Our Preschool for the Blind and Visually Impaired

FBC is proud to have the largest preschool for the blind and visually impaired in the country. As a child comes of preschool age, they need the opportunity to participate in intensive specialized education. FBC, in cooperation with the A

rizona State School for the Deaf and Blind, provides daily classroom instruction for children, both singularly impaired and multiply disabled. Specialized teachers, counselors, and therapists work with parents to plan individualized programs to best meet the child’s needs.

Research has shown the first five years of life are the most critical developmental period, affecting all future growth and development. Much of what a child learns is through vision, so FBC’s preschool for the blind teaches students how to “see” the world in different ways. The child learns how to relate to the world, how to move in the world and how to understand the world around themselves. They develop attitudes and aptitudes in preschool that will affect them the rest of their life.

Along with normal academics, students at our school are provided lessons in orientation and mobility so they can understand and navigate through their surroundings. Specialized therapies develop skills in speech and language, physical mobility, and sensory processing. Students are also given instruction in performing many everyday life roles and tasks, to maximize their independence.

Major Objectives

Provide a learning environment that fosters independence and maximizes the student’s potential to achieve a smooth transition upon returning to their neighborhood school.
Facilitate education expectations to parents and caregivers to promote equal growth and learning at home and school.
A team model of various appropriate disciplines addresses the whole child in planning and implementing each child’s educational program.
Provide individualized attention from a teacher of the visually impaired to address each child’s learning within the core curriculum and the expanded core curriculum.

Major Objectives

Provide a learning environment that fosters independence and maximizes the student’s potential to achieve a smooth transition upon returning to their neighborhood school.
Facilitate education expectations to parents and caregivers to promote equal growth and learning at home and school.
A team model of various appropriate disciplines addresses the whole child in planning and implementing each child’s educational program.
Provide individualized attention from a teacher of the visually impaired to address each child’s learning within the core curriculum and the expanded core curriculum.

Keys to Success at Our Preschool for the Blind and Visually Impaired

We believe any child can learn in our school.
Allow student to staff (1:2) ratio and small class size.
The classroom teacher is a teacher of the visually impaired who can oversee the development of skills throughout the daily routine as well as monitor the child’s functional use of vision.
A longer than typical school day offers intensity of instruction that includes repeated opportunities, balance of activity, and therapeutic services.
Unique auxiliary services are provided in the program to all children including pet therapy, music therapy, and gymnastics to facilitate body awareness, communication skills, social skills, and sensory processing skills.
Therapy staff offer the expertise of their discipline yet also become knowledgeable on the unique challenges associated with vision loss.
We value a partnership with the child’s family.
A collaborative effort is maintained with community agencies, public school districts, and other appropriate resources.

A young boy holds up his certificate at FBCs pre-school graduation

Keys to Success at Our Preschool for the Blind and Visually Impaired

We believe any child can learn in our school.
Allow student to staff (1:2) ratio and small class size.
The classroom teacher is a teacher of the visually impaired who can oversee the development of skills throughout the daily routine as well as monitor the child’s functional use of vision.
A longer than typical school day offers intensity of instruction that includes repeated opportunities, balance of activity, and therapeutic services.
Unique auxiliary services are provided in the program to all children including pet therapy, music therapy, and gymnastics to facilitate body awareness, communication skills, social skills, and sensory processing skills.
Therapy staff offer the expertise of their discipline yet also become knowledgeable on the unique challenges associated with vision loss.
We value a partnership with the child’s family.
A collaborative effort is maintained with community agencies, public school districts, and other appropriate resources.