While there are many important strategies to use when engaging with a very young child with a visual impairment, the following were most applicable to the development of our sensory recipes. We demonstrate these strategies in many of the recipes.

Hand Under Hand

For children with a visual impairment, their hands are their eyes. Hand under hand is an invitation from a caregiver to a child to explore and learn together. It is the most respectful way to engage because it provides a sense of safety while giving the child the opportunity to choose whether or not to join the activity. In hand under hand, the adult puts their hand under the child’s hand and gently guides them through an activity such as touching a new object or using a tool like a spoon.

Feet First

Children with a visual impairment may prefer to explore toys with their feet first because it often feels safer to engage with objects that are further away from their hands and face – especially if it is something new or unfamiliar. This strategy works well for children when in your arms or lap, laying down, or sitting as long as they can lift or move their legs and feet away. Position the item so it’s just touching the child and allow time to kick, touch, and explore with feet and toes.

Wait Time

Infants and toddlers have limited control over what happens during their daily routines. Creating opportunities for active participation in play and other activities is essential for encouraging communication and promoting self-initiation. Wait time is about waiting for a child to make a move rather than relying on an adult for prompts and guidance.

Verbal Descriptions

Children who are visually impaired cannot rely on visual information alone to understand the world around them. Verbal descriptions from an adult or peer are an important tool to give meaning and context to the experience a child is having in the moment. For young children, simply labeling what they are doing gives valuable information. Emphasizing words to identify sensory information is also helpful. Pair words with objects or activities happening in the moment to make descriptions meaningful.

Opportunities for Communication

Parents and caregivers create opportunities for their child to communicate, but they must also pay attention to how their child communicates with them! There are many ways to facilitate this communication: Allow for pauses (wait time) during activities to give children an opportunity to vocalize, gesture, or indicate they want more. Respond to a child’s attempts to communicate (e.g., “I hear you!”). Be respectful of a child’s choice. Even if a parent cannot honor their child’s request, they can acknowledge that they heard their child (e.g., “I know you want to sing, but we have to eat now.”) Communication isn’t always vocal; many times, parents must learn to watch for their child’s body language or gestures.

Reading a Child’s Cues

For children with a visual impairment, their actions are often worth a thousand words. Cues vary widely from child to child, as well as situation to situation. Here are some common cues: ear pointing, stilling, head tilting, looking away to play or explore, raising an eyebrow, opening hands, kicking feet, changes in breathing, and falling asleep (or pretending to!). When a child turns away from their caregiver, it often means they don’t want what the caregiver is offering. If the child pulls their hands away, it may mean they’re all done with the activity.

Routines and Repetitions

Consistent everyday routines help build trust and optimize learning for a child with a visual impairment. Learning occurs best when a child feels safe and can anticipate “what happens next” within the context of familiar routines and activities. Predictable beginning, middle, and end sequences within routines also encourage active engagement, rather than passive participation. Specific communication skills can tie the experience to larger concepts.