Visually impaired children respond better within an established predictable routine in a carefully thought-through environment.
* Words describing visual functions should be used routinely, such as, 'Look at me' or 'Come and see this'. A visually impaired child, even a blind child, will take on board the vocabulary of seeing and will 'look' in his or her own way.
* Always use the child's name first to gain attention.
* Opportunities for spontaneous play with sensitive guidance will be an essential way of learning.
* Take account of the child's individual needs regarding lighting, sound levels and seating as advised by a teacher of the visually impaired.
* Maintain a running commentary of what is happening within the group to inform and reassure the child.
The transition to nursery is into an unfamiliar environment. Build confidence and understanding by:
* providing a quiet home-base in the nursery where the child feels safe * encouraging the child to move out from there, learning key routes * showing the child what is available within the nursery on a daily basis * encouraging the child to have a go at something new, and build in success * exploring the inside and outside areas with purposeful movement.
