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- Share your love of reading by reading aloud with your child every day. Choose times and places that are quiet, comfortable and free of distractions. For a child with visual impairment, the sounds of other children playing, the washing machine going or background music can make it difficult for them to focus on the story.
- Choose books that relate to the child’s own experience. Regular activities such as bath time, visiting grandma or going to the grocery store are activities your child may be familiar with, and can make the story much more interesting to them.
- Use interactive language to make the story more engaging and meaningful. You can say things like, “Jose went to the grocery store in this book. Do you remember when we went to the grocery store yesterday?”
- Use objects to support the story. You may feel sad that your child is missing out on the beautiful illustrations in a story book – but you can go one better and use actual objects to illustrate the story that your child can touch and hold.
Introducing books and reading to a child who is blind may seem daunting, but it really isn’t. You’ve just been told your new baby has a visual impairment, or that your toddler is losing her vision.
Reading Together: Tips for Parents of Children with Low Vision or Blindness. By: Reach Out and Read. You’ll find sharing books together is a great way to bond with your son or daughter. Reading also helps your child’s language development and listening skills when you talk about the story and ask questions.
- Share Your Love of Reading by Reading Aloud with Your Child Every Day.
- Choose Times and Places That Are Quiet, Comfortable and Free from Distractions
- Choose Books That Relate to The Child’S Own experience.
- Use Objects to Support The Story, in Place of Illustrations (Storyboxes).
It is important to set aside time each day to read with your child. This does not mean that you have to read a book from cover to cover or make the child listen to each and every page. This means that you show your child that books are something special to be enjoyed and that they can make life more interesting and fun.
Life is often busy and can be chaotic, especially when juggling schedules and other children. Turn off your cell phone and the TV, sit close to the child, and really focus on exploring books and literacy materials together. Be sure that the child is comfortable, with proper positioning, so that she can focus on you and the story rather than on tryi...
Many young children who are blind or visually impaired have limited experience with the world, and if they have additional disabilities or are deafblind this is even more true. Books about rocketships or monsters will have limited meaning to children who don’t know these concepts, and it is best to begin with simple books that relate directly to a ...
As with the examples above, real objects can be used to illustrate and expand the story. These can help children to identify objects mentioned in the story (e.g. a pair of shoes) or to encourage them to act something out (e.g. brushing hair). Story boxes are collections of items from a given book that are stored together with the book in a convenie...
Written by: Penny Rosenblum. Parents often wonder if their child who has a significant visual impairment should learn braille, print, or both literacy media at the same time. They also question what role audio materials (e.g., books on CDs or downloaded to a special device) should have in their child’s education.
Reading. While a parent of a sighted child might run their finger under words while reading the sounds aloud, the caregiver of a blind child would move the child’s hand to touch braille letters while speaking them aloud. This is important even for very young children, to begin associating touch with words.
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To make sure that this is accessible to children who are blind and partially sighted too, we’ve created this guide for library staff so that their storytimes can be as inclusive as possible. In order to develop literacy skills, children must first learn concepts, language and ideas, a process called “Emergent Literacy”.
