Moving Beyond Vision Loss

Comments (10)

I get asked all the time what it’s like teaching yoga to people that are blind or have vision loss. Many are fascinated and most are curious. More often than not, their first comment is along the lines of, “…well that must be very difficult…” Typically, this is then followed by a common preconceived notion of vision loss, such as, “they must have great body awareness.” While in a few cases this might indeed be true, the reality is often much different.

On the teaching side specifically, yes it can indeed be difficult. I like to think of it as a challenge and also an opportunity to not only learn how someone navigates this world without their visual sense, but also to understand their limitations and how I can help. My ultimate goal is to engage and enable individuals to move with increased confidence and to apply what they learn in class into their daily lives.

Prior to a class beginning, there is much to do. I will often guide students into the practice room, orient them to the new surroundings and help as needed with setting up of their mat and any items they may require such as a chair for support. Though this can be a busy and occasionally chaotic time, especially with guide dogs in the mix, I never rush this part of the process and always ensure that I allow each individual to function with the independence they desire.

To enable someone with vision loss to follow along in class, I use descriptive language with clear step by step instructions. This works well and is much appreciated by the group. Occasionally, I realize I’ve left out a step or two, or mixed up sides when I see the class pause and ponder what I’m asking them to do…like take your left hand to left elbow! We will have a chuckle and the injected humour works wonders for tension release. However, the use of imagery can be challenging in itself as someone who has been blind from birth may not relate to the same imagery as someone whose vision loss occurred later in life. As a result, I try to incorporate a variety of imagery and descriptors and when in doubt, I ask the students who have grasped the exercise how they would describe it. Their responses can be very unique and creative and have often helped me to provide a better framework for a specific exercise or routine.

Becoming more familiar with each student and understanding their often unique challenges has ultimately helped my teaching be successful. For instance, balance is always one of their primary concerns, as is learning how to relax, so it is very important to adapt to the specific needs of the students. As my classes have evolved, I have observed a need to incorporate more strengthening work and subsequently seeing this pay off in terms of tangible benefits to my students has been immensely rewarding.

As but one example, I currently have a gentleman who has been attending the weekly class fairly regularly for about two years. Until a few months ago, he had always practiced the floor work in a chair. He has since progressed immensely and is now able to get down to the floor with the support of a chair. Initially, he took a long time to get down or up, but now if you blink you’ve missed him do this. This type of example, where you come to an understanding of where a particular student’s abilities are at and then subsequently encourage and empower them to slowly broaden their comfort zone while witnessing their personal growth, is a very rewarding experience. It can also be incredibly humbling. Just as the students reap benefits, as do I as a teacher and I wouldn’t miss this for the world.Body awareness is always an interesting subject, but particularly so when discussing a student with vision loss. I am totally amazed and always curious as to how low vision individuals navigate their surroundings. A cane can help them detect obstacles in their path and their hearing senses are typically heightened. They use their tactile abilities to feel different denominations of currency and to read Braille.

All this said, actually feeling how their body moves in space and the connection of their body to their surroundings, can often be very challenging. Interestingly, I have observed that many students with complete vision loss do not have a sense of where they are positioned on their mat, often unintentionally lying completely crooked or even with their head off the mat entirely. To help develop the body’s sense of where it is in space, known as proprioception, I find it helpful to use the floor, props and also closed chain movements.

Closed-chain Leg Stretch #2 uses the wall to help orient the body.

When appropriate, I also try to encourage fluidity, with an emphasis on free flowing practice, or intentional shaking movements and empower individuals to both choreograph and make it their own. I feel this is very important, as I have observed they often tend to carry a lot of tension in their body as understandably, they are never quite sure if their next step in navigating this world will be met with an undesirable outcome. Furthermore, the more basic and relevant to their daily living I can make an exercise, the more memorable and naturally repeatable it becomes, thereby allowing each person to incorporate much of what they learn in class into their daily routines.

Come back next week to read how the use of The Roll Model® Therapy Balls have helped develop this special populations body awareness and enabled them to reduce tension. It has been a game changer!

Liked this article? Read Top Ten Things I Have Learned With Yoga Tune Up

Sue Taylor

Sue Taylor is a certified yoga teacher through the Esther Myers studio in Toronto. She is a regular teacher at CNIB (formally known as the Canadian National Institute for the Blind) where she created a yoga program for their clients. This unique experience keeps Sue on her toes and challenges her to dig deep into her tool box of knowledge and creativity. Always keen to develop her understanding of yoga and movement based modalities continuing studies has led her to the work of Jill Miller. Attending her first Yoga Tune Up(R) class Sue remembers that it 'felt so right'. Her body felt amazing and she knew this was something she wanted to explore further. In addition to her teaching at CNIB, Sue offers private classes, corporate programs and workshops in the Newmarket and surrounding areas.

Leave a Reply

10 Comment threads
0 Thread replies
Most reacted comment
Hottest comment thread
9 Comment authors
Laura Woodrow

I appreciated you bringing awareness to how helpful it is to encourage fluid movements to those with vision impairment. When one don’t know if your next step will lead to a negative outcome, one would constantly find themselves bracing against the world, preparing for the worst. The class room becomes a safe laboratory to explore letting ones guard down, both physically and emotionally. What a gift it is to provide a space for deep rest and restoration.

Kammy Fung

I’m so touch by your article. The challenge without vision is all the movement base on the proprioceptor. The feedback from the prop and floor or wall is going to a good tool train the body feedbacks. I would love to train myself with closed eyes in some poses and would love to attend one of your class in CNIB setting.


What a great story you shared about the student who was able to get up and down from the floor after attending your classes on a regular basis. It’s a wonderful testimony to the changes that can happen with this powerful practice. Looking forward to Part 2.

Sue Taylor

Hi Megan,
Thank you for your comments. In response to your question it really depends on the individual for balancing abilities. Balancing is a work in progress for us all, especially this population and they certainly put all of their effort in to try. I have read that using sound can help with balancing, such as music playing in front of them. I tried this myself with eyes closed and focusing on the sound did help.

Megan Venzin

This article made me think a lot. I still have difficulty in balancing poses when I close my eyes, and I consider myself to be at an intermediate level. Do you find that those who were born blind or have been working with vision impairments are able to achieve these poses at a faster rate by necessity, or does this vary the same way it would with anyone else? Also, thinking about teaching yoga in this context supports the importance of knowing proper anatomical terms. I’m sure working with a variety of students has really helped to enrich your toolbox,… Read more »

Jacqueline M

Fantastic article Sue! What a wonderful and rewarding service you provide. Hats off to you!

Nancy Drope

Great Article Sue . You are an inspiration !

Sue Taylor

Hi Tessa. Thank you for your comments. In response to your questions, yes, I have observed and students have shared feedback that their proprioception has improved with regular class attendance. Many have commented that they miss their yoga when there have been periods they have been unable to attend. Upon return it doesn’t take them long to re-awaken their awareness. I usually offer up optional homework so that even if they are unable to get to class they can use the knowledge and tools learned to improve their daily living. There are most definitely differences between their proprioception in standing… Read more »

Tessa W.

This post interestingly came just near the time of my own eye exam; which made me curious about yoga for people with low vision and vision loss. I appreciated your comment about asking students to describe their experience for others when you are at a loss to describe the actions of the body to someone with out a concept for your own experiences. Do you find that propriception develops over time for individuals who attend class regularly? Is there a significant difference in proprioception when vertical (standing) and horizontal (supine)? Thank you.


Thanks Sue, very cool article. Language an descriptive words are tricky even if you can see and learning to expand vocabulary is good for any teacher. Great way to get new terms and imagery directly from the students as they experience it for themselves and then let them tell you what worked (and what didn’t!)