Facilitate parallel play and collaborative play

Model how to enter a group and ask for identification of others present

Teach advocacy skills by modeling how to show others correct human guide techniques and simple explanation of visual impairment

Promote self-regulation: This can help preschoolers both with and without other diagnoses

Use social stories to introduce a variety of topics and concepts including recognizing emotions and other social cues

Continue to develop the skills initiated in preschool, and also begin to learn social norms

Many students with VI develop habits that they don’t realize make them stand out

• just as with students who have autism, it is better to allow these behaviors to facilitate regulation

• discuss them with students, if possible, and let them make a choice about whether to find an alternative action in which to engage

Use group activities with

• students who all have a VI

• students with VI or other diagnoses

• students with VI and general education classmates

This age is difficult regardless of diagnosis

Focus on pre-teen and teenage topics

• social media

• texting

• relationships

• social skills with same-age peers and adults

Continue to build on topics introduced in Middle School

Include social skills required in a professional or collegiate setting (Career Development)

Speech Language Pathologist

Teacher of the Visually Impaired

General Education Teacher

Special Education Teacher

Counselor or Psychologist

Orientation and Mobility Specialist