Many people are often interested in my profession as a teacher for the blind and visually impaired- especially when I tell them I work with infants through age twenty-two.“How do you work with a baby who is blind?” People often ask.

When I explain, you can see the look of amusement on their faces and often times, they want to know more.

I describe how 85 percent of what we learn is visual, so babies who or blind or visually impaired need to learn to play as play is the curriculum for infants; it is their algebra, English, writing, Language Arts, math, social studies and science because when they play- they learn.

The activities are fun, but most importantly, the skills for infants who are blind or visually impaired (most are visually impaired- very few are completely blind) are crucial for them to learn how to walk, talk, interact with others, play and learn about their world and concepts. As one brilliant professor for the blind told her class, “If you can’t bring the child to the world, you must bring the world to the child.”

It is important to note when I work with infants I must stay on a strict routine schedule as the brain is trying to make connections, so repetition is important for neurons to build upon neurons forming bridges for long-lasting learning. I sing the same song and do the same activities for several weeks. It is important to ask the infant if I may see their hands, so we can begin to sing finger plays together. I ask to “see” their hands because it allows them to maintain control over their environment. If someone grabs the hands of a child who is visually impaired, their environment becomes hostile and learning shuts down. They often cry, scream, hit or fall down to escape the unknown. Asking to see their hands after they hear a familiar voice, assures the child they are going to be safe while they play.

The most common goal is teaching a child with a visual impairment is to explore their environment using their other senses. I always vocalize the area, the objects and the surroundings. For example, I will say, “Here’s Ms. Kristie’s watch. It is round like a circle,” as I take the infant’s hand to feel around the watch. I explain when we are walking toward a ball and describe the soft carpet underneath. It is also important to discuss landmarks when we walk such as, “Hear the clock ticking? Let’s walk past the clock to the window and to the big red soft ball.”

I have been known to ask family members to wear jingle bell socks as it encourages the child to move around the room and explore. Most infants with a visual impairment are underdeveloped with large and fine motor skills, language, feeding and socialization simply because they are not enticed by vision to move and interact with the world.

My book, Wee Can, Too! is an activity book I self-published after my Wee Play Wee Learn book from FlagHouse was retired. It incorporates songs, simple recipes, movement activities and finger plays to encourage children without vision to move, laugh and play.

As we know, when we play, we really do learn.

Fun Facts:

1. Distance vision objects are the first items a newborn baby sees.
2. Children with a visual impairment must be taught to bond with others.
3. Smell is the only sense that does not need to process chemically- it connects directly to the brain and near emotions.  If you provide a child who is visually impaired with favorite smells during instruction time, he will retain and understand the skill as the sense of smell is next to memory in the brain.
4. The color yellow is the first color the brain processes. An example for the important use of the color yellow is road signs. The brain quickly picks up the color yellow and processes it faster than the other colors.
5. Color red promotes creativity and appetites.
6. Colors blue and green relax the brain while brown promotes security like the brown teddy bears.
7. Sing all day to an infant with a disability as this will build the neurons for many daily living skills.
8. Use songs and books that repeat like Dr. Seuss and Dr. Eric Carle.
9. Entice the senses through wet and dry textures.
10. The tongue and the fingers are the most sensitive body parts for exploration.
11. Endorphins are created from a happy environment causing creativity and long-lasting learning to happen.  Stress shuts down the brain and learning stops.
12. Remember, when we play, we learn.

Kristie Smith has been an educator for the past 32 years in the Dallas area. She has worked with children from grades K-8 in general education, English as a Second Language, and for the past 14 years, has been a teacher for the blind and visually impaired.