Having now looked at visual impairment, cognitive difficulties and autism, over the next few weeks we will consider a number of other disabilities. We are doing this to help understand the concept of multiple disability along with a visual impairment (MDVI). The condition is not uncommon.

When doing this though, keep in mind that each disability is not operating in isolation. They impact together. For example, it is one thing managing a visual impairment but when adding cognitive difficulties life becomes even more demanding.

Here is an example of how you might work with a child experiencing visual impairment and cognitive difficulties.

A concrete and functional approach

This system is designed to use knowledge of your child and situation in order to,

• Teach an activity as part of daily life and not at a separate time of the day
• Break the activity into small steps to help your child learn
• Teach the steps in a place where others do the same activity
• Teach activities that will increase your child’s opportunity in the future

What must you know about your child?

To teach your child functional activities you should ideally,

• Know her or his abilities, needs and how s/he learns
• Become familiar with her or his environment and the activities that take place there
• Understand how your child participates in the home and community
• Identify activities that are important to your child and family

You must know about your child’s disability(s) and abilities

It is important to know how your child’s disability(s) affect development and learning.

It can be helpful to know about each of your child’s disabilities because some may require special equipment, therapy or exercises. Ongoing medication or even surgery may need building into your programme too.

What activities should your child learn?

Your child should learn to do activities with your family; that is, things that are,

• Part of your child’s everyday life
• Important to family members and the community

Also, help your child,

• Be safe
• More independent
• Interact with others

And,

• Give her or him more opportunities for the future

How to choose activities

Choose activities by involving your family; that is, activities that help your child,

• Increase her or his abilities
• Participate in the home and community

And,

• Keep her or him safe

Consider how to incorporate what your child

• Wants to learn
• Likes doing

And,

• Become more independent

Also,

• Learn activities which will improve her or his future and life more generally
• Give your child an opportunity to socially interact

Teach learning this way

Teaching and learning this way helps your child learn more quickly and easily. It also helps the family motivate your child because s/he is doing things important to her or him.

Teach when your family is caring for her or him and, incorporate the place and time to help; for example, washing hands before a meal helps her of him remember when and where to do the activity.

Learning in a ‘natural’ way

This teaching strategy is designed to help your child learn by doing in a way that is as natural as possible. This means your child learns when others of the same age chronologically or developmentally for example are learning the activity too.

By beginning an activity as soon as s/he can participate helps especially those who are slow learners to master the activity. This is therefore similar to a child learning independently as s/he matures.

Your child does the activity at a time of day that makes sense of the activity; for example,

• Dressing after having a bath or at a time when s/he needs to put on clothes
• Feeding independently during family meals

Also, do an activity in a place where others do it; for example, if the family has a special place for dressing and eating then your child should dress and eat in the same place.

In the future I will upload more strategies based on experience whilst working with children MDVI.