Illinois School for the Visually Impaired

658 East State Street • Jacksonville, Illinois  62650-2130
Toll Free: 800-919-5617 • Voice: 217-479-4400 • TTY: 217-479-4415 • Fax: 217-479-4479
www.isvi.net • E-mail: ISVI


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Considerations & Adaptations
When Working with Visually Impaired Students

Please note:  This information should be used as a reference guide.  Not all recommendations will apply to all students nor all persons who are blind or have a visual impairment.

  • Consider the size of print the student requires to access information large print = 18 point print (some students will need larger when specified on eye condition sheet); regular print= 10-12 point print. Increasing the print for some eye conditions may not be beneficial–Bigger is not always better!
     
  • Each student will have his/her own distance for reading. Don't be concerned if this distance is very short. They may have to put a print paper up to their nose to see it. Some students require reading stands that rise the material up to their viewing distance rather than them leaning over and blocking the light source. Using reading stands may help avoid back and neck pain for the student.
     
  • Consider the size of stimulus used e.g. picture or objects- do diagrams need enlarging or reducing?
     
  • Consider pictures and their detail- some may need verbal descriptions.
     
  • Reduce visual clutter, i.e. leave out unnecessary detail on worksheets.
     
  • Watch for signs of visual fatigue such as red or watering eyes, rubbing eyes and/or headaches. Allow for rest/breaks and use non visual activities such as listening to taped materials from time to time. Alleviate visual fatigue by modifying the number of exercises a student has to complete.
     
  • Allow additional time for the student to explore materials.
     
  • Contrast work areas by using contrasting colored cloth, a colored tray or a place mat to defined work areas. Consider the clothes you wear, e.g. don’t ask a student to look at a red object you are holding in front of your red shirt.
     
  • When producing materials for a student, consider contrast. Does the student require bold lines around picture symbols? Is color appropriate to use to highlight? Bold line paper and black felt tipped pens increase contrast for a student when writing. Beige paper with bold lines is also available or can be made by using beige or photo copy the bold lined paper.
  • Write in manuscript rather than cursive when presenting handwritten materials.
    • Provide verbal warnings or comments, e.g. say the student’s name and verbalize what is about to happen; use verbal rewards and praise as the student cannot see a smile or nod of the head. Read out loud as you write.
       
    • Ensure lighting conditions are appropriate to the student’s vision impairment i.e. does the student require high or low levels of illumination? Additional lighting may be required e.g. use of a desk lamp or floor lamp.
       
    • Is the student sensitive to light or glare, e.g. phobophobia? Never position a student facing a light source (natural or artificial). Teach from a position without a light source coming from behind you; avoid standing with the window behind you. Consider sunglasses and a hat for the student, even when working inside. Reduce glare in the classroom e.g. use blinds or curtains to cover windows producing glare. Avoid glare on tasks, work surfaces etc. e.g. avoid using glossy paper. Some students find white paper gives off too much glare, try pale colored paper. Place computer screens to minimize glare. Try using a black background on the screen. (Reversed polarity). Allow time for the student to adjust to different lighting levels when moving from outside to inside or vice versa
    • Consider visual impairment - where is the student’s best field of view for presenting work? Placement of materials, (including null position for students with nystagmus).
       
    • Consider low vision aids.
       
    • Allow the student additional organizational time e.g. when asked to pack up.
  • Consider student’s reading rate when giving reading assignments.
  • Consider environmental adaptations-modifications to maximize the use of vision, i.e. changing lighting, contrast, color, distance, and size of object in the environment.
     
  • Use white or yellow chalk on chalkboard.
     
  • Use black felt pens on white boards.
     
  • Avoid glare on white boards.
     
  • Allow students to hand out materials. This will help them to know where the other students in the class are seated or located.
     
  • Leave information sheet in the materials being assigned for substitute teachers so they can be made aware of the student’s needs and adaptations.
     
  • Consider areas in the school environment which need to be made more visible, e. g. edge of steps, outlining a light switch, defining doorways. A painted strip (usually yellow or white) can be used to provide greater contrast in these areas.
     
  • Consider lighting conditions in all areas of the school environment ( inside and out) in which the student will be operating, e.g. stairs, covered walkways, locker areas and toilets.
     
  • Alert student to any changes in the room.
     
  • A student may need storage room for equipment.
     
  • Consider using paper with bold and enlarged spaces for students who are having difficulty writing with regular paper. A range of different bold lined paper is available.
     
  • As well as being necessary for listening to audio cassettes, tape recorders are useful for the student to take notes, record lessons, do assignments, answer questions and complete exams.
     
  • The teacher can use the tape recorder to record worksheets or assignments, to make comments on assignments or tests and give extended directions as required.
     
  • Many students produce their work using computers. Some software packages come with accessibility options for larger print and icons. However, some students may need specialized software for large print, speech, or Braille access.
     
  • Keyboarding often replaces handwriting for the student with a vision impairment. There are a wide range of keyboarding programs available from educational software providers. Using the key commands as an alternative to the mouse can assist the student to navigate around the screen.
    • And finally, it’s important for us all to remember that from time to time it is also important to step back!

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