ABSTRACT
This chapter explores the challenges of acting for young people with visual impairment. Building an accessible set and learning the lines are two of the biggest barriers for presenting a performance including pupils with visual impairment. Additional mobility challenges usually vary enormously from production to production. Pupils with very little or no vision at all often need support in developing appropriate facial expressions, or arm gestures such as a point, wave or inverted commas drawn in the air. These can be described or modelled for pupils to feel, or pupils can be shown how to perform the action themselves. It is important to understand pupils’ visual impairment and associated implications within the classroom setting before thinking about the stimulating environment that can be provided through religious education. Pupils with visual impairment may benefit from the opportunity to view a video before it is shown in class, maybe by taking it home a few days in advance.
