To teach auditory learner with visual impairment, school has to become learning organization

First step towards teaching a Child with Visual Impairment (CVI) is to record his or her detailed past history by interviewing the caregivers and re-analysing diagnostic test reports already available. Thereafter, with the help of clinical psychologist, prime care-givers and special educator (primary stakeholders-PSs), the school has to create an agreed individualized education programme (IEP) for a month for implementation followed a prognostic test for corrective feedback to be further followed by next month's IEP with PSs; and so on.

However, for a CVI, learning readiness activities for improving and reinforcing the functional skills of orienting and moving the body in relation to the received sounds are a must. The functional skills training in orientation, mobility, sounds-recognition and safety alertness for a CVI are required so as to accommodate the child in the classroom and the school.

Noisy places and social environment that lacks phonically standardized communication, and lack of social skills by school community are detrimental to learning by a CVI.

Also, the school must provide training both to the teachers and the CVI in common-phonetics to develop basic auditory and listening skills for ease in understanding the communication by the school functionaries and teachers so that they begin to derive the same meaning from the sounds as intended.

The transaction of the agreed curriculum in the form of designed interventions has to be based on 'learning-to-listen cum listening-to-learn' with standard phonics which generally happens in 5-Ws question-answer format which should be disrupted with tactile-sensory experiences wherever possible. To recapitulate and test, the sound-recorded presentations and questions are to developed by the educator as individualized learning resources to make the CVI's learning effective and efficient

The school has to become a learning organisation by accepting and accommodating a VIC along with diagnosis-based IEP that undergoes frequent prognostic adaptations as follow-ups