On the skill of teaching vocabulary to blind students in elementary level

On the skill of teaching vocabulary to blind students in elementary level

Blind people imagine the world differently. They perceive everything by hearing, touching, smelling, or tasting, and they evaluate it. This is especially true for blind children. The results of the experiment with blind students showed that color, image, and movement play an important role in learning language and memorizing words for sighted children, but visually impaired children and even in children with limited vision, sound, shape, wind, smell, temperature, taste, and the surface condition of objects also require such a place.

Practice period September-November
Education level Elementary
The topic is my city
Pupils age 9-11
The number of students is 10
The number of visually impaired students is 9
The number of students with complete visual impairment is 1
The number of students trained on the basis of the auxiliary program is 4
The number of students who fully mastered the subject is 6
The average number of students mastering the subject is 2
The number of students who mastered the subject at a lower level is 2
The method used is black box, hot potato
Organized games Move on command, where is the school?
Additional used details Video dictionary My review, cartoon Where is the museum, song about traffic light, handouts, cards of new words
I consider that before teaching blind students, it is necessary to get to know them closely, gain their attention and trust. Because the teacher should work with this type of children in a special way. An example given through a picture may be enough for ordinary children, but this method is not suitable for a blind student. The teacher takes him by the hand, describes it to him in words, if necessary, holds the itom of the topic he wants to teach in his hand, introduces it to him in detail, feels the subject with his fingers, full disclosure would be appropriate. If there are no mock-ups or toy-like copies of objects related to the subject, relief pictures can be used. Now the development of IT is also benefiting blind people. For example, a program called (Tactelview). Through this program, the image of anything is transferred to (PRN farmat)a dot image like braille for the blind is printed out from a special printer. The student can also hold these types of pictures by hand, feel them, imagine them, and develop skills. An even easier way is to cut out the shapes of objects related to the topic from hard cardboard and make them for the student.
There is a situation that makes many people think. People, animals, professions, foods, school supplies and all kinds of things of this kind, their size, taste, temperature, flatness or unevenness can be explained to a blind student, but what are the colors and how can they be distinguished? they consider it impossible to mean. No, not really. The student can understand very well if the student is introduced to the colors not as colors but as a character example, and if those colors are given a certain amount of temperature, what else this temperature is found in, and what colors are suitable for which items, and which items are not represented without this color, then the student will be able to understand very well. A blind student's memory, hearing ability, and imagination are stronger than normal children, which is very useful for them to learn something. For example, red, yellow, fire colors can be expressed using hot temperature. Since other colors such as black, ink, and gray are considered cold colors, if they are expressed at a cold temperature, the student can easily distinguish the colors from each other. It is never possible to explain bright or dark colors to a blind student, because any person who has not seen the concepts of bright and light all his life with eyes that do not understand them will have difficulty and even depression in this regard.
Another method of explaining the subject to blind children is very useful for the teacher. These are methods that are transmitted through sounds. For example, sounds relevant to the new topic being taught to the learner, say, car horn, mail, ambulance, fire engine, police car horn, traffic, quiet music at landmarks, opera, piece of play, sounds of attractions, sounds of animals, etc. all remind the student of the word he needs to memorize, these methods help him to find the key to that sound by listening again and again. For a reader to learn the word library, the sound of books being opened and opened, sound effects reminiscent of various libraries serve as a symbol.
I think the black box and hot potato methods can also be adapted to blind students using special cards and a special ball. 6. Write new words in braille on cards in format A using the DBT program, place a picture(PRN), prepare it on an (inbosser) printer, use other handout materials, and fill in the blanks with the new words given in the textbook. The pages of the exercise book with various exercises can also be delivered to students in Braille in this way. The hot potato method is the most interesting of all. In this method, the ball may seem a little dangerous for blind children, but for children, the squeaky balls are more beneficial than harmful. Such balls are made specially. Inside the ball, two ringing bells are placed, and the outside is covered with non-damaging rubber. For additional information, such balls are used in the Paralympic sport of blind football and goalball specially designed for the blind. When these balls are fired, the blind student catches them from the direction of the sound. It doesn't hurt his hand. Taking it in his hands, he applies what he has learned, repeats the word, and becomes physically active. With such games, the child does not get bored in class, he can learn a new subject very easily and in a new way.
Cartoons and video dictionaries in English are shown to children. However, today's animated images are very beautifully enriched with sound effects. Any blind person can understand the meaning of such interesting cartoons through their ears and become a viewer who enjoys cartoons. Everything depends on the sound editing and dubbing announcers and dubbing directors.
If there are no media structures, all kinds of educational tools, and details related to the subject in the classroom, it is up to the teacher to ensure that the student does not get bored. The teacher should work more with the blind children, should not be able to reveal the topic more widely, remind the children of the newly learned words again and again, leave pronunciation, make sentences based on them, help them play games. will be needed. If the teacher is rich in ideas, curious like children, and has a strong imagination, he will not face difficulties while teaching children. Only then the teacher can achieve the expected result.