ACCESSIBILITY
Children with special needs often face various barriers, making it difficult for them to realize their potential. With the proper support and assistance from parents and educators, they can introduce the children to the series of tactile picture books with ease. Moreover, they must also ensure that the children receive all the educational support regarding resources, technology, and training.
For instance, children with visual impairments need opportunities to use their non-visual senses (hearing, touch, smell) to access the curriculum. Children with low vision will also require opportunities to make the best use of their residual image – for instance, if they sit near the blackboard and the teacher writes in large clear letters on the blackboard, it will be easier for them to read the blackboard. Additionally, a quiet, decluttered, and orderly classroom where the children can hear what others are saying with adequate lighting levels would make the environment more accessible.
For children with hearing impairments, the institutions can include a sign language translator in every classroom as assistance. Furthermore, the teachers and parents can also take proper specialist training in sign language to teach children with hearing impairments effectively.
Most importantly, children with special needs must be provided with all multi- sensory materials to learn through their senses of hearing, touch, taste, and smell. For instance, if you teach a lesson about different fruits, you can bring fruits so that the child can touch, taste, and smell the fruits and associate them with the pictures in the books more quickly.
Even without sight, there is still vision.
– Unknown