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Because so much social behavior is learned through observation, children with blindness or visual impairments need some assistance to find their place in the social world. In this section you will find suggestions to help their children make friends, play with others, develop a sense of autonomy, and learn how to interact and reciprocate. This section also presents information on behavior problems and their interventions.
Project SALUTE explains object cues, a "concrete means of supporting conversational interactions and language development." Included are examples, advantages, disadvantages, and specific strategies; available in English and Spanish.Source: Project SALUTE
Source: Camp Abilities
Parent Susan Singler shares how good grooming and physical appearance were important to her son's socialization and acceptance, starting with his first months of life.Source: FamilyConnect
This document is written for parents and provides an overview of Person-Centered Planning, including action steps, young adult participation in the process, and developing natural supports. There are numerous links to additional resources.Source: National Center on Secondary Education and Transition (NCSET)
Many people with blindness, low vision, and vision loss want to continue enjoying Bingo; card games, such as bridge and poker; board games, such as Monopoly, Scrabble, checkers, and dominoes; and audio computer games.
In this section, we'll introduce you to a wide range of adapted card and board games that will enable you to continue with your favorite leisure pursuits.Source: Vision Aware
This article outlines ways in which parents can help their children to find playmates and make friends.Source: FamilyConnect
Project SALUTE describes the hierarchy of communication symbols, from most abstract to most concrete. Color photographs of each of the eleven symbols are included; available in English and Spanish.
A “resource to provide classroom teachers with a selection of strategies to address the reading needs of students with visual impairments.”Source: Special Education Technology British Columbia
Demonstrates strategies for teaching social skills to students who are visually impaired on a level equivalent with their peers.Source: Perkins School for the Blind
"Social Thinking," developed by Michelle Garcia Winner, teaches social skills within a framework of interdependency and relationship, by showing that social interactions can be taught, and are critically important to a happy and satisfying life for everyone.Source: Perkins eLearning Webcast
This site offers a wealth of practical information about communicating with individuals who don't use abstract symbols or a formal language system. Topics include setting up a system, constructing tangible symbols, and tips from the field.Source: Design to Learn
Charity Rowland and Philip Schweigert provide an in-depth introduction to tangible symbol systems in this downloadable PDF of their book, including their purpose, receptive and expressive communication, getting started, and monitoring progress.Source: U.S. Office of Special Education Programs (OSEP) – Ideas that Work, Tool Kit on Teaching and Assessing Students with Disabilitie
This introduction to tangible symbols includes a definition, examples, considerations, and a list of advantages and disadvantages; available in English and Spanish.Source: Project SALUTE
Peggy Freeman's comprehensive program of care for parents of babies who are deafblind with multiple disabilities includes sections on relationships, routines, vision, touch and touching, development of communication, moving/being moved, play, and signing. Each section offers numerous concrete suggestions for activities to enjoy with your child.Source: National Center on Deaf-Blindness (NCDB)