By the end of this chapter, you will:

  • Know the main teaching objectives of pre-primary education.
  • Learn about the new approach to special educational needs (SEN) in students with visual impairment.
  • Identify the most relevant differential behaviors in the learning of children with low vision, and apply the inherent guidelines.
  • Classify the different modes of curricular to students of pre-primary education with visual impairment.
  • Apply the basic guidelines for didactic intervention from an adaptation perspective to the visual characteristics of students.
  • Know the differential elements that condition the necessary adaptation to the haptic or visual characteristics of the students.
  • Know the main stages for carrying out the necessary curricular adaptations for students with visual impairment.
  • Raise awareness on the treatment of diversity that should be in the education of children with low vision.


In order to understand the SEN of visually impaired students and the general educational lines that characterize psycho-pedagogical intervention in this population, this chapter addresses this matter from a theoretical point of view that can be framed in a harmonious and multidisciplinary conception. This is due to the necessary different agents that a student with visual impairment requires in the educational process (professionals from general and specialized education, support teams, family members, beneficiary entities, etc.) to meet their educational needs and offer them tailored responses to those needs. Secondly, a harmonic or eclectic approach is postulated, considering joining the different elements or doctrines that the new pedagogical model of SEN supports, integrating other conceptions like cognition and behavior in the development of types of intervention for different areas and strategies, among others.

The chapter introduces the main SEN of visually impaired students, once the objectives to be developed in the pre-primary education stage are defined, with the aim of establishing the conceptual bases on which learning is built. The different types of curricular adaptations inherent to visual impairment are included below, according to the continuum that supposes the great diversity of the students who also have other impairments. The curricular adaptations analyzed incorporate the technical and organizational elements or resources to access the curriculum and the individual curricular adaptations that the students need to compensate for their inequalities compared to normo-visual peers.

Lastly, the collaboration of the teacher with the families and the associations of beneficiaries in the educational process is analyzed, and some practical recommendations for work in and outside the classroom are offered.

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