VISUAL IMPAIRMENTS

Definition

As the term indicates, a visual impairment involves an issue with sight which interferes with a student’s academic pursuits. The Individuals with Disabilities Education Act (IDEA) officially defines the category as “an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.”

Primary Characteristics

Several conditions can cause visual impairments, and these disabilities can take a number of forms. The National Dissemination Center for Children with Disabilities (known as NICHCY) names a range of examples, including common conditions such as near-sightedness and far-sightedness, as well as more complex conditions like congenital cataracts and strabismus. While the causes vary, there are several common signs which may indicate that a child has a visual impairment. These include:

  • Irregular eye movements (for instance, eyes that don’t move together or that appear unfocused)
  • Unusual habits (such as covering one eye or frequently rubbing eyes)
  • Sitting abnormally close to a television or holding a book close to the face
Educational ChallengesIntelligence does not require sight; therefore, overcoming educational challenges is vital to enabling a student with a visual impairment to reach his or her full academic potential. Such challenges may entail:

  • Safely maneuvering around the classroom
  • Conceptualizing objects
  • Reading
  • Operating standard educational tools such as calculators and word processing software

Accommodations & Modifications

Changes made in the way materials are presented
  • Copies of overhead projector/smart board activities to be viewed at his/her desk as needed.
  • The teacher or presenter should verbalize all information as it is written on the board or overhead. 
  • Information presented on the board should be in a high contrast color. 
  • Use a slant-board to position papers appropriately for reduced visual strain and  to avoid glare.
  • The computer screen should be eye level and tilted to avoid glare.
  • Use recorded text as needed.
  • Classroom recording of lectures/instruction by student.
  • Large Print textbooks/materials.
  • Braille textbooks/materials.
  • Clear, dark copies of worksheets.
  • Use of a reading guide to assist in keeping place while reading and completing worksheets.
  • Present materials against a plain background
  • Use a good contrast background and present on a contrasting tray or mat.

Changes in the way students demonstrate learning
  • Modified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).
  • Avoid activities requiring extensive visual scanning.
  • Avoid visually cluttered materials.
  • Allow students to use (bold marker, 20/20 pen, mechanical pencil, or other unique writing tool) to complete assignments.
  • Use of bold line paper.
  • Use of raised line paper.
  • Extended time on test. 
  • Abbreviated homework assignment (includes all concepts, just fewer items).
  • Shorter written assignment.
  • Oral testing.

Changes in Setting: 
  • preferential seating in the classroom for all films, assemblies and demonstration lessons.
  • seated facing away from windows.
  • permission to move about the room as needed to see information presented away from his/her desk.

Changes in the Setting: Environment
  • Avoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.
  • Open and close doors fully (a half open door can be a dangerous obstacle).
  • Eliminate unnecessary background noise. Consider isolation headphones.
  • Eliminate clutter from the room, particularly in aisles and movement paths.
  • Place materials in consistent places so that students know where particular items are always located.
  • Preferential locker position and locks with keys vs. combination locks.
  • Use of task lighting as needed.


Modifications: 
  • Reducing assignments so a student only completes the easiest problems;
  • Altering assignments to make them easier;
  • Requiring a student to learn less materials than are required by the State's academic content standards; 
  • Providing help to a student via hints or clues to the correct answers on assignments and tests.

Resources

American Foundation for the Blind
http://www.teachingvisuallyimpaired.com/accommodations.html