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Module 1: Young People with Visual Impairments — Psychomotor Skills, Self-Esteem and Personal Empowerment

Learning Objectives

Topic 1: Understanding Visual Impairment

Video: Understanding Visual Impairment

Individual Differences and Inclusive Thinking

Barriers to Participation

Topic 2: The Role of Youth Workers and Educators

Topic 3: What Are Psychomotor Skills?

Video: What Are Psychomotor Skills?

Topic 4: How Visual Impairment Affects Movement

Video: Vision, Posture and Movement

Topic 5: Supporting Psychomotor Development

Practical Activities

Adapting Activities

Tactile Learning and Group Activities

Fine Motor & Tactile Skills Checklist

Topic 6: Building Self-Esteem

Personal Empowerment

Video: Empowering Students with Visual Impairments

Arts as a Tool for Empowerment

Topic 7: Creating Safe and Inclusive Learning Environments

Interactive Activity: Inclusive Practice Challenge

Previous Lesson

Interactive Activity: Inclusive Practice Challenge

Module 1: Young People with Visual Impairments — Psychomotor Skills, Self-Esteem and Personal Empowerment
Interactive Activity: Inclusive Practice Challenge

Read the following situations and choose the most inclusive response. Only one answer is correct per question.

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Question 1 of 5

1. Question

A participant asks to complete an activity independently. What is the most inclusive response?

Insist on helping to prevent mistakes.
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Allow them to try while remaining available if support is requested.
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Ask another participant to complete the activity instead.
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Question 2 of 5

2. Question

Which strategy best supports psychomotor development?

Demonstrating movements silently.
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Using clear verbal instructions together with touch and sound cues.
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Asking participants to copy others without explanation.
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Question 3 of 5

3. Question

Which of the following is an example of an attitudinal barrier?

Poor lighting.
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Assuming a young person cannot participate because of their visual impairment.
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Narrow doorways.
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Question 4 of 5

4. Question

Which activity best supports tactile learning?

Watching a demonstration.
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Clay modelling.
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Reading written instructions only.
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Question 5 of 5

5. Question

Final reflection: think about one activity you currently use with young people. What is one change you could make to make it more inclusive for participants with visual impairments?

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