Student Success Story
 

One of my students, Jessica, joined our classroom with significant challenges in communication and engagement due to being blind since birth. Initially, Jessica gravitated toward solitary activities and was hesitant to interact with classmates or participate in group tasks. Recognizing her unique needs, I tailored lessons focusing on tactile and auditory supports, creating a classroom environment where she could thrive.

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I introduced textured materials, such as sandpaper letters and raised-line shapes, to help Jessica explore concepts like the alphabet and geometry. During morning circle time, I included a talking piece with unique textures—our “Popcorn,” a stuffed animal covered with soft, bumpy fabric—so she could identify it by touch. I also incorporated auditory cues, such as jingles or short sound effects, to signal transitions and used repetitive songs to establish routines. To build a sense of spatial awareness, I organized the classroom with tactile labels, such as Braille tags and textured markers, helping her independently navigate her environment.

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With time and consistent support, I saw small but meaningful changes. During one circle time, Jessica reached out to hold the “Popcorn” ball, an action she had previously avoided. Another day, she contacted a peer by exploring a sensory bin and sharing textured items like a squishy ball and a spiky ring. Later, I noticed her engaging with a classmate by rolling a textured ball back and forth—a profound milestone for a child who had once struggled to connect with others.

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These tactile-based strategies supported Jessica’s learning and built her confidence, helping her become an active participant in our classroom community. Every moment of connection—no matter how small—became a celebration of her progress and emerging curiosity.