A person with a visual
disability has an impairment in vision ranging from wearing correcting lenses
to total blindness. Between 70-80 percent of all legally blind persons in the
United States have measurable vision.
The partially blind student meets the challenge
of disability in much the same way as the blind student. Even with partial
sight, a student with vision loss may experience eye strain while reading,
inability to read certain print, font size, or colors, and may be sensitive to
light. For students who are blind, the age of onset may affect mobility,
spelling, and written communication.
Some
examples of possible accommodations that a student with visual disabilities may
require include (but are not limited to):
- “Dear
Professor” memos verifying the need for accommodations
- Priority/early
course registration
- Accommodated
testing for in-class and online exams and quizzes
- Alternate
format texts and handouts, including audio and electronic format and in braille
- Access
to a screen reader or screen magnification
- Note-taking
services and/or the use of an audio recorder for class lectures
- Allowance
of laptops, tablets, or assistive technology in the classroom
- Regular
advising meetings with an assigned advisor
When interacting with
individuals with visual disabilities, follow these guidelines:
- When walking with, or guiding, a
student who is blind, let the student take your arm just above the elbow;
do not grab the student’s arm.
- Do
not interrupt a person’s cane traveling, grab or lead a person with vision
loss without their permission, or assume that the individual needs help.
- Ask the person with vision loss
if they need assistance with printed materials.
- When conversing in a group, give
a vocal cue by announcing the name of the person to whom you are speaking.
Indicate when the conversation is at an end.
- Do not leave a student who is
blind in an open area; describe the area and help them to get oriented to
a landmark.
- Don’t
shout at a person who is blind or who has vision loss – they are not deaf.
The following are some considerations
to keep in mind when working with students with visual disabilities in the
classroom:
- Let students know course
materials as soon as they inquire so that they may arrange for alternate
formats. Use the student’s prior alternate text formats as guides for
modifications.
- Be aware that students may be using recorded or
scanned texts or may need materials enlarged. Work with the student and
the Department for Disability Access and Advising to ensure that the student has appropriately modified materials.
- Allow students with guide dogs to
sit where appropriate to accommodate the dog. Advise other students to not
pet or distract the dog without permission from the owner.
- Provide an auditory and visual
teaching approach; do the same in meetings or other encounters. Read aloud
anything that is written on the board or presented on handouts, PowerPoint
slides, or any other visual aids. Create text-based descriptions of
materials that are primarily visual or graphical in nature.
- Attempt to be specific when
describing visuals (e.g., avoid “this” and “that”)
- For fieldwork or field trips,
assess the need for safety and transportation accommodations.
- Physical education and recreation
classes can be adapted so that the student can participate.
- Classes taught in laboratory
settings will usually require workstation modification. However, students
may not be able to participate fully in a laboratory class without the
help of an assistant.
- Provide clear pathways and
directions for the student who is cane traveling.
- If moving a class, be sure to
have someone remain behind to let the student know (a note on the door will not suffice).
- If the classroom or office
arrangement has changed, let the student know.
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Additional Resources
Teaching Strategies for Vision Impaired Students (Ferris State University)
Students who are Blind or have a Visual Impairment (Allegheny College)
A Guide to Visual Disabilities: How Colleges Help Visually Impaired
Students Succeed (Affordable Colleges Online)
Blindness (DO-IT, University of Washington)
Low Vision (DO-IT, University of Washington)
Guidelines for Collegiate Faculty to Teach Mathematics to Blind or
Visually Impaired Students (National Federation of the Blind)