Yoga Teaching Model

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.

Further, it attempts to find out their favourite method of teaching by collecting subjective data based on the students’ reply. The findings of this study reveals that amongst five teaching techniques, the fifth step, Physical assistance with verbal guidance was most preferred by the children secondly they inclined towards tactile modelling and coactive, verbal assistance and step by step teaching were their third, fourth and fifth preference respectively.

Previous studies have shown that physical guidance as a successful teaching method to enhance the acquiring skills of the students with VI (Brueske & Cuvo, 1985; Erwin, 1996; Lane, 1996; O'Connell, 2000). This finding is consistent with a previous study reporting that judo players who are visually impaired responded well when learning through physical guidance (Ohlenkamp, 2000). In contrast to this O'Connell, Lieberman, and Peterson (2006) suggested that as children are more hesitant to physical touch they may prefer tactile modelling as a preferred mode of teaching. As per our observation students were overprotecting at the beginning but once they become familiar with the instructors they prefer individual guidance than tactile model. Physical assistance involves clarifing the require movements of the practices through physical alignment of the participants’ body part

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