Teaching Strategies for Students with Visual Impairments

Visual impairment varies greatly. Persons are considered legally blind when visual acuity is 20/200 or less in the better eye with the use of corrective lenses. Most persons who are legally blind have some vision. Others who have low vision may rely on residual vision with the use of adaptive equipment. Persons who are totally blind may have visual memory, its strength depending on the age when vision was lost.

Whatever the degree of impairment students who are visually impaired should be expected to participate fully in class activities, such as discussions and group work. To record notes, some use such devices as laptop computers or computerised braillers. They may confront limitations in laboratory sessions, field trips and internships, but with planning and adaptive equipment their difficulties can be minimised.

Before or early in the course:

· Provide reading lists or syllabi in advance to allow time for such arrangements to be made as the taping or brailling of texts.

· In cooperation with Disabled Student Services, assist the student in finding readers, note-takers or tutors as necessary or team the student with a sighted classmate or laboratory assistant.

· Reserve front seats for low-vision students. If a guide dog is used it will be highly disciplined and require little space.

During the course:

· Face the class when speaking.

· Convey in spoken words whatever you put on the board and whatever other visual cues or graphic materials you may use.

· Permit lectures to be taped and/or provide copies of lecture notes where appropriate.

· Provide large print copies of lecture materials.

· Be flexible with assignment deadlines.

· Plan field trips and such special projects as internships well in advance and alert field supervisors to whatever adaptations may be needed.

· If a specific task is impossible for the student to carry out, consider an alternative assignment.

Examinations and evaluations:
Students should not be exempt from examinations or be expected to master less content or a lower level of scholastic skills because of a visual impairment. Alternative means of assessing their course achievements may be necessary. The students themselves, because of their experience in previous learning situations and the Disability Service, may offer suggestions on testing and evaluation strategies. The most expedient devices are alternative examinations (oral large-print Braille or taped), the extension of time for exams and the use of such aids as print enlargers specialised computer programs or tape recorders.

Other adaptations suited to specific instructional situations - such as tactile materials in presenting diagrams or illustrations in certain subjects - may be helpful.

Back