7/28/2019 Prosedures of Conducting the Activities to Normal
Children and Groups of Children With Visual Imapirment
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PROSEDURES OF CONDUCTING THE ACTIVITIES TO NORMAL CHILDREN
AND
GROUPS OF CHILDREN WITH VISUAL IMAPIRMENT
NORMAL CHILDREN
Procedures:1. Each of the children is given photocopies of the
lyric on a piece of paper and also preparedusing an overhead
projector.2. The lyric of the song will be shown on the screen line
by line and verse by verse. This will leadto the plenty of
opportunity for discussion and explanation of vocabulary and
concepts among thepupils and the teacher.3. The children will be
asked to relate the process involved to situations in everyday
life. Much ofthe discussion should relate to pupils previous
experiences in science.4. Visual demonstration to illustrate the
concepts using diagrams will also be prearranged.5. All children
listen to the song.6. Children will be required to sing along to
the song, verse by verse, if necessary. Most of them
should be able to follow the words and start to join in after
two or three plays.7. They may need to improvise action. For
example using hand jives and so on. This is because
physical movement is a good aid to memory.8. Once the song has
been discussed and learned, the children will be distributed a
worksheet ofthe continuation of the activity. They will be asked to
complete the worksheets as the worksheet workas a verbal and visual
aid that link the ideas from the song to written comprehension.9.
The activities end and all children must hand in the worksheet to
be marked.
CHILDREN WITH VISUAL IMPAIRMENT
Procedures:
1. Each of the visually impaired children is given photocopies
of the lyric on a piece of paper andalso prepared using an overhead
projector. Those who are partially sighted will be given lyric that
isavailable in large print. While, the totally blind children will
be provided with lyric in a Brailleformat.2. The lyric of the song
will be also shown on the screen line by line and verse by verse
for the
use of partially sighted children who sit in the front rows. The
teacher will do most of the talkingwhich include discussion and
explanation of vocabulary and concepts involved in the process of
watercycle. This is because these children react effectively to
clear and accurate verbal description. Thechildren may chip in when
needed.3. The children will then be asked to relate the process
involved to situations in everyday life.
Much of the discussion should relate to pupils previous
experiences in science.4. Visual demonstration to illustrate the
concepts using diagrams will also be prearranged for the
usage of partially sighted children.5. All children listen to
the song. The music must be clear for all children to hear.6.
Children will be acquired to sing along to the song, verse by
verse, if necessary. Most of themshould be able to follow the words
and start to join in after two or three plays.7. They may also need
to improvise action. For example using hand jives and so on. This
isbecause physical movement is a good aid to memory.8. Once the
song has been discussed and learned, the children will be
distributed a worksheet ofthe continuation of the activity. They
will be asked to complete the worksheets as the worksheet workas a
verbal and visual aid that link the ideas from the song to written
comprehension.9. For the partially sighted, the worksheet come in
an enlarged form while for the fully blindchildren will be given
Braille format question. The teacher may need read out the question
and helpthe children in completing the activity.
