students take turns sharing stories and asking questions about the stories. There are two balls: The big ball is the "story ball," and the small ball is the "question ball." Each story will last for 3 minutes. The teacher starts with the big ball and begins telling a story while holding the ball. A student holds the "question ball"; when the story is over, the student gets to ask a question. The question must be about the story. After the question is answered, the person with the "question ball" hands the ball to a new student who will get to ask a new question. When the timer rings, the "story ball" is handed to a new student and the game will start over with a student telling a new story. (If a student cannot think of a story, the teacher can prompt with ideas.) 

Author's Note: Remind students to turn and face each other when talking. Refer to Showing Interest lesson.
________________________________________
 
"GO FISH" USING BRAILLE AND TACTILE SYMBOLS

Objective: Students will experience tactual discrimination in game format.

Skills Addressed:
  * Turn taking 
  * Tactual discrimination 
  * Following directions 
  * Matching objects 

Introduction: Explain that students will play a game under blindfold that will let them experience what persons who are learning braille do as part of their tactual discrimination training.

Materials: Go Fish Cards, blindfolds, low vision simulators

Author's Note: Go Fish Cards are provided in the Getting to Know You kit. However, the teacher and/or students must add tactile items to the backside of the cards. Paste, sew, or VelcroÂ® different objects (such as tactile or scented stickers, safety pins, buttons, braille, keys, plastic forks or spoons, etc.) onto the cards. In the original "Go Fish" game, there are four matching cards per deck (e.g., four Jacks, four 10s). For this age group, it is best to have only two cards with identical objects on each (i.e., two cards with matching round buttons, or two cards with sandpaper squares). The number of cards in the deck can vary depending on the number of students playing. Young students have a harder time discerning between subtle differences.

Activity:
  1. Explain rules of "Go Fish." 
     a. Each player is dealt two cards (original game uses five to seven cards per person, but this age group has more success with two to three cards). 
     b. Players discard pairs. 
     c. One person starts and asks another player for a matching card. 
     d. If the player has the card, he must give that card to the requesting player; or if he does not have the requested card, he must say, "Go Fish." 
     e. If told to "Go Fish," the player who asked picks a card from the pile and gets another turn if he has a match. 
     f. The next person has a turn. 
  2. Show the students the playing cards and discuss the cards' attributes. Allow the students to explore the cards tactually. 
  3. Demonstrate how to play the game. 
  4. Break students into small groups and have all students put on blindfolds or low vision simulators before playing. 
  5. Students play game. 
________________________________________
 
HOW WOULD YOU FEEL? 

Objective: Students will learn to express their feelings and become sensitive to the feelings of others.

Skills Addressed:
  * Listening 
  * Cooperative play 
  * Understanding feelings and emotions of others 

Introduction: Discuss with students how sometimes when they are playing, another student might want to join the activity. Sometimes that works, and sometimes it is not what the players want. Feelings can get hurt when this happens. Explain that students are going to practice some situations where this might occur and then discuss the feelings that might arise and how they can best be handled.

Materials: CD file: How Would You Feel - Scenario Cards; blindfolds; low vision simulator; beeper ball; playhouse; jump rope; computer and computer game; movie camera and playback monitor (optional)

Activity:
  1. Place students into groups. One group at a time will act out the scenario explained to them. Teachers can print/emboss the Scenario Cards from the CD file for this lesson.

Scenarios 
     a. (All students are blindfolded or wearing a low vision simulator). Two students are playing ball. A third student approaches and asks to play. The two students respond by saying, "NO, we're playing now." The third student gets mad and says, "That's not fair, I'm going to go tell the teacher." 
     b. Two students are playing house. A third student approaches and says, "Can I play too?" The two students say, "Yes," and begin to tell the third student who she gets to be. 
     c. Three students are playing jump rope. A fourth student comes along and starts trying to jump in without asking, and the students twirling the rope get upset. 
     d. One student is playing a game on the computer. Another student comes along and says, "When are you going to be finished?" The first student replies, "Want to play a game together?" The second student responds, "No, I want to play with ______." 
  2. After each scene, participants are asked to say how they felt. Feelings of anger, loneliness, frustration, happiness, or sadness, might all occur. 
  3. Teachers then ask students to come up with ideas of how they could handle the situations differently so that feelings are not hurt. Teachers can emphasize that students may not always be able to play with whom they want. 

Author's Note: Teachers can record these scenes with a movie camera, and then students can watch them as a fun way to reinforce and conclude the activity.
________________________________________
 
PLAYING WITH FRIENDS

Objective: Students will learn how to ask a friend to play.

Skills Addressed:
  * Choosing appropriate friends to ask to play 
  * Finding friends 
  * Using appropriate language starters to effectively make initial contact with peers 
  * Listening skills 

Introduction: Discuss what students like to do at recess. Ask students how they might get a friend to play with them if they wanted to play one of their favorite games. Discuss how students go about finding their friends.

Materials: blindfolds, low vision simulators, jump ropes, hula-hoops, beeper ball or large ball, swing set, jungle gym

Activity:
  1. Explain to group members that they will take turns playing three different games. Two people will play the game and the rest close their eyes and put on blindfolds or a low vision simulator. The blindfolded group has to listen and guess what game is being played. 
  2. Once the first game is guessed, ask blindfolded students to raise their hand if they would like to join the game. Choose one student and ask him how he would join the game. Tell the student to try his method. 
  3. Now there are three students playing the game. Again ask the group if someone would like to join in the game. Have her explain how she will join, and then let the student try her method. 
  4. Recap and review how they identified the game with their hearing, how they approached the game players, and joined the game. 
  5. Repeat this sequence for one or two more games. 

Author's Note: Be sure to choose three activities that the student who is visually impaired is comfortable with and enjoys. Practice activities prior to doing this lesson.
________________________________________
 
PREPARING SNACKS: GORP

Objective: Students will develop a better understanding of the steps involved in making a simple snack for a person with limited vision and how different sizes of print and color contrast affect a person's ability to follow written directions such as a recipe.

Skills Addressed:
  * Following written/pictorial directions 
  * Turn taking 
  * Measuring 
  * Fine motor 
  * Non-visual search pattern 

Introduction: Explain some basic non-visual strategies for making a snack. For example, demonstrate how to locate items on a table using the back of one's hand and explain how to systematically search for items. 

Materials: blindfolds, low vision simulators, containers for food items, granola, raisins, chocolate chips, nuts, pretzels, measuring cups, kitchen tongs, Ziploc® sandwich bags, adhesive picture labels for containers

Activity:
  1. Teacher defines "gorp" to students (gorp - snack mixture usually made of nuts, dried fruits, pretzels, and chocolate chips). Teacher places gorp items in labeled containers on a large table in the room. Using pictures, each label specifies the amount (e.g., 1/4 cup) the student should take of a specific food. Each container has a different type of label. Labels are as follows: 
    - Granola - small print label; 1/4 cup 
    - Chocolate chips - small print label; 1/4 cup 
    - Raisins - low contrast label; 1/4 cup 
    - Peanuts - low contrast label; 1/4 cup 
    - Pretzels - low contrast label; 1 cup 
A magnifier is used to read one of the small print labels; and a lamp is used to read one of the low contrast labels. 
  2. Students are able to choose a low vision simulator or blindfold for this activity. 
  3. Students take turns assembling their gorp. Explain that they must look at the pictures and/or read the print to figure out how much of each food item they are to put into their bags. After all the ingredients have been scooped into the students' Ziploc® bags, students should lightly shake their bags to mix the gorp. 

Author's Note: This lesson can be included in the curriculum at all grade levels.

Third
through
Fifth Grade


Third through Fifth Grade
 
Awareness
  * Guiding Friends 
  * Orientation & Mobility Scavenger Hunt 
  * Experiencing Play Under Blindfold 
  * "Go Fish" Using Braille and Tactile Symbols 
  * Cane Skills 
  * Identifying Coins and Currency 
  * Making Lunch Under Blindfold 
 
Social Skills
  * Getting to Know You Bingo 
  * Facial Expressions and Hand Gestures 
  * Setting Limits 
  * Making Conversation 
  * How Would You Feel? 
  * Playing With Friends 
  * Who Are You? 
 
Social + Awareness
  * Pizza Under Blindfold (Pizza Party) 
________________________________________
 
GETTING TO KNOW YOU BINGO

Objective: Students will have an opportunity to learn about their peers through questions about likes, dislikes, and personal attributes.

Skills Addressed:
  * Conversation skills 
  * Listening skills 

Introduction: Sighted people are able to gain much information through their vision and are therefore able to learn a lot about others and their environment. For example, sighted people are inundated with visual images of what might be appropriate and fashionable dress. A visually impaired person does not have the visual access to this information. The following activity allows all the students to learn more about each other.

Materials: Bingo boards (print/braille) and chips; CD file: Bingo Questions (The Bingo questions are also listed at the end of this lesson.); CD file: Bingo Callout Sheet

Activity:
  1. Explain to students that they are going to play Bingo with a twist. Each student gets a print/braille Bingo board and a set of Bingo chips. They also get a list of Bingo Questions, which the teacher can print/emboss from the CD file. The teacher is the Bingo caller; the Bingo Callout Sheet can also be printed/embossed from the CD file. If needed, review the game rules of Bingo with the students.

Bingo Game Rules: 
    - A Bingo card consists of five columns and five rows. A random selection of numbers is on each card. The B column contains numbers 1-15, the I column contains numbers 16-30, the N column contains numbers 31-45 (with a free space in the center), the G column contains numbers 46-60, and the O column contains numbers 61-75. 
    - The caller randomly selects a number from the callout sheet, and then calls out that number to the players. The caller marks that number off the callout sheet. 
    - The players check their cards to see if they have the matching number. If they do, they cover the number with a Bingo chip. 
    - Play continues until someone achieves a "BINGO," which is a horizontal, vertical, or diagonal line of Bingo chips on the card. 
  2. In Getting to Know You Bingo, when students have a matching number, they identify themselves to the group. Then, the student(s) looks at the list of questions and asks a designated student any one question from the list. The turn for answering questions will pass around the circle to the left. 
  3. Students continue playing Bingo until someone has a "BINGO." If time permits, the game can be played more than once. 

Author's Note: Teachers should feel free to add or delete any questions that may or may not be appropriate to their group of students.

Bingo Questions
  1. What color are your eyes? 
  2. What color is your hair? 
  3. How tall are you? 
  4. What is your ethnicity? 
  5. Do you live in a one-story or two-story house or apartment? 
  6. What is your favorite type of book? 
  7. When is your birthday? 
  8. What is your sign? 
  9. Do you prefer pepperoni or cheese pizza? 
  10. Do you enjoy rap or hip-hop? 
  11. Do you enjoy rock or country music? 
  12. Do you enjoy classical or jazz music? 
  13. Where were you born? 
  14. Do you like short or long hair? 
  15. Do you like tattoos? 
  16. Name one place you would like to go. 
  17. Do you prefer cold or warm weather? 
  18. Do you prefer math or English? 
  19. Which do you prefer, oceans or rivers? 
  20. What is your favorite movie? 
  21. What is your favorite ice cream flavor? 
  22. What is your favorite band? 
  23. Do you like wool or fleece jackets? 
  24. Do you prefer swimming or sunbathing? 
  25. Do you prefer running or hiking? 
  26. Do you prefer reading or eating? 
  27. What is your favorite cartoon? 
  28. Do you prefer a Mac or PC? 
  29. What is your favorite fast food restaurant? 
  30. What is the latest you have ever stayed awake? 
________________________________________
 
GUIDING FRIENDS

Objective: Students will learn how to walk safely with a person who is visually impaired in indoor and outdoor environments.

Skills Addressed:
  * Safety 
  * Listening 
  * Responsibility 

Introduction: Explain "human guide" and demonstrate the basic techniques.
  1. Human Guide - a person, sighted or visually impaired, who leads a visually impaired person 
  2. Human Guide techniques 
     a. Grip guide's arm above elbow with an open span between thumb and index finger. 
     b. Stand 1/2-step behind guide with opposite shoulders aligned (see photos at the end of this lesson). 
     c. Maintain position when walking. 
     d. Pause or stop when encountering depth changes (stairs, curbs, etc.). 

Discuss times when a visually impaired person might choose to walk with a human guide:
  1. Walking in an unfamiliar area 
  2. Keeping track of a friend when walking and conversing 
  3. Needing to get someplace in a hurry 
  4. Needing assistance to negotiate an unsafe area 

Author's Note: Ask visually impaired students to contribute to the discussion.

Materials: blindfolds; low vision simulators; The Listening Walk by Paul Showers (optional)

Activity:
  1. Read The Listening Walk, by Paul Showers, to the students; or discuss the various sounds that the students might hear while taking a walk. These sounds might include people talking, dogs barking, lawn mowers, cars driving by, children playing, etc. You should also discuss things the students might feel on a walk, such as doorways, sidewalks, grass, or another person. 
  2. Students pair up. One student wears a blindfold or low vision simulator, and the other acts as the "human guide." Students begin this activity seated at their desks. Guides should approach their peers, who are wearing a blindfold or low vision simulator, and make contact. 
  3. Explain to students that when the activity is over, the group will discuss the experience. Ask them to listen and pay attention to their surroundings. 
     a. Pairs walk from the classroom to a location selected by teachers (e.g., classroom to office via upper playground). 
     b. Groups switch partners. 
     c. Return to classroom (e.g., pairs walk from the office back to the classroom via upper playground). 
  4. Discuss experiences. 

Author's Note: It is recommended that a TVI or O&M instructor co-lead this activity.
  
________________________________________
 
ORIENTATION & MOBILITY SCAVENGER HUNT

Objective: Students will learn and use basic orientation and mobility techniques used by visually impaired students.

Skills Addressed:
  * Listening 
  * Directionality (giving and taking directions) 
  * Turn taking 
  * Gross motor 
  * Spatial awareness 

Introduction: Read Through Grandpa's Eyes by Patricia MacLachlan. Explain how students will be able to move through a familiar environment like the boy in the storybook.

Materials: Through Grandpa's Eyes by Patricia MacLachlan, blindfolds, low vision simulators, scavenger hunt items (e.g., candy, small toys, stickers)

Activity:
  1. After reading the story, teach students basic trailing, protective techniques, and how to search for a dropped object. Demonstrate all of the techniques used to locate a hidden treasure. 
  2. Explain that each student will have a chance to both search for hidden items and direct other students to find hidden items. Instruct the student who is giving directions to use very specific directional cues: left, right, forward, up, in front, etc. 
  3. Each student takes a turn searching for an item. Teachers begin the activity by facing the blindfolded student in the correct direction. 

Author's Note: It is recommended that a TVI or O&M instructor co-teach this lesson.
________________________________________
 
FACIAL EXPRESSIONS AND HAND GESTURES

Objective: Students will become aware of non-verbal facial cues that communicate feelings during a conversation.

Skills Addressed:
  * Verbal communication 
  * Non-verbal communication 
  * Body awareness 
  * Language 
  * Active listening 

Introduction: Discuss how facial expressions are an integral part of conversations. A person who is visually impaired has to learn about the variety and appropriate use of facial expressions, as well as how to make them.

Materials: Facial Expression Cards; blindfolds; low vision simulators; container to hold cards (optional)

Activity:
  1. Teachers discuss non-verbal forms of communication. For example, raising your hand when you want to ask a question, putting your head on your desk when you are tired, waving "hello," or making a face when you eat something you don't like. Teachers ask students if they can give more examples. 
  2. One student is chosen to lead the activity. If desired, the remaining students can wear low vision simulators or blindfolds. Teachers explain that the leader will choose a card with a facial expression written on it. The Facial Expression Cards can be placed in a container, e.g., small box or bag; or the student leader can simply draw one card from the deck. That student describes the expression to the group without naming the expression. The other students then attempt to imitate the expression described by the student. Once all students have made the expression, the leader asks them to guess the name of that facial expression. 

Expressions: afraid, angry, embarrassed, happy, sad, surprised, wink

Author's Note: If the visually impaired student chooses an expression that is hard for her to describe, help her to do so. Or, have her choose another card that is easier for her to describe.
________________________________________
 
EXPERIENCING PLAY UNDER BLINDFOLD

Author's Note: Allow extra time for this lesson.

Objective: Students will experience how it feels to play on different play structures while under blindfold. Students will learn to pay attention to their other senses other than sight (i.e., hearing, touch, and smell) while playing on the playground.

Skills Addressed:
  * Proprioception 
  * Turn taking 
  * Following directions 
  * Use of senses (hearing, smelling, touching) 
  * Outdoor orientation 
  * Outdoor mobility 
  * Gross motor 
  * Fine motor 
  * Creative writing 
  * Cooperative play 

Introduction: Explain to students that they are going to go outside and play on different play structures and with different equipment while under blindfold or while wearing a low vision simulator. Review with students what play structures or equipment they will use: playground structure (e.g., swing set, jungle gym), beeper ball, jump rope, and hula-hoop. The teacher will print/braille the name of each play activity onto an index card. Then, students choose an activity by reaching into a bag and pulling out a card with an activity written on it. While playing, they need to think about one thing that they feel, smell, or hear. When everyone has had a chance to play, explain that students will come back to the classroom to make a book of their experiences.

Materials: blindfolds; low vision simulators; play structure (e.g., swing set, jungle gym); beeper ball; jump rope; hula-hoop; index cards; bag; art supplies; braillewriter; CD file: Experiencing Play Under Blindfold - Premade Book Template (see photos at the end of this lesson for examples of completed book pages)

Activity:
  1. Divide students into pairs. Choose one student from each pair to wear a blindfold or low vision simulator. 
  2. Students line up in assigned pairs and walk to the playground using their human guide skills. 
  3. If possible, have two groups of students, one group with each teacher. Both groups perform this activity simultaneously, but in different areas of the playground. Each teacher has a bag with cards naming each activity in print and braille. 
  4. Choose one person out of the group to pick a card from the bag and announce to the group what it is. Once a card has been picked, remove it from the bag to avoid repeating the activity. Remind students who are wearing a blindfold or low vision simulator to identify something that they hear, feel, or smell while playing. These students must tell their partner what they hear, touch, or smell. 
  5. Students locate the activity with their partners and play for 3 to 5 minutes. Remind partners to use good human guide skills. When the time is up, the students who are not wearing blindfolds or low vision simulators switch with their partners. A new student chooses an activity from the bag. Repeat this process until everyone has had a turn and all activities are played. 
  6. At the end of the playtime, have students line up and return to their class. Ask all students to sit and review the different things they felt, heard, or smelled. 
  7. Third Graders: Explain to the group that they are each going to make a book of their experiences on the playground. Teachers prepare individual student books by printing/embossing the CD file for this lesson. Each student will have his/her own book. Review the book with the students and then give them time to fill in and decorate their pages. For example, "On the swing set, I felt cold. With the ball, I heard an echo. On the play structure, I smelled food in the cafeteria." 

Fourth and Fifth Graders: Explain to the group that they are each going to write a short paragraph about their experiences on the playground. Remind students to write about what they heard, smelled, and felt while playing. When they finish writing, the students can decorate their pages. 

Author's Note About Book Activity: The book can have several pages for each structure and activity to that all students' experiences are represented. For example, there may be six to eight pages of what each student heard while swinging, or six to eight pages of what each student felt while playing on the play structure. If teachers would like, they can expand this activity into an art project by having students decorate the pages of the book. Be sure the student who is visually impaired has appropriate tactile materials to decorate pages (e.g., string to represent jump-roping, rubber bands to represent hula-hooping, etc.).

Author's Note: It is recommended that a TVI or O&M instructor co-teach this lesson.
  
________________________________________
 
SETTING LIMITS

Objective: Sighted students will learn how to ask a visually impaired student if they need help, and students with visual impairments will learn how to appropriately accept and decline assistance.

Skills Addressed:
  * Cooperation 
  * Creativity 
  * Setting limits 
  * Listening 
  * Empathy 

Introduction: Explain how it is difficult for both sighted students and students who are visually impaired to know when and how to help and when and how to refuse help. The group will do role-plays to let everyone see some great ways to help each other and nice ways of saying when you don't need help.

Materials: CD file: Setting Limits - Scenario Cards; blindfolds; low vision simulators; hat; cane; movie camera and playback monitor

Activity:
  1. Place students into pairs or groups. Each pair or group acts out a scenario where they experience situations where help may or may not be appropriate and decide how to respond to the help offered. Teachers can print/emboss the Scenario Cards from the CD file for this lesson. 
  2. Each pair chooses a "scenario" out of a hat and has a few minutes to plan before performing in front of the group.

Scenarios
     a. One student wears a blindfold and pretends to be walking to the cafeteria for lunch. A second student rushes over, pulls him by the arm saying, "Ms. ---- told me to come tell you that she needs to see you in her room right away." The blindfolded student lets himself be pulled back to class mumbling, "but, but, but..." 
     b. One student wears a blindfold and has a cane. Another student is standing nearby. The blindfolded student approaches the other student and asks how to get to the principal's office. The sighted student says, while pulling and pointing the cane, "Follow me." The blindfolded student follows without saying anything. 
     c. A sighted student is escorting a blind student to a class. Another student approaches and starts a verbal fight with the sighted student. The blindfolded student continues to hold onto the sighted student's arm while the fight is going on. (Note: Ask students if they would do anything differently if the fight became physical.) 
     d. Two sighted students are on the playground, and they see a blind student sitting on the ground reading with her cane next to her. The sighted students go over and take the cane and start pretending to sword fight. The blind student hears them playing, but doesn't realize they have taken her cane. 
     e. A student wears a blindfold and has a cane. A second student starts to walk by the blindfolded student. The blindfolded student asks the second student where the library is located. The second student points and says, "It's over there." The blindfolded student says, "Thank you." 
  3. Teachers record the role-plays with a movie camera. 
  4. After each role-play, teachers facilitate a brief discussion of what took place. As part of the discussion, the teachers ask the actors if they felt they were acting in an appropriate manner and if they felt comfortable with the interaction. Ask students to come up with a better way to handle each situation. If students would like to change the outcome, encourage them to re-enact their role-play with their ideas. 
  5. Students can watch the video at the beginning of the next lesson or on another day. 
________________________________________
 
MAKING CONVERSATION

Objective: Students will learn how to start a conversation that includes a group of people. Students will also learn the importance of posture and using group members' names to indicate with whom they are talking. 

Skills Addressed:
  * Body awareness 
  * Conversation 
  * Turn taking 
  * Listening 

Introduction: Discuss the importance of having good posture, looking at or facing everyone in the group, and using names to indicate with whom you are speaking when having a conversation. Discuss how easy it is to become confused when appropriate conversation skills are not used. For example, a person may not respond to a question because he may not realize the speaker is directing the question to him. The speaker's feelings may then be hurt.

Materials: blindfolds; low vision simulators; CD file: Making Conversation - Conversation Starters (Third through Fifth Grade)

Activity:
  1. Choose three students to carry on a conversation. The students sit with their backs to each other. They carry on a short conversation, but are not allowed to use names. Choose one student to begin by saying, "Hi, how are you?" After 2 minutes, discuss with the whole group what made the conversation difficult or easy. 

Author's Note: Allow for pauses in the conversation and only interject if necessary.
  2. Select two more students who will either wear a blindfold or a low vision simulator. Select a third student who will not be occluded. This student chooses a conversation topic from the list of Conversation Starters for this lesson. Teachers can print/emboss the list from the CD file for this lesson; the list is also included in this lesson. All students must keep in mind to use good posture skills and state the name of the person with whom they are speaking. 
  3. Repeat Step #2 with different students. 
  4. Discuss the difference between the different types of conversations. Was it difficult to not use each other's names? Why? Was it easier when your name was used in the conversation? Why? How did it feel to be blindfolded when carrying on a conversation? How did it feel to be the only sighted student in a conversation? 

Conversation Starters (Third through Fifth Grade)
  1. What is your favorite movie? What character would you like to play in that movie? 
  2. What cartoon character do you like the best? What do you like most about this character? 
  3. If you were an astronaut and could go into outer space on a space shuttle, what planet would you visit? Describe what you would find there. 
  4. If you could bring an animal to school for show-and-tell, what animal would you bring? What do you like about this animal? 
  5. Do you have a favorite outfit? Describe why you like these clothes and where you go in them. 
  6. Your physical education teacher says you can be on any sports team of your choice. What team would you choose, and why? 
  7. Do you have a hobby, such as collecting bugs or reading books? Is there a new hobby you would like to try? Who would you try it with? 
  8. Choose the most important rule in your school or your home and tell why the rule is important. 
  9. You have given people many gifts. Do you have a favorite gift that you gave to someone? Who did you give it to, and do you think the person liked the gift? 
  10. Which of your senses do you believe you use the most? Which of your senses would you not want to do without, and why? 
  11. Have you ever been to a zoo and seen the animals? What was your favorite animal at the zoo? What was it doing when you saw it? 
  12. When you finish with school, what type of job do you want? Why do you think this would be a good job? 
  13. Describe your favorite exercise. Where do you do this exercise, and who else does it with you? 
  14. Is there one thing that you like to daydream about the most? What do you like about this daydream? 
  15. What is your favorite board game? What do you like about this game, and who plays the game with you? 
  16. If you could choose your own menu for lunch, what foods would you choose? Are these foods healthy for you? 
  17. If you could dress up as an animal, what animal would you choose? Describe your costume and how you could make it. 
  18. Have you ever sent something in the mail? Who did you send it to, and what did you send? 
  19. Have you ever been on a trip to another city or state? Where did you go and what did you do there? 
  20. Do you have a favorite band or singer? Do you know all the lyrics to one of their songs? 
________________________________________
 
"GO FISH" USING BRAILLE AND TACTILE SYMBOLS

Objective: Students will experience tactual discrimination in game format.

Skills Addressed:
  * Turn taking 
  * Tactual discrimination 
  * Following directions 
  * Matching objects 

Introduction: Explain that students will play a game under blindfold that will let them experience what persons who are learning braille do as part of their tactual discrimination training.

Materials: Go Fish Cards, blindfolds, low vision simulators

Author's Note: Go Fish Cards are provided in the Getting to Know You kit. However, the teacher and/or students must add tactile items to the backside of the cards. Paste, sew, or Velcro® different objects (such as tactile or scented stickers, safety pins, buttons, braille, keys, plastic forks, spoons, etc.) onto the cards. In the original "Go Fish" game, there are four matching cards per deck (e.g., four Jacks, four 10s). For this age group, it is best to have only two cards with identical objects on each (i.e., two cards with matching round buttons, or two cards with sandpaper squares). If you find the game is too easy for your group, try increasing the number of matching cards. The number of cards in the deck can vary depending on the number of students playing.

Activity:
  1. Explain rules of "Go Fish." 
     a. Each player is dealt five to seven cards. 
     b. Players discard pairs. 
     c. One person starts and asks another player for a matching card. 
     d. If the player has the card, she must give that card to the requesting player; or if she does not have the requested card, she must say, "Go Fish." 
     e. If told to "Go Fish," the player who asked picks a card from the pile and gets another turn if she has a match. 
     f. The next person has a turn. 
     g. When one person's hand is empty, the game is over and players count their matches. 
  2. Allow students to explore the cards tactually and briefly discuss the cards' attributes. 
  3. Demonstrate how the game is played. 
  4. Break students into small groups and have all students put on blindfolds or low vision simulators. 
  5. Students play game. 
________________________________________
 
HOW WOULD YOU FEEL? 

Objective: Students will learn to express their feelings and become sensitive to the feelings of others.

Skills Addressed:
  * Listening 
  * Cooperative play 
  * Understanding feelings and emotions of others 

Introduction: Discuss with students how sometimes when they are playing, another student might want to join the activity. Sometimes that works, and sometimes it is not what the players want. Feelings can get hurt when this happens. Explain that students are going to practice some situations where this might occur and then discuss the feelings that might arise and how they can best be handled.

Materials: CD file: How Would You Feel - Scenario Cards; blindfolds; low vision simulators; beeper ball; playhouse; jump rope; computer and computer game; movie camera and playback monitor (optional)

Activity:
  1. Place students into groups. One group at a time will act out the scenario explained to them. Teachers can print/emboss the Scenario Cards from the CD file for this lesson.

Scenarios
     a. (All students are blindfolded or wearing a low vision simulator). Two students are playing ball. A third student approaches and asks to play. The two students respond by saying, "NO, we're playing now." The third student gets mad and says, "That's not fair, I'm going to go tell the teacher." 
     b. Two students are playing house. A third student approaches and says, "Can I play too?" The two students say, "Yes," and begin to tell the third student who she gets to be. 
     c. Three students are playing jump rope. A fourth student comes along and starts trying to jump in without asking, and the students twirling the rope get upset. 
     d. One student is playing a game on the computer. Another student comes along and says, "When are you going to be finished?" The first student replies, "Want to play a game together?" The second student responds, "No, I want to play with ______." 
  2. After each scene, ask participants to say how they felt. Feelings of anger, loneliness, frustration, happiness, or sadness, might all occur. Encourage students to make up their own scenes to add to those above. 
  3. Teachers then ask students to come up with ideas of how they could handle the situation differently so that feelings are not hurt. Teachers can emphasize that students may not always be able to play with whom they want. 

Author's Note: Teachers can record these scenes with a movie camera, and then students can watch them as a fun way to reinforce and conclude the activity.
________________________________________
 
CANE SKILLS

Objective: Students will become aware of basic cane skills.

Skills Addressed:
  * Auditory localization 
  * Tactile awareness 
  * Fine motor 
  * Gross motor 
  * Non-visual travel 

Introduction: Explain that there are a variety of cane techniques that people who are visually impaired use. The intent of this lesson is for students to become aware of what information a person can receive from a cane. Demonstrate the constant contact and two-point touch techniques. Allow students to practice briefly without blindfolds or low vision simulators. Encourage the visually impaired students to demonstrate and assist with explanations. 

Materials: blindfolds; low vision simulators; canes (a variety if possible); orange cones, chairs, or other obstacles; sound source (beeper, radio, person talking)

Activity 1:
  1. Choose a long hallway or contained outside area and place a sound source at the end of the chosen distance (approximately 30 feet). 
  2. Explain to students that they will each have an opportunity to walk the length of the designated area while wearing a blindfold or low vision simulator and using a cane. Instruct students to walk toward the sound source using constant contact technique. Be sure to tell students that there is nothing in their path, and that you will not let them stray off course. 
  3. Once everyone has had a turn and can complete the activity with confidence, move on to Activity 2. 

Activity 2:
  1. Choose a long hallway or contained outside area and set up a simple, straight obstacle course using cones or other large, soft objects. 
  2. Explain to students that they will each have an opportunity to walk the obstacle course under blindfold using a cane. The technique students will use is constant contact. The goal of the course is to not allow any part of their body to touch the obstacle. It is the purpose of the cane to touch the obstacles, and it is up to the student to move safely around them. 
  3. Non-blindfolded students observe the activity. 
  4. If time allows, have students experiment with different canes and different cane techniques. 
  5. Discuss experiences. 

Author's Note: It is recommended that an O&M instructor co-teach this lesson.
________________________________________
 
PLAYING WITH FRIENDS

Objective: Students will learn how to ask a friend to play.

Skills Addressed: 
  * Choosing appropriate friends to ask to play 
  * Finding friends 
  * Using appropriate language starters to effectively make initial contact with peers 
  * Listening skills 

Introduction: Discuss what students like to do at recess. Ask students if they wanted to play one of their favorite games how they might get a friend to play with them. Discuss how students go about finding their friends.

Materials: blindfolds, low vision simulators, jump ropes, hula-hoops, beeper ball or large ball, swing set, jungle gym

Activity:
  1. Explain to the group that they will take turns playing three different games. Two people play the game, and the rest close their eyes and put on blindfolds or low vision simulators. The blindfolded group has to listen and guess what game is being played. 
  2. Once the first game is guessed, ask blindfolded students to raise their hand if they would like to join the game. Choose one student and ask him how he would join the game. Tell the student to try his method. 
  3. Now there are three students playing the game. Again ask the group if someone would like to join in the game. Have her explain how she will join and then let the student try her method. 
  4. Recap and review how students identified the game with their hearing, how they approached the game players, and joined the game. 
  5. Repeat this sequence for one or two more games. 

Author's Note: Be sure to choose three activities that the student who is visually impaired is comfortable with and enjoys. Practice activities prior to doing this lesson.
________________________________________
 
WHO ARE YOU?

Objective: Using homemade puppets, students will begin to learn how looks often play a significant role in how we perceive others.

Skills Addressed:
  * Listening 
  * Cooperative play 
  * Creative expression 
  * Fine motor 
  * Gross motor 

Introduction: Talk to students about different types of personalities that people have (shy, outgoing, talkative, quiet, funny, etc.). Next ask students about other attributes that make a person interesting, such as hobbies or interests, unique physical characteristics, or where someone lives. Make a list of these different attributes. Ask students what someone with these personality types might look like. Explain that students are going to make a puppet under blindfold with a partner. Each pair will be given a list of attributes that they need to incorporate into their puppet. Once the puppets are made, students will introduce their puppet to the group. Students should try to keep the attributes of their puppets a secret until it is time to reveal the puppet to the group.

Materials: paper and pen for the list of traits; paper bags for the face and body of puppets; art materials (glue, scissors, buttons, yarn, fabric, etc.); containers to keep items organized and easily identifiable; blindfolds

Activity:
  1. Place students into pairs. Give each pair four attributes to incorporate into their puppet. (Teachers should write down the attributes assigned to each group, so they can remind students. Teachers develop the attributes from the list made during the introduction.) 
     a. One unique visual characteristic (glasses, dimple, mole, hairstyle, etc.) 
     b. Personality characteristic (shy, funny, quiet, outgoing, etc.) 
     c. Hobby/Interest (sports, music, reading, video games, etc.) 
     d. Area where puppet lives 
  2. Each pair of students makes one puppet while under blindfold (allow 15-20 minutes for this activity). 
  3. Each pair takes turns introducing their puppet to the group. Students tell everyone the name of their puppet and then pass the puppet around as they tell the group about their puppet's particular traits. 

Author's Note: Teachers should have all art materials organized in separate bins and easily accessible so that students can easily locate the materials they want to use on their puppet. All students, including any low vision students, should wear blindfolds for this activity. 
________________________________________
 
IDENTIFYING COINS AND CURRENCY

Objective: Students will learn non-visual techniques for identifying coins and currency.

Skills Addressed:
  * Tactile discrimination 
  * Fine motor 
  * Organization 

Introduction: Discuss the techniques a person who is visually impaired uses for organizing and discriminating between different types of coins and currency. Coins are identified by examining their sizes and edges. Dollar bills are identified by using specific folding methods. Some people also choose to separate their bills within different compartments in their wallets. (It is now possible to identify bills using special equipment.) It is recommended that people who are visually impaired organize and identify their currency before and after making each purchase. (See photos at the end of this lesson.)

Materials: blindfolds, coins (penny, dime, nickel, quarter), dollar bills ($1, $5, $10, $20)

Activity 1:
  1. Students are blindfolded and sit in a circle around a large bowl filled with coins. 
  2. Students work together to sort coins. 

Activity 2:
  1. Students pair up and one student is blindfolded. 
  2. Sighted students fold bills, and the blindfolded student counts the folded bills. 
  3. Students switch roles. 

Author's Note: Be sure to use real money.
  
  
________________________________________
 
MAKING LUNCH UNDER BLINDFOLD

Objective: Students will develop a better understanding of the steps involved in preparing a lunch without the use of vision.

Skills Addressed:
  * Fine motor 
  * Gross motor 
  * Listening 
  * Conversation 
  * Organization 

Introduction: Explain some basic non-visual strategies for making a sandwich. For example, demonstrate how to efficiently and successfully locate items on a table using a systematic search pattern. 

Materials: blindfolds, paper goods, condiments, lunchmeat, cheese, bread, fruit, chips, cookies, and drinks

Activity:
  1. Students sit around one large table. Before food items are placed on the table, have students put on their blindfolds. Teachers then place food items on the table and tell where they are. For example, "the bread is in front of John," or "the cheese is next to Jamie." Students are encouraged to pass food around the table. Teachers may need to assist with pouring juice using a technique for pouring liquids. 
  2. Students discuss their experiences and explain what was challenging. This discussion can take place while eating lunch. 
________________________________________
 
PIZZA UNDER BLINDFOLD (PIZZA PARTY)

At the end of each unit, reward the student's hard work and time commitment by having a pizza party. Blindfolded, of course! Students love this grand finale lesson.
Middle/High School Lessons
Middle/High School Lessons
 
Awareness
  * Guiding Friends 
  * Orientation & Mobility 
  * Cane Skills Part I 
  * Cane Skills Part II 
  * "Go Fish" Using Braille and Tactile Symbols 
  * Finding Friends in a Crowd 
  * Identifying Coins and Currency 
  * Making Lunch Under Blindfold 
 
Social Skills
  * Getting to Know You Bingo 
  * Facial Expressions and Hand Gestures 
  * Posture 
  * Making Conversation 
  * Missing Visual Cues 
  * Showing Interest 
 
Social + Awareness
  * Pizza Under Blindfold (Pizza Party) 
________________________________________
 
GETTING TO KNOW YOU BINGO

Objective: Students will have an opportunity to learn about their peers through questions about likes, dislikes, and personal attributes. 

Skills Addressed:
  * Conversation skills 
  * Listening skills 

Introduction: Sighted people are able to gain much information through their vision and are therefore able to learn a lot about others and their environment. For example, sighted people are inundated with visual images of what might be appropriate and fashionable dress. A visually impaired person does not have the visual access to this information. The following activity allows all the students to learn more about each other. 

Materials: Bingo boards (print/braille) and chips; CD file: Bingo Questions (The Bingo questions are also listed at the end of this lesson.); CD file: Bingo Callout Sheet

Activity:
  1. Explain to students that they are going to play Bingo with a twist. Each student gets a print/braille Bingo board and a set of Bingo chips. They also get a list of Bingo Questions, which the teacher can print/emboss from the CD file. The teacher is the Bingo caller; the Bingo Callout Sheet can also be printed/embossed from the CD file. If needed, review the game rules of Bingo with the students. 

Bingo Game Rules: 
    - A Bingo card consists of five columns and five rows. A random selection of numbers is on each card. The B column contains numbers 1-15, the I column contains numbers 16-30, the N column contains numbers 31-45 (with a free space in the center), the G column contains numbers 46-60, and the O column contains numbers 61-75. 
    - The caller randomly selects a number from the callout sheet, and then calls out that number to the players. The caller marks that number off the callout sheet. 
    - The players check their cards to see if they have the matching number. If they do, they cover the number with a Bingo chip. 
    - Play continues until someone achieves a "BINGO," which is a horizontal, vertical, or diagonal line of Bingo chips on the card. 
  2. In Getting to Know You Bingo, when students have a matching number, they identify themselves to the group. Then, the student(s) looks at the list of questions and asks a designated student any one question from the list. The turn for answering questions will pass around the circle to the left 
  3. Students continue playing Bingo until someone has a "BINGO." If time permits, the game can be played more than once. 

Author's Note: Teachers should feel free to add or delete any questions that may or may not be appropriate to their group of students. 

Bingo Questions
  1. What color are your eyes? 
  2. What color is your hair? 
  3. How tall are you? 
  4. What is your ethnicity? 
  5. Do you live in a one-story or two-story house or apartment? 
  6. What is your favorite type of book? 
  7. When is your birthday? 
  8. What is your sign? 
  9. Do you prefer pepperoni or cheese pizza? 
  10. Do you enjoy rap or hip-hop music? 
  11. Do you enjoy rock or country music? 
  12. Do you enjoy classical or jazz music? 
  13. Where were you born? 
  14. Do you like short or long hair? 
  15. Do you like tattoos? 
  16. Name one place you would like to go. 
  17. Do you prefer cold or warm weather? 
  18. Do you prefer math or English? 
  19. Which do you prefer, oceans or rivers? 
  20. What is your favorite movie? 
  21. What is your favorite ice cream flavor? 
  22. What is your favorite band? 
  23. Do you like wool or fleece jackets? 
  24. Do you prefer swimming or sunbathing? 
  25. Do you prefer running or hiking? 
  26. Do you prefer reading or eating? 
  27. What is your favorite cartoon? 
  28. Do you prefer a Mac or PC? 
  29. What is your favorite fast food restaurant? 
  30. What is the latest you have ever stayed awake? 
________________________________________
 
GUIDING FRIENDS

Objective: Students will learn how to walk safely with a person who is visually impaired in indoor and outdoor environments.

Skills Addressed:
  * Safety 
  * Listening 
  * Responsibility 

Introduction: Explain "human guide" and demonstrate the basic techniques.
  1. Human Guide - a person, sighted or visually impaired, who leads a visually impaired person 
  2. Human Guide techniques 
     a. Grip guide's arm above elbow with an open span between thumb and index finger. 
     b. Stand 1/2-step behind guide with opposite shoulders aligned (see photos at the end of this lesson). 
     c. Maintain position when walking. 
     d. Pause or stop when encountering depth changes (stairs, curbs, etc.). 

Discuss times when a visually impaired person might choose to walk with a human guide:
  1. Walking in an unfamiliar area 
  2. Keeping track of a friend when walking and conversing 
  3. Needing to get someplace in a hurry 
  4. Needing assistance to negotiate an unsafe area 

Author's Note: Ask visually impaired students to contribute to the discussion.

Materials: blindfolds, low vision simulators

Activity:
  1. Students pair up. One student will wear a blindfold and the other will act as the "human guide." Students should begin this activity seated at their desks. 
     a. Guides approach their blindfolded peers and make contact. 
     b. Pairs walk from the classroom to a chosen destination. 
     c. Groups switch partners. 
     d. Pairs walk to a new destination 
  2. Discuss experiences. 

Author's Note: It is recommended that a TVI or O&M instructor co-lead this activity.
  
________________________________________
 
ORIENTATION & MOBILITY

Objective: Students will become aware of the history of orientation and mobility and will learn some techniques used for indoor mobility.

Skills Addressed:
  * Trailing 
  * Problem solving under blindfold 
  * Tactile discrimination 
  * Listening skills 

Introduction: Explain the terms "orientation" and "mobility" and give examples of types of O&M instruction.

  1. Definitions:
Orientation -- learning and understanding one's position in space
Mobility -- learning and understanding how to move within a particular space

  2. Examples of O&M instruction: 
     a. Learning non-visual techniques for moving around indoor environments 
     b. Crossing streets 
     c. Using a long cane 
     d. Traveling by bus 

Discuss the history of orientation and mobility. 
  1. No formal O&M training prior to World War II. 
  2. Advent of O&M techniques: Richard Hoover and Warren Bledsoe, both experts in the blindness field, worked with veterans who had recently lost their vision. 
  3. Hoover developed the touch cane technique. 
  4. In 1948, establishment of a national rehabilitation program for blind veterans at Hines VA Hospital in Illinois. 
  5. Training of school age children began in the 1960s. 
  6. Dog Guide schools started in the late 1800s. 
     a. First training center established in Europe. 
     b. Seeing Eye in New Jersey began in early 1900s. 
     c. Small percentage of blind people use dog guides. 

Materials: blindfolds, different types of candy or fruit (be sure that the candy or fruit have a unique shape and texture); Small school supplies can be used in place of the candy or fruit.

Activity:
  1. Teach students squaring off, basic trailing, and lower protective techniques. 
  2. Each student has a chance to use trailing techniques to find candy that has been placed around the room. Students not only have to find the candy, they have to find the right type of candy. For example, there may be Hershey's Kisses® on one desk and Life Savers® on another. 
  3. Each student has the opportunity to give directions to a blindfolded student. The directions are given all at one time (as opposed to step-by-step directions). Encourage students to problem solve independently before asking for more help. 
  4. Discuss experiences. 
________________________________________
 
FACIAL EXPRESSIONS AND HAND GESTURES

Objective: Students will become aware of non-verbal facial cues that communicate feelings during a conversation.

Skills Addressed:
  * Verbal communication 
  * Non-verbal communication 
  * Body awareness 
  * Language 
  * Active listening 

Introduction: Discuss how facial expressions are an integral part of conversations. A person who is visually impaired has to learn about the variety and appropriate use of facial expressions, as well as how to make them.

Materials: Facial Expression Cards; blindfolds; low vision simulators; container to hold cards (optional)

Activity:
  1. Teachers discuss non-verbal forms of communications. For example, raising your hand when you want to ask a question, putting your head on your desk when you are tired, waving "hello," or making a face when you eat something you don't like. Teachers ask students if they can give more examples. 
  2. One student is chosen to lead the activity. If desired, the remaining students can wear low vision simulators or blindfolds. Teachers explain that the leader will choose a card with a facial expression written on it. The Facial Expression Cards can be placed in a container, e.g., small box or bag; or the student leader can simply draw one card from the deck. That student describes the expression to the group without naming the expression. The other students then attempt to imitate the expression described by the student. Once all students have made the expression, the leader asks them to guess the name of that facial expression. 

Expressions: afraid, angry, embarrassed, happy, sad, surprised, wink

Author's Note: If the visually impaired student chooses an expression that is hard for him to describe, help him to do so. Or, have him choose another card that is easier for him to describe.
________________________________________
 
CANE SKILLS
PART I

Objective: Students will become aware of basic cane skills.

Skills Addressed:
  * Auditory localization 
  * Tactile awareness 
  * Fine motor 
  * Gross motor 
  * Non-visual travel 

Introduction: Explain that there are a variety of cane techniques that people who are visually impaired use. The intent of this lesson is for students to become aware of what information a person can receive from a cane. Demonstrate the constant contact and two-point touch techniques. Allow students to practice briefly without blindfolds or low vision simulators. Encourage the visually impaired students to demonstrate and assist with explanations.

Materials: blindfolds; low vision simulators; canes (a variety if possible); orange cones, chairs, or other obstacles; sound source (beeper, radio, person talking)

Activity 1:
  1. Choose a long hallway or contained outside area and place a sound source at the end of the chosen distance (approximately 30 feet). 
  2. Explain to students that they will each have an opportunity to walk the length of the designated area while wearing a blindfold or low vision simulator and using a cane. Instruct students to walk toward the sound source using constant contact technique. Be sure to tell students that there is nothing in their path, and that you will not let them stray off course. 
  3. Once everyone has had a turn and can complete the activity with confidence, move on to Activity 2. 

Activity 2:
  1. Choose a long hallway or contained outside area and set up a simple, straight obstacle course using cones or other large, soft objects. 
  2. Explain to students that they will each have an opportunity to walk the obstacle course under blindfold using a cane. The technique students will use is constant contact. The goal of the course is to not allow any part of their body to touch the obstacle. It is the purpose of the cane to touch the obstacles, and it is up to the student to move safely around them. 
  3. Non-blindfolded students observe the activity. 
  4. If time allows, have students experiment with different canes and different cane techniques. 
  5. Discuss experiences. 

Author's Note: It is recommended that an O&M instructor co-teach this lesson.
________________________________________
 
CANE SKILLS
PART II

Objective: Students will gain an appreciation and understanding of the complexity of using a cane in a familiar outdoor environment. Students will become more aware of the types of information a cane can provide to the user.

Skills Addressed:
  * Auditory localization 
  * Tactile awareness 
  * Fine motor 
  * Gross motor 
  * Non-visual travel 

Introduction: Review cane techniques from Cane Skills Part I. The intent of this lesson is to give students the experience of using a cane outside on their school campus. 

Materials: blindfolds, canes (a variety if possible)

Activity:
  1. Students pair up. One person from each pair puts on a blindfold. Blindfolded students are given a cane. Sighted peers will escort blindfolded students to starting point. 
  2. The teacher gives blindfolded students a destination to which they will walk. The route should be very familiar to all students, for example from the school's entrance to the cafeteria. The sighted students help to make sure their partners remain safe during the walk. 

Author's Note: Teachers should remain close to all students who are using canes.
  3. Pairs switch. New blindfolded group is escorted to a new starting point and asked to complete a new route. 
  4. Discuss experiences. 

Author's Note: It is recommended that an O&M instructor co-lead this activity.
________________________________________
 
POSTURE
(Adapted from 1998 CTEVH Workshop presented by Seeing Eye, Inc.)

Objective: Students will become aware of how posture affects how a person is perceived.

Skills Addressed:
  * Non-verbal communication 
  * Conversation 
  * Listening 
  * Gross motor 

Introduction: Explain that the activities conducted in this lesson demonstrate important non-verbal cues people use to communicate. For example, sitting slumped with head in hands may convey boredom. Discuss that a person with a visual impairment may need to be taught what these postures convey.

Materials: blindfolds

Activity 1:
  1. Everyone is seated. Tell students to place head between their knees and say three times, "I'm really happy." Next have students sit up straight and say three times, "I'm really depressed." 
  2. Discuss the relationship between posture and what you are saying. Then, discuss the messages that your actions and words convey to others. 

Activity 2:

Author's Note: Select one posture for every student.
  1. Divide students into groups of three. Two of the three students are blindfolded. Each group takes turns holding a conversation while others observe. (Use the conversation topics used in "Making Conversations.") The teacher assigns a particular posture to each student; the students keep secret which posture they were assigned. Then, each student depicts his/her assigned posture. 
     a. sitting slumped while conversation takes place 
     b. rummaging through backpack while conversation takes place 
     c. sitting up straight while conversation takes place 
     d. leaning forward with head in hands while conversation takes place 
     e. head and body turned away from group while conversation takes place 
     f. head and body turned towards group while conversation takes place 
  2. Discuss Activities 
     a. How did it feel to be without sight and talking to others? 
     b. Did the postures people exhibited affect your conversations? 
     c. Ask observers if postures affected the flow of conversation and your interpretation of what was happening. 
________________________________________
 
MAKING CONVERSATION 

Objective: Students will learn how to start a conversation that includes a group of people. Students will also learn the importance of posture and using group members' names to indicate with whom they are talking.

Skills Addressed:
  * Body awareness 
  * Conversation 
  * Turn taking 
  * Listening 

Introduction: Discuss the importance of having good posture, looking at or facing everyone in the group, and using names to indicate with whom you are speaking when having a conversation. Discuss how easy it is to become confused when appropriate conversation skills are not used. For example, a person may not respond to a question because he may not realize the speaker is directing the question to him.

Materials: blindfolds; low vision simulators; CD file: Making Conversation - Conversation Starters (Middle School & High School)

Activity:
  1. Choose three students to carry on a conversation. The students sit with their backs to each other. They carry on a short conversation, but are not allowed to use names. Choose one student to begin by saying, "Hi, how are you?" After 2 minutes, discuss with the whole group how the conversation went. 

Author's Note: Allow for pauses in the conversation and only interject if necessary.
  2. Select two more students who will either wear a blindfold or low vision simulator. Select a third student who will not be occluded. This student chooses a conversation topic from the list of Conversation Starters for this lesson. Teachers can print/emboss the list from the CD file for this lesson; the list is also included in this lesson. All students must keep in mind to use good posture skills and state the name of the person with whom they are speaking. 
  3. Repeat Step #2 with different students. 
  4. Discuss the difference between the different types of conversations. Was it difficult to not use each other's names? Why? Was it easier when your name was used in the conversation? Why? How did it feel to be blindfolded when carrying on a conversation? How did it feel to be the only sighted student in a conversation? 

Conversation Starters

(Middle School & High School)
  1. If you had plenty of money and time, where would you like to go on summer vacation? What things would you like to do on this vacation? 
  2. If you could have any dessert for your birthday, what would you choose? Describe the dessert and what makes it so yummy! 
  3. Everyone has a few pet peeves, or things that just really bug you. What's your biggest pet peeve? 
  4. Design a new ride or attraction for a theme park. What makes your ride/attraction special? For what theme park would you design the ride/attraction? 
  5. If you could be on a TV commercial as a spokesperson, what product would you choose to represent? What would you say about the product? 
  6. If you could live in another state, which one would you choose? Describe the state and what makes it a good place to live. 
  7. If you can only watch one TV show per week for the next year, what show would you watch? What makes this show interesting to you? 
  8. Do you like your first name? If yes, why do you think it fits your personality? If no, then what name would you pick out for yourself? 
  9. Is there a task you like to do that you believe others find boring and maybe a chore? Why do you like this task, and why do others see it as a chore? 
  10. Where do you see yourself in 5 years? 
  11. A friend gives you $200.00 for your birthday. What would you do with the money, spend it or save it? If you choose to spend it, what would you buy? 
  12. Can you play an instrument? If yes, what instrument do you play, and what do you like about it? If no, is there some instrument you would like to learn, and how might you go about learning it? 
  13. Do you have a hobby, such as video games or reading books? Is there a new hobby you would like to try? Who would you try it with? 
  14. Which of your senses do you believe you use the most? Which of your senses would you not want to do without, and why? 
  15. Describe your favorite exercise. Where do you do this exercise, and who else participates with you? 
  16. Do you have a favorite band or singer? Do you know all the lyrics to one of their songs? 
  17. What is your favorite season of the year? Describe at least three things that you like to do during that season. 
  18. What do you like to do on the weekends? Why do you like doing this, and who do you like to do it with? 
  19. If you could dye your hair any color, what color would you choose? 
  20. If you could hang out with any famous actor/actress, who would you choose? Why? 
________________________________________
 
"GO FISH" USING BRAILLE AND TACTILE SYMBOLS 

Objective: Students will experience tactual discrimination in game format.

Skills Addressed:
  * Turn taking 
  * Tactual discrimination 
  * Following directions 
  * Matching objects 

Introduction: Explain that students will play a game under blindfold that will let them experience what persons who are learning braille do as part of their tactual discrimination training.

Materials: Go Fish Cards, blindfolds, low vision simulators

Author's Note: Go Fish Cards are provided in the Getting to Know You kit. However, the teacher and/or students must add tactile items to the backside of the cards. Paste, sew, or Velcro® different objects (such as tactile or scented stickers, safety pins, buttons, braille, keys, plastic forks, spoons, etc.) onto the cards. In the original "Go Fish" game, there are four matching cards per deck (e.g., four Jacks, four 10s). For this age group, try using the rules for the original game, so students find four matching cards. A deck of 32 cards works well. There will be eight different tactile symbol cards. The number of cards in the deck can vary depending on the number of students playing and their level of success.

Activity:
  1. Explain rules of "Go Fish." 
     a. Each player is dealt five to seven cards. 
     b. When players have four matching cards, they remove them from their hand to be counted at the end of the game. 
     c. One person starts and asks another player for a matching card. 
     d. If the player has the card, she must give that card to the requesting player or if she does not have the requested card, she must say, "Go Fish." 
     e. If told to "Go Fish," the player who asked picks a card from the pile and gets another turn if he has a match. 
     f. The next person has a turn. 
     g. When one person's hand is empty, the game is over and players count their matches. 
  2. Allow students to explore the cards tactually and briefly discuss the cards' attributes. 
  3. Demonstrate how the game is played. 
  4. Break students into small groups and have all students put on blindfolds or low vision simulators. 
  5. Students play game. 
________________________________________
 
MISSING VISUAL CUES

Objective: Students will develop an understanding of how body language, facial expressions, and conversations are affected when one is visually impaired.

Skills Addressed:
  * Listening 
  * Interpretation 
  * Drama 
  * Expression 

Introduction: Explain how someone who is visually impaired may interpret situations differently due to a lack of visual input and how sighted people may misinterpret situations based on the body language of the person with a visual impairment.

Materials: CD file: Missing Visual Cues - Scenes; blindfolds; potato or some other item to be used in "Hot Potato" scene

Activity:
  1. Group is divided in half--observers and actors. All actors are blindfolded. All but one observer is blindfolded. 
  2. Teachers can print/emboss the scene descriptions from the CD file for this lesson. Give actors the scene descriptions. Actors then leave the room and have 3 to 5 minutes to plan their scene. Each role-play should last approximately 3 to 5 minutes. In scenes, students should remember to use all appropriate facial expressions, body language, and voice inflections.
Scenes 
     a. A teacher is explaining the basics of braille to two students. One student is frustrated and asking many detailed questions because he/she doesn't understand. The other student is showing frustration or impatience with all the questions because he/she wants to move on and learn more. 
     b. Two siblings are trying to convince their parents to let them go to a late night party. The students know their parents will not want them to go. Siblings can choose to be angry, resigned, or convincing. The parents listen and respond in a reasonable manner. 
     c. Two students walk into a teacher's office to discuss grades they received on a group test. One student gives a ridiculous reason why they should get a higher grade. The teacher raises his/her eyebrows and opens mouth in disbelief. The second student becomes embarrassed by the first student's argument. 
     d. A kindergarten teacher is explaining the game "Hot Potato" to three kindergarten students. Students must pretend not to know how to play. The teacher is also blindfolded. 
  3. After role-play, blindfolded observers describe their impression of the scene. Next, the sighted observer will describe his impressions. The similarities and differences in impressions will be discussed. Ask students if, when they were blindfolded, they understood the intensity of feelings being displayed. 

Author's Note: This lesson should follow the "facial expressions" lesson so that students can practice using the facial expressions they learned. These scenes were based on past experiences with actual students. Feel free to add new scenes that may be appropriate for your students. 
________________________________________
 
FINDING FRIENDS IN A CROWD 

Objective: Students will develop an understanding of the difficulty of locating friends in a crowded area.

Skills Addressed:
  * Listening 
  * Mobility 
  * Problem solving 
  * Assertiveness 

Introduction: Explain how voices of people can be difficult to discriminate in various settings. Large indoor spaces make it difficult to locate the direction of particular voices. Navigating through crowded, noisy rooms and outdoor, open spaces presents additional challenges. For example, there are often extraneous sounds such as lawn mowers, airplanes, or construction noise.

Materials: blindfolds, low vision simulators, cane

Activity 1:
  1. Whole group goes outside. 
  2. Select one student to wear a blindfold. Other students stand at a specific spot outside and have a conversation using a normal tone of voice. Using a cane, the blindfolded student attempts to find the group. 
  3. Repeat with different students wearing the blindfold. 

Activity 2:
  1. Whole group goes inside. 
  2. Select two students to put on blindfolds. Using a cane, these students try to locate non-blindfolded peers inside a crowded room (e.g., cafeteria, recreation room). 
  3. Repeat with two new students. 
  4. Discuss experiences. Be sure to ask the group possible ways to make finding friends in a crowd easier. For example, agree to meet friends at a specific spot so that you can find them more efficiently. 
________________________________________
 
SHOWING INTEREST

Objective: Students will discover that everyone has unique interests that are both interesting and different. 

Skills Addressed:
  * Listening 
  * Conversation 

Introduction: As a group, discuss what makes people want to interact with each other, their interests, likes, and dislikes. Explain that it is sometimes difficult to discover other people's interests. In the following activities, students will have a chance to think about the things that make them interesting and different. They will have a chance to share their uniqueness as well as discover the interests of their peers.

Materials: blindfolds (optional)

Activity:
  1. Divide students into groups of three. 
  2. Each group discusses the following questions: 
     a. What makes you different from your peers? 
     b. What is one thing that you do or have done that makes you proud? 
  3. Explain that one person in each group will answer the question first. The other members in the group must listen and may ask probing questions. The focus must remain on the person answering. Each person has 2 minutes to answer. 
  4. After everyone has spoken, bring the whole group back together and have each person describe one unique thing about a member of their small group. 
  5. Ask the students to take time during the next week and ask a person who was not in their group about the thing that makes him or her unique. 
________________________________________
 
IDENTIFYING COINS AND CURRENCY

Objective: Students will learn non-visual techniques for identifying coins and currency.

Skills Addressed:
  * Tactile discrimination 
  * Fine motor 
  * Organization 

Introduction:, Discuss the techniques a person who is visually impaired uses for organizing and discriminating between different types of coins and currency. Coins are identified by examining their sizes and edges. Dollar bills are identified by using specific folding methods. Some people also choose to separate their bills within different compartments in their wallets. (It is now possible to identify bills using special equipment.) It is recommended that people who are visually impaired organize and identify their currency before and after making each purchase. (See photos at the end of this lesson.)

Materials: blindfolds, coins (penny, dime, nickel, quarter), dollar bills ($1, $5, $10, $20)

Activity 1:
  1. Students are blindfolded and sit in a circle around a large bowl filled with coins. 
  2. Students work together to sort coins. 

Activity 2:
  1. Students pair up and one student is blindfolded. 
  2. Sighted students fold bills, and blindfolded student counts the folded bills. 
  3. Students switch roles. 

Author's Note: Be sure to use real money.
  
________________________________________
 
MAKING LUNCH UNDER BLINDFOLD

Objective: Students will develop a better understanding of the steps involved in preparing a lunch without the use of vision.

Skills Addressed:
  * Fine motor 
  * Gross motor 
  * Listening 
  * Conversation 
  * Organization 

Introduction: Explain some basic non-visual strategies for making a sandwich. For example, demonstrate how to locate items on a table using the back of one's hand and explain how to systematically search for items. 

Materials: blindfolds, paper goods, condiments, lunchmeat, cheese, bread, fruit, chips, cookies, drinks

Activity:
  1. Students put on blindfolds while seated. Place luncheon items on a table in the room after students are blindfolded. Tell students where items are placed on the table (buffet style) and have students come to the front of the room to make a sandwich. Another option is to have items in front of students and explain that they need to pass the food around the table (family style). 
  2. Students discuss their experiences and explain what was challenging. 
________________________________________
 
PIZZA UNDER BLINDFOLD (PIZZA PARTY)

At the end of each unit, reward the student's hard work and time commitment by having a pizza party. Blindfolded, of course! Students love this grand finale lesson.
Getting to Know You
Permission Form
Getting to Know You
Permission Form
________________________________________

Dear Parent/Guardian,
Your son or daughter is invited to participate in a lunchtime Social Skills and Ability Awareness class with students who have visual impairments and their sighted peers. The class, called Getting to Know You, will be taught by ________________ . 
Your child attends a school with students who are visually impaired and included into general education classes. The purpose of our class is for students to learn how people with visual impairments function on a daily basis and to help all students feel more comfortable around each other. This class will be taught in a relaxed and fun setting at the school site.
We would like your permission for your son or daughter to participate in this class. Please complete the bottom portion of this page and return it to _______________ by ______________________.
If you have any questions, please feel free to contact me at
_________________________________________________ .
Thank you,
__________________________________________________
________________________________________

I give my permission for _____________to participate in the lunchtime Getting to Know You class taught by __________ . 
Parent/Guardian Signature: ____________________________
Date: _____________________________________________
________________________________________

Afterword
By Elizabeth Phillips
Just last week, walking back from class, I ran into my friend, Noel. We both had some time to spare, so we decided to stop and talk for a while. The conversation quickly turned to our mutual friend, Mary, and how we both were very concerned about her. Mary is a totally blind student around 19 years old. Ever since coming to college, she has had an incredibly difficult time making friends and participating in social activities. She simply lacks a sense of how to interact with others and often unknowingly puts herself and those around her in an uncomfortable position.

When I first met Mary, I automatically assumed that her behavior had nothing to do with her blindness. I was, and am, aware of how often able-bodied individuals incorrectly view such character traits as a part of a disability. So for some time, I attributed Mary's lack of social know-how to her naturally introverted and private personality. However, as I continued to try to befriend her, it became apparent that some of her difficulties in reaching out to others were directly related to her blindness and, I suppose, to the fact that no one had ever explicitly discussed social skills with her. Noel and I decided we were not in the appropriate position to confront Mary about this. Even so, as her only friends, we recognized that she desperately needed to learn some very simple things that would free her tremendously from her loneliness and isolation.
Mary, for instance, always works with her door closed. While she doesn't realize this, her closed door is a direct visual cue that she wants to be left alone. She is always wishing for company and, perhaps, keeping her door open would draw more people in to say, "Hello." At dinner, she sits quietly without engaging anyone in conversation. When finished eating, she unfolds her cane and walks silently out of the dining hall without a word. Since she can't see, she is also not returning anyone's eye contact or body language. In effect, she fails to acknowledge anyone's presence. It is one thing to not want to talk, but quite another to present yourself as the ghost party to a group. Unfortunately, no one feels close enough to Mary to tell her how opting out of social communication entirely makes everyone uncomfortable.

I offer these examples not just to evoke sympathy but to stress urgency. Mary is not the only young blind student without social skills, and she will certainly not be the first adult with a visual impairment who lacks them. In fact, many successful people in the blind community, even those who are famous or well-off, do not understand (or have never been instructed to follow) basic table manners or the etiquette of eating in public. They are unaware of the importance of staying reasonably relevant when making conversation, the importance of eye contact, and so on. Having met many such people, I am struck by the extent of the social gap between those with sight and those of us without it.
My own story, however, has been very fortunate. I was the very first participant in Stephanie and Nita's social skills program as a freshman in high school. Though they have not, by any means, been the only people who provided me with an understanding of interpersonal relationships, their efforts certainly helped me become more sensitive to how I present myself and how I interact with others. 

When my friends and I participated in the social skills program, we learned a great deal from each other about differences between the ways that sighted and nonsighted people communicate and navigate the world. For instance, I learned that I should make eye contact with people and that sitting with certain postures gives the impression that I don't want to be bothered while other postures convey openness and receptiveness. In open postures, I am more likely to stay engaged with those I am talking to. My friends, in turn, found out how hard it really is for a blind person to find classmates in a crowd; and they gained an appreciation of what it's like to make and eat food under blindfold.
We were young then. Though the program didn't yield any lasting relationships for me right away, I believe it tremendously strengthened my ability to advocate for myself, understand and respond to my sighted friends and colleagues with an appreciation of their perspective, and engage with them in ways that they find meaningful. As far as what my high school friends gained from experiencing some aspects and challenges of blindness, I suppose I will never know for certain. But I hope they took with them a new appreciation of what it is like to be blind both physically and within our wider culture and that they are now more receptive to interacting and developing friendships with other visually impaired individuals whom they might encounter in the future.

Fortunately, I had the resources available to me when I was young that allowed me the opportunity to acquire enough social experience that I am now fully accepted and respected by the able-bodied people I meet. For instance, I am now much more in tune with anticipating what body language or facial expressions my friends might be using in different contexts. Often anticipating others' actions and depending on certain situation-dependent cues is the key. When my friends are wanting to leave a movie theater, for example, I am able to tell; I am cued not just by the end of the movie, but by my friends' movements and gestures as they get up to leave. I don't need to see the gestures. I simply need to infer that they will be made and know generally what such motions mean. That said, in order to be truly accepted and acceptable in social settings, people with sight must meet us halfway. While I anticipate what my friends will do, they have learned to be more verbal--to use more words than gestures to convey what they want and expect from me.
I have found that it is crucial to encourage sighted people to be more vocal around those of us without sight, just as we learn how to communicate visually with them. Since participating in the social skills program, I can think of several occasions when I've explained to people that it is best to share information verbally and that body language isn't enough for me. This applies in many situations: when someone enters or exits a room, is busy, wants to end a conversation or change topics, or needs to leave. I explain that instead of just waving hello, it would be great if they could also say, "Hi." Such things are simple but get me very far in making other people more comfortable with my blindness.

When others can see past the differences we have, friendship becomes possible. All too often, children and young people with visual impairments miss out on developing their social skills because they do not learn vicariously like their sighted peers. In fact, I find that whenever I am presented with an unfamiliar social situation, I must make an effort to learn any implicit, visual social customs expected of someone in that situation. Inevitably, it takes people with visual impairments--especially those who have been blind from near birth--longer to develop socially because every visual cultural norm must be made explicit to them. 
The social skills and ability awareness program that Stephanie and Nita have piloted has begun to fulfill the need for students--blind and sighted alike--to develop socially in an environment where norms can be made explicit and discussed openly. Such an environment allows people who can't see the opportunity to learn skills that will serve them in forming relationships in a structured way with the people they are constantly trying to relate to. If a student such as Mary had had this opportunity, she might have learned the essential skills necessary for living a well-integrated and fulfilling life; this is far from the solitude she now experiences. The important thing is to continue building the bridge from exclusion to acceptance, and this is already being done.

I have been fortunate to learn how to have a successful social life. Since I began college, and in the years that followed, I have made many lifelong friends. When the ins-and-outs of social skills became second nature to me, I was able to focus on the more exciting and personal connections that are truly the stuff that friendships and other kinds of social relationships are made of. At one time, not only did I not have friends but I didn't know how to make them. Now I can say that I not only know how to make friends, I am a very close friend to many.
 
© 2012
1839 Frankfort Avenue
Louisville, KY 40206
USA
Phone: 502-895-2405
Toll Free: 800-223-1839
Fax: 502-899-2274
E-mail: info@aph.org
Web site: www.aph.org 
Getting to Know You - Guidebook
(Part Number 61-163-025)

