Helping a visually impaired child take part

Question #1: How can I help a visually impaired child take part in my group?

A. A large percentage of those with sight loss will have some residual vision to a greater or lesser degree. Not many will have total and complete blindness. So, the answer to how we can include a child with sight loss depends a great deal on the individual child. It also depends a lot on what the norm is for the group they attend.

Your first point of help and information should always be the child and their parents. They will have already worked through many of the questions you need answers to and know what will help make your group brilliant for them.

Ask how their sight loss affects them in areas such as coping in a crowd, dealing with (especially sudden) noise, eating together, and the all-important issue of finding their way in and out of the toilet. Practical things need to be looked at, such as keeping everything in the room in the same place each week and warning the child if they are moved. Tactile and high contrast markers help with getting from place to place independently.

But what about your group itself?

• Using puppets? Introduce the puppet to the child before you start. the programme. Let them feel it from top to bottom while you have it on your arm. Animate it as they touch it so they can feel its ‘personality’. If the puppet has signature moves such as swinging a limb, do these and describe what the puppet is doing. When you do the sketch, describe what the puppet is doing as you go through the sketch.
• Using a visual aid? Have a version for the child to hold as you talk, with someone using it simultaneously with the child. Describe what you are doing with it as you use it. If your visual aid is too difficult to do this with, find another one.
• Using a screen? Make sure you have a version of what is on the screen on paper that suits the level of vision and the gadgets the child has. They may use an iPad / tablet to access written material - make sure it is emailed at least a day before.
• Using action songs? Have someone go through the actions with the child, moving them and describing as they are taught.
• Using video? Ask how they would normally access videos. If they need audio description, then remember that very few Christian videos have this – you will need to do it yourself.
• Using visual jokes? It’s really horrible hearing everyone laugh and not knowing what they’re laughing at. Ensure you explain immediately.
• Using games? Explain the game to the child and their parents and ask advice. Find out what games they like to play and have the child teach it to the rest of the group.

Assign a buddy. It doesn’t have to be a grown up, just someone who knows the level of support needed.

Kay Morgan Gurr is a children’s evangelist and member of Children Worldwide network

 

Question #2: Some of our children need extra care – how can we help?

A. In places of worship and other environments, intimate care (such as toileting) may be provided for small children. Workers need clear guidelines in this area. We must be sensitive to the individual needs of each child and recognise that some care tasks could be open to misinterpretation. Unambiguous guidelines will safeguard both children and workers from false or malicious allegations of sexual abuse.

Treat everyone with respect and ensure privacy appropriate to age and situation.

Privacy is important and everyone has the right to it. Some aspects of intimate care are carried out by a single adult. An adult working alone increases opportunities for possible abuse, but this has to be balanced by the loss of privacy and lack of trust implied if two people are present.

As far as possible, involve the child in their own intimate care.

Always avoid doing things for the child if they are able to do it by themselves. If the child depends on you for help, talk to them about what you are doing and offer choices whenever possible.

Be aware of a child’s reactions.

Always check what you are doing by involving the child. Ask questions such as, ‘how do you normally do that?’ If the child expresses dislike about their care, you or another adult, try and find out why and share this with your safeguarding officer.

Be consistent.

Ensure that your team has a consistent approach to intimate care. This doesn’t mean everything should be done identically fashion, but it is important that different workers do not have markedly different approaches.

Never do something unless you are sure you know how.

Intimate medical care should only be carried out by medical staff, unless workers have been trained and assessed as competent to carry it out. If you are not sure, ask and keep on asking. Never put children or yourself at risk through lack of knowledge.

Report incidents.

If a child is accidentally hurt while you’re providing intimate care, or you notice signs of potential abuse, report this at once. If the child has a physical or emotional reaction without apparent cause, report it immediately to your safeguarding officer. Produce a written report of the incident as soon as possible.

Encourage children to have a positive image of their bodies.

The way we handle intimate care conveys many messages to the child. We want them to value themselves and their bodies. Children who are confident and feel their bodies belong to them are less vulnerable to sexual abuse.

Be guided by a child’s rights.

A child’s right to object or say ‘no’ must always be fully respected. The needs and rights of children must remain paramount.

Justin Humphreys is head of safeguardingfor the Churches’ Child Protection Advisory Service (CCPAS)