Description of Practice Perspectives: Maximizing Feedback to Promote Independence in Individuals Who are Visually Impaired
It is a typical school day for “José,” a student in seventh grade who plays the clarinet and enjoys keeping up with the newest games on his iPhone. Because he is blind, José knows that in school he must be alert for information that is not available to him visually. In mathematics class, his teacher occasionally forgets to speak aloud the answers she is writing on the board. When she says to the class, “Now you can check the board to see you if you got the right answer,” he whispers to a classmate “What did she write down?” In physical education class, a new exercise is introduced, and José follows the instructor's spoken directions exactly. When there is a pause, however, his friend moves closer and says, “You are supposed to bend your elbows—look how mine are.” José reaches out to check his friend's position. Later, in social studies class, students receive their quiz scores from the previous day. The teacher says, “I'm sorry, José, but I didn't get your quiz because my e-mail was down—I'll need to get it back to you tomorrow.” José has learned that he does not always receive feedback as quickly and clearly as his sighted classmates, and he takes these experiences in stride.