Which of the following is an appropriate preliminary activity for a teacher of students who are visually impaired to introduce positional concepts to a preschool student?

Introducing positional concepts to preschool students who are visually impaired is best achieved through tactile, hands-on experiences. Demonstrating these concepts with real objects allows the student to physically manipulate and explore items, fostering a deeper understanding of spatial relationships. For example, by handling objects like toys or blocks, the student can better grasp terms like "above," "below," "near," or "far" through direct interaction. This method caters to their learning style and supports the development of essential foundational skills in a way that is concrete and experiential.

Other approaches, such as using visual aids, hearing stories, or drawing diagrams, may not effectively engage students who rely more on tactile and auditory learning experiences. Visual aids on a projector do not accommodate the needs of visually impaired students, and while stories can be engaging, they may not provide the concrete understanding needed for grasping positional concepts. Similarly, diagrams drawn on a whiteboard may not convey the same level of understanding as hands-on manipulation of objects. By opting for real objects in an interactive format, the teacher can create a more inclusive and effective learning environment for these students.