Teaching Young Children with Visual Impairments in a Preschool Setting with Katie Armstrong
Aug 14, 2020
We don’t always know what the future holds. Most of us don’t expect to be experts in our specialized fields when we start out. But for Katie Armstrong and me, there was always a sense that we would one day make a meaningful impact in our respective fields. As we reflect on our journeys, it’s clear that we were right to follow our passions.
This week on the podcast, I had the privilege of speaking with my college best friend, Katie Armstrong, a certified Teacher of the Visually Impaired (TVI) and Orientation & Mobility (O&M) specialist. Katie specializes in early childhood education for children with visual impairments, and her love for working with children has only deepened over the years. From an early age, she knew she wanted to be in specialized education, and her path took a pivotal turn during her freshman year of college when she discovered the visual impairments program. That was when she truly found her calling: teaching young children who are visually impaired.
The Joy of Teaching Preschoolers with Visual Impairments
For many, the idea of running a preschool classroom for children with visual impairments might seem daunting. But for Katie, it’s anything but intimidating. She views her classroom as a vibrant playground where children can explore, learn, and play all at once. Through her unique lens, teaching these young learners is an adventure—one where both the challenges and the successes are part of the journey. Katie approaches her work with a philosophy that every child is more than their visual impairment, and she works hard to meet them where they are developmentally, socially, and emotionally.
What’s truly remarkable about Katie’s approach is her holistic view of each child. She understands that the development of children with visual impairments may vary from typical developmental milestones, but that doesn’t mean they should be held to any less of an expectation. In fact, she’s all about understanding the whole child, from their physical motor skills and language development to their social and emotional growth. It’s about looking beyond a diagnosis and seeing the child as they are at any given moment in time.
Looking Beyond the Visual Impairment
In our conversation, Katie explains that one of the most important things she does in her role is to consider the child in all areas of development—not just how they are progressing in their visual skills. As a TVI, she knows how vision can impact everything from communication to mobility to academic achievement. But rather than isolating a child’s visual impairment as their defining characteristic, she takes a step back and evaluates where the child is in terms of their overall developmental trajectory.
For example, if a child’s language skills are on par with their typically developing peers, but their motor skills are more aligned with a younger child’s, she adjusts her approach to reflect that. This flexibility allows Katie to cater her lessons and activities to each child’s individual needs and strengths, creating an environment where every child can thrive.
Understanding Readiness to Learn
Katie stresses that understanding a child’s readiness to learn is another key element of success in early childhood education. She emphasizes that a child’s readiness can change from moment to moment. It’s not enough to assume that just because a child is in a classroom, they are ready to learn. Factors such as hunger, tiredness, or even environmental distractions can affect their ability to engage with the lesson. Katie uses a mental checklist to assess a child’s readiness in the moment—she considers when the child last ate, whether they are well-rested, and even how they are positioned physically to ensure they are comfortable and able to participate.
This focus on readiness to learn, combined with Katie’s ability to adapt her teaching methods on the fly, helps ensure that every lesson is meaningful and effective. It’s this level of attention to detail that makes her a highly skilled educator in her field.
Executive Functioning and Why It Matters
Another important aspect of Katie’s approach to teaching children with visual impairments is her attention to executive functioning skills. Executive functioning refers to the brain’s ability to manage impulse control, follow instructions, and stay on task. For children in early childhood, these skills are still in development. However, understanding how executive functioning plays a role in a child’s ability to engage with a lesson is crucial for educators.
Katie highlights that many of the children she works with have not yet developed the skills required to follow multi-step directions or control their impulses. These developmental delays are not failures on the child’s part, but rather an expected part of their growth. As a teacher, Katie is keenly aware of this and works to set realistic expectations for her students, recognizing that some children may need extra support to develop their executive functioning skills over time.
The Importance of Observation and Reflection
One of the most valuable insights Katie shares is the importance of taking time to stop, observe, and reflect. In a classroom full of young learners, it’s easy to get caught up in lesson plans and goals. But Katie emphasizes the importance of stepping back to truly observe what is happening with each child. Sometimes, the child may not be ready for a particular lesson or activity, and it’s important to adjust accordingly. By reflecting on what is working and what isn’t, Katie can make changes to her teaching approach that better align with the child’s needs in the moment.
This ability to reflect not only enhances the teaching experience, but it also strengthens the bond between the teacher and student. It creates an environment where the child feels seen and supported, and it helps the educator grow and improve as a professional.
Building Connections with Parents and Other Educators
Katie’s role also involves working closely with parents and collaborating with other specialists, which is essential in creating a well-rounded educational experience. She advocates for strong communication and consistent check-ins with other educators, such as speech therapists or physical therapists, to ensure that every aspect of the child’s development is being addressed. By maintaining open lines of communication and building strong professional relationships, Katie is able to offer the best possible support to the children in her care.
In situations where a child has multiple impairments or complex needs, it’s even more important to have this collaborative approach. Katie’s ability to reach out to colleagues and ask the right questions ensures that her teaching is always informed and effective.
Taking That First Step Forward
In our final conversation, Katie offers some sage advice for those looking to move forward in their careers or in their work with children with visual impairments. Her first piece of advice is simple but powerful: stop and reflect. Taking time to evaluate where you are, what you’ve accomplished, and what you want to achieve moving forward can be incredibly powerful in helping you take the next step.
Katie’s advice is a reminder that growth happens when we allow ourselves space to pause, assess, and adjust. It’s about being mindful of our own development as professionals and recognizing that we don’t have to have all the answers right now. With patience, reflection, and a willingness to learn, we can continue to grow and make a positive impact.
For educators, parents, or anyone working with children with visual impairments, there’s so much to be learned from Katie’s thoughtful, reflective approach. Whether you’re just starting in your career or looking to take the next step, remember that growth and success come from stopping, reflecting, and meeting children where they are.
As Katie put it, “Stop and reflect. Don’t be afraid to step back and observe.” It’s through this reflection that we are able to grow and move forward—together.
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