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Blind and Low Vision Education Network NZ

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  • Control over the social world
Functional Vision Assessment

Control over the social world

If we all use the same strategies to interact with the student with low vision, that student can develop a greater sense of anticipation and predictability. This takes away the guess work and gives a sense of control.

Adult and child walking along a path. The adult is guiding the child. The child is holding onto the adults fingers as she is not tall enough to take the adults wrist
Figure 1 – The adult is guiding the child

Guiding and supporting interaction

Approach: Say your name and offer to assist, taking TIME for the student to respond!

Contact: Offering the hand is a socially acceptable and known method. He then knows where you are, and he can take your arm, without ‘groping’.

Two hands connecting back to back
Figure 2 – The guide’s hand connecting the guided person’s hand

The Yoke Grip or other adapted grips may be useful

Yoke grip

A hand holding an elbow
Figure 3 – Guiding using yolk grip

This adapted grip may be useful if the student needs more support.

Student with their arm linked around adult peer's elbow
Figure 4 – Guiding using an arm linked around guide’s elbow

Shorter people may need to hold lower than the elbow.

Child is holding on to adult's fingers, steps in the background
Figure 5 – Child holding on to guide’s finger
The child is holding on to adult guide around their wrist
Figure 6 – The child being guided is holding on to adult guide around their wrist

Other guiding techniques

Narrow spaces.

Sighted guide walking in front of guided person
Figure 7 – Guiding through narrow spaces

Contacting objects.

Person holding on to sighted guide's arm at the elbow, resting right hand on guide's forearm
Figure 8 – Person holding on to sighted guide’s arm, using the normal guiding grip

Steps

Sighted guide and person who has a vision impairment standing at the top of the steps, guide's left arm touching hand rail
Figure 9 – Guide and traveller standing at the top of steps
Sighted guide stepping down the first step down and person with vision impairment is standing at the top of the steps
Figure 10 – Guide and traveller walking down the stairs
The guide reaches the bottom step and the person with vision impairment is on the previous step
Figure 11 – Guide and traveller moving down the steps

Encouraging connection with the world

Use hand under hand if needed.

Sighted guide right hand under person with vision impairment's right hand
Figure 12 – Hand under hand

Better still, if needed encourage trailing down your arm or the cane. Or if needed use the Three Stage Prompt:

  • Verbal – wait,
  • Verbal with tapping or other concrete clue,
  • Hand under hand.
Guide's hand connecting with the door handle. Guide's other hand and person with vision impairment's hand on the guide's arm
Figure 13 – Guide’s arm connecting with the door handle

Guiding strategies

Even better use guiding to support engagement with the world and learn strategies such as trailing.

Mum with her toddler walking along a fence. Mum is guiding toddler, toddler is trailing hand along the fence
Figure 14 – Mum with her toddler walking along a fence

Guiding can be like being in a learning bubble

  • In the learning bubble we are just moving in space and not connecting with the world,
  • What do we learn?

Check with your local Resource Teacher: Vision for more information.

This resource is available for download in both Powerpoint and Word versions.

  • Control over the social world (Word 1.2MB).
  • Control over the social world (PowerPoint 3MB).
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