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Some individuals are very
efficient in using what little vision they have, while others
with considerably more sight make less good use of it. It is
necessary to try to determine how the girl’s visual loss affects
her and the extent of that loss does not always provide the
answer.
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Girls’ feelings about their
visual disabilities may differ at various stages in their
development.
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A word rather than an unexpected
sound or sudden touch, will let the blind girl know of your
approach or presence.
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Identify yourself when meeting a
girl with a visual impairment. In time, she will learn to
recognize your voice.
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People sometimes direct
questions meant for the person who is blind to her companions.
Because that person cannot see you, it does not follow that she
cannot hear or that she cannot make her decisions.
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It is unnecessary to raise one’s
voice when talking with a person who is blind.
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When a girl with a visual
disability is a member of a group, call her by name when
speaking with, or to, her. Otherwise, she may not realize that
she is the person being addressed.
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In conversation, there is no
need to avoid words that have to do with vision. “Read,” “see,”
“look at,” and color words all belong in the vocabularies of
visually impaired people. People who are blind use them
naturally and expect others to do so.
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Be explicit when giving verbal
directions. “Go out the door and turn left” is not the same as
“Go out the door, take five steps, and turn left.”
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If you have been talking with a
person who is blind, let her know when you are leaving the
group.
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Girls with visual disabilities
need an opportunity to become familiar with new surroundings.
Give them a guided tour.
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Let the girl who has a visual
disability take your elbow rather than pulling her.
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Explain to the girl who has the
visual disability where dishes, utensils, and condiments are
located on the table.
