This section contains information and advicn onm teaching grography and history to blind and partially sighted children.
Geography
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Pupils can experience degrees of slope by negotiating uphill and downhill walks.
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Blind and partially sighted pupils may find it useful if they are able to look at a map to be used in a lesson before the lesson itself. It may also be helpful if their support teacher or assistant indicates where exactly on a map a pupil should be looking.
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Difficulties in access to maps may be overcome if the map is broken down into component parts. A series of overlays can then be used to gradually rebuild the map. A base map may only show simple contouring and rivers, and acetate overlays may add the features relevant to the study topic. A similar approach with tactile maps can be used, bearing in mind that the size of the map should not exceed a handspan.
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Use of real objects such as rocks and soil can be beneficial. Also, models of landscapes can be made from sand, clay, plasticine etc and can help the understanding of scale.
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Use of photos can help partially sighted pupils to understand scale and particular features, if the photos are clear and include a known object such as a person for scale reference.
Two sets of tactile Minolta-base maps, for Key Stages 2 and 3, based on the photocopiable sets printed in 'Geography in the National Curriculum: England' by HMSO in 1995 for DfEE, are available from RNIB Customer Services on 0845 702 3153.
Check with exam boards which fieldwork tasks would be acceptable for fulfilling exam criteria. Experienced geography teachers who modify exam papers for candidates with a sight problem may be able to give some further advice on suitable topics. Queries can be sent to
children@rnib.org.uk
History
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For optimum enjoyment and learning, try one of the 'living museums' such as the Black Country museum in the West Midlands, where, with advance communication, pupils can dress up in the clothes of that period or handle original objects. At this museum, pupils can also go 'legging' through canal tunnels!
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Instead of using pictorial evidence for history topics, consider using audio references such as songs, soundclips from the twentieth century, such as Neil Armstrong's first words on the moon, or commentary of the Queen's coronation.
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Many CD-roms offer soundbites which students can access themselves. Or use artefacts instead of pictures, they can be rewarding for the whole class, not just the blind or partially sighted pupil.
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If possible, subject teachers and support staff should liaise in advance to choose courses and topics where the number of visual sources is limited. If possible, offer optional topics so that the blind or partially sighted pupil can study something less reliant on visual information.