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VIDBE-Q Volume 63 Issue 2
and spoken communication (Moore, 2002). This is a system that Teachers of the Visually
Impaired often use with their students. For example, giving a student an audiobook or
orally giving them instruction. This body system is crucial when understanding nonverbal
students and giving prompting for communication. The Visual system refers to sight,
which is when light entering the eye is converted into electrical impulses by the retina and
is then transmitted to the brain for interpretation. Teachers of the Visually Impaired
understand the wide spectrum of visual impairments and use what functional vision that
student has to better serve the student. In short, they understand the student's stronger
body systems and utilizes those to compensate for what they may lack in vision.
Additionally, the Gustatory system is the system responsible for taste. Teachers
and parents can use this system in order to elicit a response out of nonverbal students or
to give a response. This aids in the motivation for students to communicate. Often,
children want to satisfy this system so teachers can elicit communication, using things
like food as prompting.
To continue, the Proprioceptive system involves the sensory receptors in skin,
muscles, tendons, ligaments, and joints that give information on body position. Nonverbal
students use this while pointing to communicate, using fine motor skills to move pictures,
hit switches, etc. The Vestibular system is the internal body sense that determines speed,
force, direction of movement, effect of gravity, etc. This can also be beneficial to elicit a
response from students as well. The ability to use an action to create a response is ideal
for communication training. The Interoception system is the body system involving
information from one's internal organs that convey basic needs such as hunger,
regulation of body temperature, fatigue, elimination of body waste, etc. Nonverbal
