Swayam Central

Intervention and Teaching Strategies for Visually Impaired

By Dr. G. Victoria Naomi   |   Avianshilingam Institute for Home Science and Higher Education for Women, Coimbatore-641043
The right to education is universal to all including those with disabilities. Students with visual impairment can struggle with a wide variety of challenges in a mainstreamed classroom setting.  This course will provide insight into the conceptual framework of the area of interventions and strategies for Visually Impaired. It will familiarize the learners with the approaches and tools of assessment and seeks to develop an understanding of how interventions in the areas affected can be instrumental in enhancing performance. The course will prepare the learners in helping children with visual impairment by developing appropriate strategies and intervention plans for them. This will prepare them to work with students in classroom set-ups and arm them with programmes for assessment, goal setting, reviewing and reporting the success of the intervention targets. 

Learners enrolled: 987


Course Status : Ongoing
Course Type : Core
Duration : 8 weeks
Start Date : 02 Aug 2019
End Date : 26 Sep 2019
Exam Date : 10 Nov 2019
Enrollment Ends : 10 Sep 2019
Category :
  • Education
  • Level : Undergraduate


    Week – I 

    1. Difference among methods, approaches and strategies
    2. Intervention - Concept, Scope and Importance
    3. Mediated Teaching - learning - Concept, Need and Procedure

    Week – II  

    4. Enriched teaching for concept development
    5. Coping with Mathematics Phobia 
    6. Conceptualization of Mathematical Ideas: Processes and Challenges for Children with Visual 

    Week – III

    7. Preparation and Use of Tactile Materials
    8. Mental Arithmetic Abilities - Concept, Importance and Application
    9. Evaluation procedures with special reference to the Needs of Children with Visual Impairment 
    Week – IV

    10. Providing First-hand Experience in the Class and School Environment 
    11. Science Material
    12. Problem solving and learning by doing approach for visually impaired students

    Week – V

    13. Evaluation procedure with particular reference to practicals and adaptations in examination       
    14. Techniques of preparation and presentation of adapted tactile Maps , Diagrams and Globe 
    15. Procuring and use of different types of models

    Week – VI  

    16. Organizing Field Trips
    17. Teaching Skills - Dramatization, Narration, Explanation, Story- telling, and Role play
    18. Adaptation and Evaluation of concepts and skills in social science with particular reference to Geography 

    Week – VII  

    19. Vision Stimulation -1
    20. Learning Media Assessment
    21. Techniques of Teaching Print to Children with Low Vision

    Week – VIII

    22. Low Vision Aids
    23. Orientation and Mobility for Low Vision Children
    24. Classroom Management- Seating arrangement, adjustable furniture illumination, non- reflecting  surfaces and colour contrast


    1. Athalekar, A.S. (2007) Early Preparation of the Visually Impaired Children. Mumbai: National Association for the Blind.
    2. Fernandez, G., Koening. C., Mani. M.N.G., & Tensi. S. (1999). See with the Blind. Books for Change, Banglalore.
    3. Mani, M.N.G. (1992). Concept Development of Blind Children. Coimbatore: SRK Vidyalaya.
    4. Mani, M. N. G. (1992). Techniques of Teaching Blind Children. New Delhi: Sterling publishers Pvt. Ltd.
    5. Srivastava, S. (2011). Education for the Visually Impaired Children. New Delhi: Sonali Publications.
    6. Vijayan, P. (2010) Instructional Methods and Strategies for Teaching Children with Visual Impairment. Tamil Nadu Open University.  


    Dr. G. Victoria Naomi
    Professor, Department of Special Education,
    Avinashilingam Institute for Home Science and Higher Education for Women
    Coimbatore -641043

    The Course Coordinator has been in the field for over three decades having wide and rich experience in teaching children with visual impairment in inclusive settings. She has undertaken various researchers in the field of special education. She has authored nine books and published over 100 articles in the field of Special Education. She has undertaken a number of researches collaborating with International Researches. She was the coordinator of the Indo-US Research Project on Response to Intervention Model in Indian Context.


    30% for in course Assessment & 70% of end term Proctored Exam