Teacher Strategies: Visual Impairment
Accommodations:
• Provide a reading list or syllabi in advance to permit time for transferring into alternate format
• Order text books in the preferred medium of the student
• Sit in the front of class without glare from windows
• Tape recording of lectures and class discussions
• Use note taking devices such as pocket Braille computers
• Distribute handouts in the medium that the student prefers
• Print materials with clear black print on white or pale yellow paper for students with visual
impairments
• Testing accommodations: taped tests, reading of tests, scribe, extended time, separate place, enlarged print, computer word processing software with speech access
• Read aloud any materials present on the chalk board or on transparencies
• Assist with Lab work
• Give advance notice of class schedule changes
Types of alternate format of printed material for students with blindness/visual impairments include:
• Audio tape
• Most textbooks can be ordered on tape from Recording for the Blind and Dyslexic (1-800-221-4792)
• Large print
• Standard sized materials can be enlarged on a copier using 11"x17" paper
• Computer disk
• Convert the text to materials in ASCII format
• Scanning printed material into the computer and then using software such as Kurzweil to convert to voice as necessary
• Braille is probably the LEAST frequently requested alternate format for students with blindness.
Reference: http://www.uhh.hawaii.edu/~accred/disability/bvi.html
Educational Considerations
Children with visual impairments need to learn the same subjects and academic skills as their sighted peers, although they will probably do so in adapted ways. They must also learn an expanded set of skills that are distinctly vision-related, including learning how to:
These are just some of the skills that need to be discussed by the student’s IEP team and included in the IEP, if the team decides that’s appropriate. Each of the above skill areas—and more—can be addressed under the umbrella of special education and related services for a child with a visual impairment.
Tips for Teachers
—Learn as much as you can about the student’s specific visual impairment. What aspects of vision are affected, and how does that affect the student’s ability to move about the classroom, see the board, or read a textbook? Parents (and the student!) can be an excellent source of this information.
— Learn about the many instructional and classroom accommodations that truly help students with visual impairments learn. We’ve listed a few in the resource section. Strongly support the student by making sure that needed accommodations are provided for classwork, homework, and testing. These will help the student learn successfully.
—If you are not part of the student’s IEP team, ask for a copy of his or her IEP. The student’s educational goals will be listed there, as well as the services and classroom accommodations he or she is to receive.
--Consult with others (e.g., special educators, the O&M specialist) who can help you identify strategies for teaching and supporting this student, ways to adapt the curriculum, and how to address the student’s IEP goals in your classroom.
—Find out if your state or school district has materials or resources available to help educators address the learning needs of children with visual impairments. It’s amazing how many do!
—Communicate with the student’s parents. Regularly share information about how the student is doing at school and at home.
• Provide a reading list or syllabi in advance to permit time for transferring into alternate format
• Order text books in the preferred medium of the student
• Sit in the front of class without glare from windows
• Tape recording of lectures and class discussions
• Use note taking devices such as pocket Braille computers
• Distribute handouts in the medium that the student prefers
• Print materials with clear black print on white or pale yellow paper for students with visual
impairments
• Testing accommodations: taped tests, reading of tests, scribe, extended time, separate place, enlarged print, computer word processing software with speech access
• Read aloud any materials present on the chalk board or on transparencies
• Assist with Lab work
• Give advance notice of class schedule changes
Types of alternate format of printed material for students with blindness/visual impairments include:
• Audio tape
• Most textbooks can be ordered on tape from Recording for the Blind and Dyslexic (1-800-221-4792)
• Large print
• Standard sized materials can be enlarged on a copier using 11"x17" paper
• Computer disk
• Convert the text to materials in ASCII format
• Scanning printed material into the computer and then using software such as Kurzweil to convert to voice as necessary
• Braille is probably the LEAST frequently requested alternate format for students with blindness.
Reference: http://www.uhh.hawaii.edu/~accred/disability/bvi.html
Educational Considerations
Children with visual impairments need to learn the same subjects and academic skills as their sighted peers, although they will probably do so in adapted ways. They must also learn an expanded set of skills that are distinctly vision-related, including learning how to:
- move about safely and independently, which is known as orientation and mobility (O&M);
- use assistive technologies designed for children with visual impairments;
- use what residual vision they have effectively and efficiently; and
- read and write in Braille, if determined appropriate by the IEP team of the child after a thorough evaluation.
These are just some of the skills that need to be discussed by the student’s IEP team and included in the IEP, if the team decides that’s appropriate. Each of the above skill areas—and more—can be addressed under the umbrella of special education and related services for a child with a visual impairment.
Tips for Teachers
—Learn as much as you can about the student’s specific visual impairment. What aspects of vision are affected, and how does that affect the student’s ability to move about the classroom, see the board, or read a textbook? Parents (and the student!) can be an excellent source of this information.
— Learn about the many instructional and classroom accommodations that truly help students with visual impairments learn. We’ve listed a few in the resource section. Strongly support the student by making sure that needed accommodations are provided for classwork, homework, and testing. These will help the student learn successfully.
—If you are not part of the student’s IEP team, ask for a copy of his or her IEP. The student’s educational goals will be listed there, as well as the services and classroom accommodations he or she is to receive.
--Consult with others (e.g., special educators, the O&M specialist) who can help you identify strategies for teaching and supporting this student, ways to adapt the curriculum, and how to address the student’s IEP goals in your classroom.
—Find out if your state or school district has materials or resources available to help educators address the learning needs of children with visual impairments. It’s amazing how many do!
—Communicate with the student’s parents. Regularly share information about how the student is doing at school and at home.