Visual Impairments
Visual impairments include a spectrum of different types of visual abilities including:
· Low vision
· Consider lighting
o More is not always better- what types of lighting work best for your student, glare reduction, ability to change lighting as environment changes (sunny vs. cloudy day)
· Environment
o Provide extra to store supplies such as tape player/ recorder, Brailler, large print books, slant board, desktop lamp
· Materials to have available
o Large print, regular print, magnifiers, close captioned TV, appropriate writing material (bold lined paper, raised line paper, black felt tip pens, non-glossy paper)
· Other considerations
o Make all writing large and easy to read, seat student near the board, try to minimize copying of words, allow extra time for assignments, allow student to touch items being shown in class, provide copies of notes in advance
Educational and Social Outcomes:
With early interventions, students with visual impairments can be very successful. These students may need an increased focus on self-reliance but through curriculum and technology adaptations, school and social interactions can be made very successful. The sooner a learner is introduced to the adaptive technology available, the sooner they will put it to effective use.
For more information:
World Health Organization- http://www.who.int/mediacentre/factsheets/fs282/en/
Paths to Literacy- http://www.pathstoliteracy.org/sites/default/files/uploaded-files/Effective%20Classroom%20Adaptations_CEC_2001.pdf
University of South Dakota Deaf-Blind Program- https://www.usd.edu/medical-school/center-for-disabilities/upload/VI-Class-Accommodations.pdf
· Low vision
- Any type of visual impairment that impacts a student ability to view words or objects without some form of special education. These students generally need some form of aid to read normal sized text in the classroom. With accommodations, these students should
- Defined as less than 20/200 vision in the better eye
- These students can generally move around the school and classroom safely on their own, although they may require accommodations.
- Students often use Braille or have things read aloud to them.
- Students who do not have sight and read and learn using Braille or other alternative means
· Consider lighting
o More is not always better- what types of lighting work best for your student, glare reduction, ability to change lighting as environment changes (sunny vs. cloudy day)
· Environment
o Provide extra to store supplies such as tape player/ recorder, Brailler, large print books, slant board, desktop lamp
· Materials to have available
o Large print, regular print, magnifiers, close captioned TV, appropriate writing material (bold lined paper, raised line paper, black felt tip pens, non-glossy paper)
· Other considerations
o Make all writing large and easy to read, seat student near the board, try to minimize copying of words, allow extra time for assignments, allow student to touch items being shown in class, provide copies of notes in advance
Educational and Social Outcomes:
With early interventions, students with visual impairments can be very successful. These students may need an increased focus on self-reliance but through curriculum and technology adaptations, school and social interactions can be made very successful. The sooner a learner is introduced to the adaptive technology available, the sooner they will put it to effective use.
For more information:
World Health Organization- http://www.who.int/mediacentre/factsheets/fs282/en/
Paths to Literacy- http://www.pathstoliteracy.org/sites/default/files/uploaded-files/Effective%20Classroom%20Adaptations_CEC_2001.pdf
University of South Dakota Deaf-Blind Program- https://www.usd.edu/medical-school/center-for-disabilities/upload/VI-Class-Accommodations.pdf