TEACHING STUDENTS WITH VISUAL IMPAIRMENTS
Visual impairment varies greatly. Persons are considered legally blind when
visual acuity is 20/70 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, the utility of which
varies depending on the age when vision was lost.
Whatever the degree of impairment, students who are visually impaired can
participate fully in such classroom activities, discussions and group work.
To record notes, some use lap-top computers or computerized Braillers.
Students who are visually impaired may encounter difficulties in laboratory
classes, field trips and internships. With planning and adaptive equipment,
these difficulties can be minimized.
Before or Early in the Quarter
Provide reading lists or syllabi in advance to allow time for arrangements
to be made such as taping or brailling of texts and other required readings.
In cooperation with the Office of Disability 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. Make sure seats are not near
windows. Glare from the light can make it hard for a student to see the
instructor or the board. If a guide dog is used, the dog will be highly
disciplined and require little space.
During the Quarter
Face the class when speaking
Convey in spoken words whatever you put on the chalkboard and whatever other
visual cues or graphic materials you may use. Provide copies of all
materials or request another student to write everything down for later
transfer to tape or braille.
Encourage taping of lectures and/or provide copies of lecture notes, where
appropriate.
Provide large print copies of classroom materials by enlarging them on a
photocopier, or print in at least 18 point using high contrast fonts.
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 it is impossible for the student to carry out, consider
an alternative assignment, unless the task is deemed an essential function
of the course. If it is, consult the Coordinator of Disability Services and
the ADA Compliance Officer.
Examinations and Evaluations
Students should not be exempt from examinations, be expected to master less
content or achieve a lower level of scholastic skills because of a visual
impairment. Alternative means of assessing their understanding of the
material may be necessary. The students themselves, because of their
experience in previous learning situations, and the Office of Disability
Services may an 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, specialized computer programs or tape
recorders. The Office of Disability Services is available to assist with the
administration of classroom exams.
Other adaptations suited to specific situations, such as tactile materials
in presenting diagrams or illustrations in certain subjects, may be helpful.
The Office of Disability Services is available to help faculty identify
accommodations on an individual basis.
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