Lunchtimes:
What might be difficult?
· Preparing for lunch e.g. going to the toilet and washing hands,
· Lining up
· Getting to the dining room along a busy, noisy corridor
· Joining the dinner queue
· Reading menus
· Finding different foods on plate and using cutlery
· Dealing with packed lunch e.g. inserting a straw into a drink box, opening a yoghurt
· Finding coat/sunglasses/hat and getting to playground after lunch
· Long playtime: possible isolation
How to help
· Make sure the child is familiar with the washroom layout by visiting the area at quiet times
· Find opportunities to practise the route to the dining room and from there to the playground, with an adult and another child
· Adult support may be needed to help with queuing for lunch and carrying food to the table
· Menus should be available in an accessible format (eg, large print, Braille)
· Good liaison with parents and preschool will help to establish strategies for locating foods, colour contrast of food with plate and use of cutlery
· Encourage the child to be as independent as possible, whilst giving discreet help where necessary
· Make sure that anything needed for playtime is easily accessible to the child
· It might be helpful to go out to play with a friend
· Lunch time supervisors will be easily located if they wear fluorescent jackets
· Supervisors should be aware if a particular child is likely to become isolated or lose sight of their friends in the playground and give help where needed
· If necessary, alternative activities could be provided indoors at lunch time
Playtimes:
What might be difficult?
· Finding and putting on his/her coat
· Finding his/her way to the playground along a busy corridor
· Unfamiliarity with the playground layout
· Coping with noise levels
· Bright sunlight/dim lighting
· Changes in surface e.g. asphalt to grass
· Finding friends/adult help
· ‘Keeping up’ with games e.g. running, chasing
· Joining in with games and understanding the ‘rules’
· Lining up procedure at the end of playtime
How to help
· Allow plenty of time for the child to find their coat. This may mean leaving the classroom a little early when the cloakroom is quieter
· Find times to practise the route to the playground
· Give the child opportunities to explore the playground at a quiet time with you and a friend
· Point out landmarks e.g. a particular tree, a bench, a bin
· If noise is a problem, help the child to find a quiet area or consider the possibility of an alternative activity indoors for a while
· Sunglasses and a cap may need to be worn on bright days and a shady area in which to play
· It may help to pair up with a friend before going out to play
· The child with a visual impairment may need help to find his/her friends during playtime
· Adult support may be needed to help the child join in with games successfully or to suggest an alternative
· Procedures for lining up need to be explained and practised
· Adults will be easily identified if they wear fluorescent jackets
· All children, including those with a visual impairment, enjoy doing jobs and taking messages