1, visually impaired children are physically and mentally disabled, young and weak, and have poor resistance to diseases, so a healthy, safe and hygienic learning environment is particularly important for their growth. To create an environment that conforms to the characteristics of visually impaired children, we should try our best to have bright colors, clear pictures and simple background, touch, movement and sound, which is conducive to stimulating and integrating the sensory organs of visually impaired children. The cleanliness of the classroom environment, the proper placement of articles, the regular cleaning and disinfection of teaching tools, toys, desks and chairs, and tableware, and the timely handling and updating of defective articles and toys should be institutionalized and have certain procedures. In addition, we should also consider the special needs of children for facilities, equipment and equipment due to visual impairment, set up blind roads for blind children and set up reading areas for children with low vision.

2. Due to the visual impairment of visually impaired children, some individual courses, such as physical education, fine arts and some complicated manual courses, are not suitable for visually impaired children to study with other children in ordinary classes. Should we consider allowing visually impaired children to accept partial integration, that is, allowing special children to study in ordinary classrooms for part of their study time [5], or more accurately, allowing them to accept partial integration for part of their time and part of their subjects? That is, on the one hand, for some general subjects, visually impaired children are allowed to study in ordinary classes while others cannot, or some skills courses aiming at the cognitive characteristics of visually impaired children are set up to study in special classes or resource classrooms. For example, if some courses of hearing and residual vision training are offered for children with low vision or blind students, such courses can be offered during the course time when other students are difficult to participate in sports, labor and other visually impaired students.

In addition, according to the individual differences of visually impaired students, some courses that are helpful to the physical and mental development of visually impaired students, such as some directional walking courses, should be offered. Of course, the premise of offering these courses is that the school has corresponding special education teachers.