Open door school for blind children in Guadalajara

This new school cycle began with a beautiful expansion of our community. We welcomed five new students in primary school, five in early education, and one in the multiple-challenges program. Our new primary students live with low vision, which called for immediate adjustments in teaching methods and learning strategies. It also required close attention to group dynamics, as differences in visual ability often create behavioral challenges that we work through with guidance, empathy, and firm support.

In the multiple-challenges area, we continued to strengthen sensory stimulation for infants, preschoolers, and primary students. Our sensory room is now used with greater intention, and we are thrilled to have a dedicated teacher leading this work. This has elevated the consistency, depth, and warmth of the interventions our children receive.

We also welcomed new instructors in physical education, swimming, and dance. The PE and swimming teacher is helping students develop body control, personal safety, and the confidence to take on challenges—skills that empower them far beyond the classroom. Our dance teacher has introduced contemporary dance and simple ballet, opening a window into artistic expression, cultural appreciation, and a new relationship with rhythm and movement.

A highlight of the trimester was our visit to the town of Mezcala. Nearly all our students joined—from babies to primary. They climbed a small hill and discovered historical ruins, rode on motorboats and rowboats across Lake Chapala, shared meals, played, explored, and related to one another in new and meaningful ways. It was a day of discovery, joy, and connection.

Teachers and families also received an introductory session in Mexican Sign Language from a specialist. This strengthens our commitment to total communication and ensures every child has more pathways to express themselves. Additionally, we held a well-attended parents' meeting focused on nutrition, behavior, and autonomy—key elements in building a supportive environment both at home and at school.

We continue working with the Perkins methodology for blindness and multiple disabilities, combined with active learning approaches and integrative projects that deepen understanding and independence. In primary school, we began issuing evaluation reports for extracurricular workshops to provide clearer follow-up and encourage continued growth.

This trimester reminded us that inclusion is not just a method—it is a daily choice to adapt, to listen, to innovate, and to believe in each child’s potential. Every step forward strengthens not only our students, but the entire community that surrounds them.

Terminamos un año escolar y graduamos a 5 niños, con herramientas informáticas (oficinas) y habilidades de exhibición. ¡Nuestros hijos están listos para ir a la preparatoria!

También nos complace haber habilitado una sala sensorial para los niños con múltiples discapacidades, lo que les ha ayudado a manejar mejor algunos comportamientos disruptivos.

Otro evento importante fue la celebración del Día de la Música en nuestro colegio.
La música no necesita verso para entenderse. Nuestros alumnos aprenden a sentir las vibraciones, afinar el oído y seguir el ritmo con una sensibilidad profunda y única. Para muchos, la música se convierte en un canal natural para expresarse, comunicarse y conectarse con el entorno.

• Durante estas clases se fortalecen:
• Memoria auditiva y concentracion.
• El uso refinado del oído como herramienta de orientación y aprendizaje.
• Confianza personal y autoestima.

Además, la experiencia de tocar un instrumento como la guitarra eléctrica les da la oportunidad de romper estereotipos, mostrar su talento y reconocerse capaces de dominar habilidades complejas, como cualquier otro niño.

¡Gracias por ser parte de nuestra escuela! ¡Y sigan apoyándonos!