Primary school
Target group
Children with visual impairments or blindness
Classes
Single-year groups or mixed-age classes with 4–8 children per class
Curricula
The general primary school curriculum combined with the curriculum of the special school for blind children
Learning with all the senses
Our teaching supports visually impaired and blind children using individually tailored methods and aids such as magnifiers, Braille displays and real-life objects. Digital skills are taught from an early age to promote independence.
Independence and community
Alongside academic education, the focus is on self-determined participation. Individual learning and shared experiences go hand in hand, so that everyone feels part of a vibrant school community.
Exercises specific to the blind
In addition to the regular curriculum, the children receive lessons in ‘exercises specifically designed for the blind’, which are taught across different subjects and in one-to-one sessions by specialist trainers in orientation, mobility and practical life skills.
Orientation and Mobility
The lessons are designed to enable pupils to find their way around their immediate and wider surroundings, to move about independently, safely and effectively, to explore their environment and to cope with everyday situations as independently as possible.
Daily living skills
To cope with everyday tasks, pupils require targeted, individually tailored strategies through lessons in daily living skills. These are essential prerequisites for organising one’s daily life independently and for behaving confidently in public, thereby facilitating social integration.
Low Vision Übungen
Various factors, such as lighting conditions, contrast, general well-being, etc., influence vision. It is therefore important to make the best possible use of remaining vision and to learn about and use suitable visual aids through low vision exercises.
Auditory training
Pupils must learn to transform passive hearing into active listening. Targeted exercises help them to locate and distinguish between sound sources and to extract information from acoustic stimuli. These are essential prerequisites for orientation and mobility, as well as for engaging with the environment in practical terms.
Tactile training
Intensive tactile experience shapes the perception and emotional evaluation of the environment. Tactile impressions can lead to subjective and less accurate ideas about material, size and function. To promote more precise practical knowledge, targeted sensitisation of the sense of touch through repeated exercises is essential.