The words "hands-on" took on new meaning for me when I learned we would be doing a series of programs with visually impaired students. The programs were done in collaboration with City Access New York, a New York City nonprofit that promotes lifelong access to educational and cultural programs for New Yorkers with disabilities.^* Some of the children we work with are totally blind and others can focus on objects held within six inches of their eyes. In the weeks before the programs, I found myself closing my eyes and handling biofacts, attempting to see things as the children would.

Henrietta horseshoe crab visits the students in the classroom.

Desiree and I visited the children's schools prior to their aquarium visits. We were given great suggestions by the program coordinator and teachers. Some seemed so simple, yet made a great difference. For example, we were told to describe what we were doing during the programs. Children who are not visually impaired understood this information from watching us.

After all the preparation, I was both excited and nervous to begin work with the children.

The first class, sixth to eighth grade students, was about invertebrates and included a squid dissection. I must admit I was a little apprehensive about giving blind children dissecting scissors, but with a little help the children did a wonderful job. Before opening the squid, the children examined the external anatomy; they found the eyes, counted arms and tentacles, and removed the beak and pen (which they were able to take home). The children opened the squid by cutting the mantle on the posterior side from the head to the dorsal end. After opening their squid, the children determined its sex not by using their eyes, but by using their hands. When it felt like liquid at the dorsal end, they knew it was a male. When the dorsal end felt gelatinous, they knew they were working on a female squid.

During the dissection, I looked over and saw James, one of the students holding his dissected squid about three inches from his eyes to examine it. It was time to clean-up for lunch, but several of the children, including James didn't want to give up their squids quite yet.

On the second visit, while Desiree taught the children in kindergarten and first grade about hermit crabs, the children in the second through fifth grades learned about horseshoe crabs. After a story, it was time for the children to ask Henrietta the horseshoe crab questions. I left the room to put on a costume and become "Henrietta." My re-entrance as Henrietta caused the children with some sight to shriek. I quickly explained to the totally blind children that it was just me in a costume. Then the questions began.

After experiencing the shock of a grown woman dressed as a horseshoe crab, the children had no problem touching the real animal.

The enthusiasm and bravery of the children has been inspiring. I don't think I would touch an animal I couldn't see, but working with these visually impaired children has helped me see things in a whole new way.

^*Adapted Arts & Science for EVS Students is generously supported by The Lavelle Fund for the Blind. Click to return to article.

Melissa Carp has been an instructor at the New York Aquarium for eight years. She feels working with visually impaired children has been beneficial to all of the teaching she does. Before coming to the aquarium, she worked with homeless families at a New York City shelter.

All photos: Courtesy of Ken Struve, the Executive Director of City Access New York

1. 
   A student discovers how to use touch to dissect squid.
   Describe what you are doing throughout the program, e.g. "I am walking to the touch tank."
2. As the children touch live animals or biofacts (animal artifacts such as teeth or skin) verbally make the connections for them, letting them know exactly what part of the body they are touching, and how it connects to the rest of the animal.
3. Make your storyboards tactile.
4. When working with younger children (grades K-2) bring biofacts one at a time to each child, rather than passing groups of biofacts around. This prevents the children from getting confused about what they are touching.
5. When working with older children (grades 3-8) have them work in small groups to examine the biofacts. Having several biofacts is useful so each group can handle the same items.
6. When working with children who have some vision, contrast helps. For example, if they are doing an art project using white paper, use a dark table covering.
7. Relate what you are talking about to the children's own bodies, e.g. "Fish have bones; feel the bones in your hands."
8. Keep in mind that although these children don't have the sense of sight, they do have a sense of humor and a sense of wonder.

The National Marine Educators Association (NMEA) is granting permission for City Access New York to reprint the article, "Seeing Things in a Whole New Way: Working with Visually Impaired Children," written by Melissa Carp; and excerpted from Current: The Journal of Marine Education, Volume 23, Number 2, 2007. Copyright 2007 National Marine Educators Association. All rights reserved. For more information on how to obtain a hardcopy of this issue or to find out more about the NMEA and their publications, please visit their website at www.marine-ed.org.