Perceptions of Shape & Space
Practical & Conceptual Implications
Peter Lumley
In children with impaired vision spatial skills may not be fully
developed.
Children need to be provided with a familiar and manageable context in
which to explore, extend and refine their spatial knowledge.
This learning needs to be related to the child's sense and knowledge of
their own body.
Visually impaired children must develop body image, spatial awareness
and orientation skills through movement of their own bodies.
If movement is to be meaningful to them it must be linked to a spatial
language.
Children need to have experience of using the concepts of left and right
from their own and from another persons point of view.
Children need to have experience of facing movements, ¼, ½, ¾ and
full turns, and be aware of the change in the position of objects in relation to each
other and themselves as they turn.
Some things which may help include:
 | using body to show the shape/concept e.g. small
and round shape or big and wide shape |
| acting out stories which use prepositions to describe relationships using
their bodies or table top models to show relationships e.g. 'Mooncats', 'Bears in the
Night' or 'Rosie's Walk' |
| exploring a page spatially in a variety of ways including tracking from
top right to bottom left e.g. "Snow White Pre-Braille Pack - The Woodcutter's
Tracking Book, The Queen's Spells & Snow White's Keys" |
| constructing models of different shapes using a variety of constructional
equipment e.g. 'Geostrips' |
| describing a shape to a partner who then has to select it from a set of
shapes which can be varied according to the level of the child e.g. a square, a
circle and a triangle or a right angle triangle, an equilateral and an isosceles triangle |
| classifying 'Logiblock' shapes according to single or multiple
features e.g. square shapes or big and thin shapes |
| placing items at different positions alongside different shapes and
describing the relationship e.g. inside a circle or at a corner of a square |
| playing games which help to develop spatial skills e.g. Connect 4 or
Battleships |
| following instructions from a partner to help them navigate an obstacle
course e.g. "Forward, forward, stop, turn right, a bit more, stop,
forward..." or "Forward 4 steps, forward one more step, turn right a quarter a
turn, forward 5 steps..." |
| giving directions to a partner to help them navigate a route using a
raised diagram or model |
| learning to programme
'Floor Turtles' and other robotic devices which can
be moved around the floor by entering commands such as forwards and backwards, right and
left e.g.'Roma' - Programme 12[Repeat4 [Forward 5 Right 90]] |
