Tactile Model

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Step 2 Tactile modelling with verbal guidance
Children with VI greatly rely on sense of touch as an additional mode of learning, although for many of these children, touch is a chief mode of communication. (MR X) explored that the children with VI use tactual discrimination as superior than other senses for identifying different textures. Textured materials such as sandpaper or thick board are commonly used as tangible symbols to promote communication with these children. Regardless the type of materials, tactile models are used that must make sense to a child with VI in order to give an idea of the practice.
For better understanding and create interest, a thick paper cut-out model of each asana was prepared and distributed among the participants.
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Asanas (physical postures) were taught using all the five steps as described whereas while teaching Breathing and Loosening practices the second step ‘using of tactile models’ could not be used as these were not static postures. Similarly the description of Pranayama (breathing practices) did not require any tactile input as there was nothing to deal with outer activities. During the practice of relaxation, first step ‘verbal instruction’ was quite enough to perform as there is no physical movements involve in this. Apart from these practices recitation of songs (devotional and patriotic) and krida yoga (yogic games) were also added to develop control over emotion and to develop spatial awareness, alertness, concentration and memory…show more content…
Using tactile signals are an vital communication strategy to deal with young children but few important points have to be taken care that tactile models are useful only if the child can recognize what they represent, use of touch cues should be consistent for each separate practice, denotation of the touch model should not vary as the changes of the deciphere.
4. Students become enthusiastic by getting some positive feedback such as great job, nice performance, absolutely right etc. It is more effective if it would be given individually.
5. Encourage active learning and use intrinsically motivating/rewarding stimuli. Recognize the feedback that students are giving and respect what the child is telling/ feeling either verbally or nonverbally. Select stimuli that are interesting to the children and motivate them for their active participation and give some supportive opinion for refinement.
6. Visual impairment often accomplished with other physical and psychological disorders. Each child has unique requirements. Adjust schedules for the children to consider factors such as severity of need, tolerance for intervention, prior any kind of training and progress
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