Cognitive Development

of Children with Visual Impairments or Blindness

Because so much of a baby's information comes through the visual sense, young children with blindness or visual impairments need some assistance to learn basic concepts about the world around them. The links in this section provide detailed information about establishing routines to help children understand and anticipate daily activities. There is also information about helping to develop basic number concepts and beginning math skills.

Below is a list of topics you'll find in this section. Click on a title to jump to a specific topic.

• Developing Meaningful Routines
• Setting Up Object Calendars or Schedules
• Concept Development
• Numbers and Early Math Skills

Developing Meaningful Routines

The Importance of Routines, Family Connect for Parents of Children with Visual Impairments
This article explains the critical importance of establishing a predictable sequence of activities in the lives of children who are blind or visually impaired.

Make It Routine, Texas School for the Blind and Visually Impaired
Robbie Blaha and Kate Moss discuss the importance of routines, with "a series of predictable steps and specific objects associated with those steps." They offer suggestions for choosing activities and developing routines; available in English and Spanish

New Teacher Series: Getting Started with Activity Routines, Texas School for the Blind and Visually Impaired
Ann Rash and Nancy Toelle advise teachers on incorporating activity routines into practice and using IEP objectives to support them. Sample routines are included; available in English and Spanish.

Routines from The Deafblind Disabled Baby, National Consortium on Deaf-Blindness
Peggy Freeman gives advice on the importance of routines to parents of babies who are deafblind with multiple disabilities, with detailed suggestions for routines for feeding, sleeping, bathing, dressing and undressing, and toileting. (Microsoft Word Document)

Routines, Texas School for the Blind and Visually Impaired
This page describes how routines can be used as an effective instructional strategy and offers a sample routine.

Routines: The Best Way to Encourage Learning, Deafblind Intervention, Strategies for the Home (DISH)
Designed for families, this page discusses the importance of establishing daily routines in the home for children who are deafblind.

Routines: Tools for Your Child's Development, Family Connect for Parents of Children with Visual Impairments
This article discusses the importance of routines and offers helpful tips for establishing them.

Routines Promote Communication and Understanding, Family Connect for Parents of Children with Visual Impairments
Find out why routines are important foundations to develop communication skills and to help the child learn about the world.  A specific example of a bus routine is included.

What Do Routines Look Like? Texas School for the Blind and Visually Impaired
A mealtime routine and each of its steps is listed, including discussion of the developmental skills being fostered.

Why Are Routines Worth The Trouble? Texas School for the Blind and Visually Impaired
Millie Smith explains briefly why routines are important for students with severe disabilities.

Making Changes in Routines, California Deaf-Blind Services
This tip sheet offers specific suggestions to assist a child in understanding and adjusting to changes in routine.

Setting Up Object Calendars or Schedules

Activity Calendars, Texas School for the Blind and Visually Impaired
Object calendars, based on the work of Jan van Dijk, help a child understand the events in the daily routine.

Using A Schedule with Your Child, Family Connect for Parents of Children with Visual Impairments
This article explores some of the basic questions to consider when setting up a schedule system with your child.

See also Communication Systems.

Concept Development

Concept Development, Project SPARKLE
Project SPARKLE describes the three types of concepts (concrete, semi-concrete, and abstract) and general strategies to assist children who are deafblind in concept development; includes a glossary and links to resources.

Concept Development, Georgia Deafblind Project
This article explains how deafblindness affects concept development, discusses which concepts may be difficult for a child to learn, and suggests teaching techniques.

Conceptual Development, National Consortium on Deaf-Blindness
Tips for teachers from a Utah Deafblind Conference include teaching concepts, skills, and key points. (requires Adobe Acrobat Reader)

Concept Development: Combatting the Fairy Godmother Syndrome, National Consortium on Deaf-Blindness
The author emphasizes the importance of teaching a child concepts before introducing specific skills, and offers some helpful strategies.

Developing Concepts with Children Who Are Deaf-Blind, National Consortium on Deaf-Blindness
Barbara Miles and Barbara McLetchie describe types of concepts and the relationships, attitudes, and environments that promote their development in students who are deafblind; in English, Spanish, and Chinese.

Early Concept Development, Texas School for the Blind and Visually Impaired
Holly Cooper explores the development of language concepts, the importance of routines, and the beginning use of technology for communication.

Ideas for Sorting Activities, Texas School for the Blind and Visually Impaired
This article offers specific suggestions for teaching classification skills.

In, On, and Under, WonderBaby.org
Find practical suggestions on how to teach basic cognitive skills, such as spatial awareness, positional concepts, and object permanence.

An Introduction to Treasure Baskets, Royal National Institute of Blind People (RNIB)Treasure Baskets are collections of real objects that encourage a child to explore different sensory characteristics.  This article offers suggestions of items to include in the baskets and discusses some of the educational benefits for young children. (Microsoft Word Document)

A Place for Everything and Everything in Its Place, Texas School for the Blind and Visually Impaired
Jim Durkel discusses the role of organizational strategies in helping children to develop concepts. For example, arranging materials in a certain way can help a child to understand a concept, make associations, and develop categories; available in English and Spanish.

That's Wet! Teaching Your Blind Child About Water and Other Wet Things, WonderBaby.org
This article offers ideas on how to teach your child about water and the concept of wetness.

Numbers and Early Math Skills

Early Childhood: Where Learning Mathematics Begins, Texas School for the Blind and Visually Impaired
Susan Osterhaus provides links to early childhood mathematics resources, a list of activities, and an annotated list of suggested materials, with photographs of each item.

Susan's Math Technology Corner: What's Fun and/or New for Little Ones, Texas School for the Blind and Visually Impaired
Susan Osterhaus shares a list of recommended products for teaching math concepts to young children.

Teaching Mathematical Concepts, Project Math Access
This site has suggestions for helping young children develop a positive attitude towards math, with activities for teaching numbers sense, basic concepts, one-to-one correspondence, and counting skills.

Mathematical Activities for Parents and Their 2- to 5-Year-Old Children, US Department of Education
Although not aimed at parents of children with visual impairments, this site has useful general information, including strategies for teaching big mathematical concepts, activities that reinforce math skills in the daily routine, and links to additional resources.

Susan's Math Technology Corner—Early Childhood: Where Learning Mathematics Begins, Council for Exceptional Children – Division on Visual Impairments
Susan Osterhaus offers suggestions for materials, activities, and resources to help young children develop simple mathematical concepts.