7E’s SEMI-DETAILED LESSON PLAN IN ADDRESSING THE NEEDS OF BLIND

STUDENTS

Teacher Emma C. Alcaide Grade Level

Teaching Date and Learning Area
Time
Quarter

I. LEARNING OBJECTIVES 1. To understand the legal requirements and

policies related to accommodating blind
students in the classroom.
2. To enhance individual functioning,
independence, and well-being.
3. Student will explore Assistive Technology
tools to try.
II. CONTENT Assistive Technology for Blind Students
III. LEARNING RESOURCES

References: Using technology. The American Foundation

for the Blind. (n.d.). Retrieved May 1, 2023,
from https://www.afb.org/blindness-and-low-
vision/using-technology

Value Focus: Integration of the value of inclusivity and

equal access to education. By discussing and
demonstrating the use of assistive technology
in the classroom, educators can create a more
inclusive learning environment for blind
students, allowing them to access educational
materials and participate in classroom
activities on equal footing with their sighted
peers. This promotes the values of diversity
and equit and helps to create a more accepting
and respectful classroom culture.
IV. MATERIALS Computer or laptop, Braille display or
keyboard, Digital or hard-copy versions of
textbooks and other educational materials in
accessible formats.
V. PROCEDURES a. Elicit

• Review the definition of blindness and its

impact on learning.
• Discuss the barriers that blind students may
face in the classroom.
b. Engage

The teacher can introduce the topic of

inclusive education and the challenges that
blind students may face in the classroom.
They can provide examples of
accommodations and strategies that can be
used to support blind students, such as
providing Braille versions of textbooks or
assigning a sighted peer as a note-taker. The
teacher can also outline the objectives of the
lesson and provide an overview of the content
that will be covered.

Students can engage in a brief discussion

about their understanding of blindness and
any experiences they may have had with blind
individuals. They can also brainstorm
different ways they think a teacher could
accommodate a blind student in the
classroom, and share their ideas with the
class. This activity can help to establish a
baseline understanding of the topic and
provide an opportunity for students to share
their perspectives and experiences.

c. Explore

The teacher will ask about the use of the

assistive tool and how it can help them.

d. Explain

1. Discuss the different types of assistive

technology that are available for blind
students, such as screen readers and Braille
displays. Provide examples of classroom
accommodations that can be made for blind
students, such as providing Braille versions of
textbooks.
Screen readers are software programs that use
text-to-speech technology to read aloud the
content displayed on a computer screen. Blind
students can use screen readers to access
digital materials such as textbooks,
documents, and web pages. Examples of
popular screen reader software programs
include JAWS (Job Access With Speech) and
NVDA (NonVisual Desktop Access).

Braille displays are devices that allow blind

students to read digital text in Braille. They
consist of rows of raised Braille cells that can
be used to display the text output from a
computer screen or mobile device. This
allows blind students to access digital
materials and engage in digital activities in a
tactile format. Examples of popular Braille
displays include the Focus series from
Freedom Scientific and the Braille Edge from
HIMS.

2. Discuss effective communication

strategies, such as using clear and concise
language and describing visual aids.

• When communicating with blind students,

it's important to use clear and concise
language. Avoid using complex or ambiguous
language that may be difficult for them to
understand. Speak at a moderate pace and
pause frequently to allow them to process the
information.
• When using visual aids such as charts,
diagrams, or pictures, it's important to
describe them in detail for the benefit of blind
students. Use verbal descriptions to explain
the information contained in the visual aid,
and provide tactile aids if possible to help
them better understand the material.
• Be specific when providing instructions or
information to blind students. Use specific
references and clear directions to help them
navigate the environment and understand the
information being presented.
• Provide verbal cues to help blind students
orient themselves to their surroundings. For
example, describe the layout of the classroom
or use landmarks to help them find their way.

• Encourage blind students to ask questions if

they are unsure about something. Provide
opportunities for them to clarify their
understanding of the material and provide
additional explanations or examples as
needed.

• Respect the personal space of blind students

when providing assistance or guidance. Ask
permission before touching them or their
assistive devices, and provide verbal cues to
help them navigate the environment
independently.

e. Elaborate

Provide examples of activities that can be

adapted for blind students, such as tactile
drawing or using auditory cues for games.
Modify games that typically rely on visual
cues to include auditory cues. In a game of
"Simon Says," instead of using only visual
gestures, incorporate verbal instructions
accompanied by specific sounds or musical
cues. Blind students can participate by
listening and responding to the auditory cues,
ensuring their inclusion in the game.

Instructions for Simon Says for blind

students:

1. Explain the rules of Simon Says to the

blind students, emphasizing that they will be
using their sense of hearing to participate in
the game.

2. Choose one student to be "Simon" and have

them give instructions to the other students.
Simon should use both verbal and auditory
cues, such as "Simon says touch your nose"
accompanied by a bell sound.
3. Have the other students listen carefully to
the instructions and follow them only if they
hear the "Simon says" cue. If Simon does not
say "Simon says" before the instruction,
students should not follow it.
4. Play several rounds, with different students
taking turns as Simon. Encourage students to
be creative with their instructions and to use a
variety of auditory cues to make the game
more challenging.
5. Celebrate the winners of each round and
encourage students to support and cheer on
their classmates.

f. Extend

• Incorporate assistive technology into the

classroom by providing blind students with
access to screen readers, Braille displays, and
other devices that can help them access digital
materials, participate in classroom activities,
and complete assignments independently.
• Use effective communication strategies by
speaking clearly and concisely, providing
detailed descriptions of visual aids, and
incorporating multi-sensory approaches such
as using tactile materials and audio
descriptions.

• Teachers can incorporate tactile learning

into the curriculum by providing blind
 students with opportunities to explore and
interact with the environment using their
sense of touch. This can include tactile art
projects, writing in Braille, and blindfolded
sensory experiences.

• Teach independent living skills by providing

blind students with opportunities to practice
navigation skills, use assistive technology,
and develop self-advocacy skills both in and
out of the classroom.

g. Evaluate
Summarize the key takeaways from the
lesson regarding assistive technology,
effective communication strategies, and
tactile learning.

Assignment:

 Have blind students listen to an

audiobook of their choice and write a
review of it. They can discuss the plot,
characters, and themes, as well as
what they liked or didn't like about the
book.

 Create a tactile art project that blind

students can complete using materials
such as clay, beads, or fabric. They
can create a tactile representation of a
favorite animal, a famous landmark, or
a scene from a book they are reading.

VI. INSTRUCTIONAL DECISION

VII. REFLECTION