Food Technology for the student with a Vision Impairment
Allow the student to work with a reliable peer.
Do not leave the student alone unsupervised where there is danger with heat, etc.
Do not allow the VI student to work in a large, volatile group.
Ensure the student understands the sequence of
tasks.
Allow adequate time for completion of tasks.
Have the student in close proximity during demonstrations of procedures ‑ or provide
individual demonstration, if needed.
Use both clear descriptions and movements when demonstrating ‑avoid jumbled descriptions and confused hurried movements.
Encourage the student to use front burners of gas or electric stoves ‑ not to reach over
to rear hot‑plates. Some students prefer not to use gas.
Realise the student may not see normal signs of heat, e.g. glow of gas flame, steam rising ‑ teach to test by holding hand five to ten centimetres away from source of heat and feeling hot air ‑ or to check by consulting teacher or reliable peer.
Encourage use of clearly marked measuring spoons and cups where scales are difficult to
read.
Teach to estimate by halving block of butter, sectioning tub of margarine, pouring out
half, quarter, third of packet or container, etc.
Teach how to test for "cooked" with finger or skewer (heat thermometers too difficult to read) ‑ don't assume student is able to see colouring which normally gives indication of food being cooked. Timers can be particularly useful for students who cannot judge by sight whether
the food is cooked.
Show how to wipe bench and sweep floor in a systematic pattern.
Amazing Garlic Peeling Machine!
For students who have a physical disability in addition to their vision impairment, this is a useful technique: simply place unpeeled garlic cloves in a jar and shake! The skins will be removed from the cloves!
There's an easier way to open that lid!
Insert a knife under the lid and gently lever it up until you hear a "POP"!
The lid will be so much easier to remove now.
The lid will be so much easier to remove now.