Visually Impaired Children

“Art is a powerful way of expression that helps a child to develop various skills including communication, teamwork, self expression and most importantly creativity. Creativity is an extensional element of mankind” (Lowenfeld, 1957).

Art is a powerful medium, which explores the essence of imagination through imagery. Through this medium our ability to learn is enhanced in almost every discipline. And the ones who benefit the most from art education, is children. It is all the more imperative that all children, regardless of social, psychological and physical constraints are provided adequate access to art education. Children with special needs require a far more empathetic approach when it comes to imparting art education. In order to pursue

This notion was challenged by subsequent research. In Pakistan, the ongoing debate argues that a visually impaired child does not get the appreciation one can expect for a sighted child, in the field of art. Interestingly research proves otherwise. According to Uhlin and de Chiara (1984), if the work produced by visually impaired children is given respect and are encouraged to perceive and freely express their experiences, they have a tendency to be creative and even prolific in art. DeBeni and Cornoldi’s (1988) research showed that through parallel sensory modalities the congenitally blind or visually impaired children did have perceived images of objects, a visual picture existed. They perceived the major attributes of things that helped form the visual picture. And creative skills through other sensory modalities aided in enhancing the imagery of a visually impaired individual. The quality of experiencing the world is improved through creativity. Creativity being an instinctive drive within all individuals, I believe that visually impaired children need the opportunity to express this instinct. The study of learning creativity in Czikszenthmihalyi (1988) states that responding to environment creatively is one of the essential instincts of mankind; it is not based within the framework of logic, problem solving should be the essential skill rather

The concern of teachers towards such children for learning creativity is also minimal. The act of creating and enhancing the use of imagination by using one’s senses has only been given importance in the education of a sighted child. Therefore I feel that viable activities and leaning possibilities should be explored in the art making process to teach and encourage students who are blind and partially sighted. These students should be encouraged towards arts, using other sensory modalities. The study signified the initial step towards the importance of art making process for blind children. This study was based on the premise that blind children did have an innate creativity and through the proper facilitation they could perceive the images in their minds and find expression for them. A curriculum that focuses on the use of their other senses to enhance their creative skills must be worked upon. Art produced by blind students must have some sort of acknowledgment in our society and art circle. They need appreciation, even more than their sighted student counterparts. The research was entirely focused on the visual comparative analysis drawing of blind, partial blind and sighted