Teaching Children with Visual Impairment

There are two main functional categories of visual impairments: Low Vision and Blind. Low vision students usually are print users, but may require special equipment and materials. The definition of legal blindness covers a broad spectrum of visual impairments. The extent of visual disability depends upon the physical sensory impairment of the student’s eyes, the age of the student at the onset of vision impairment, and the way in which that impairment occurred. Vision also may fluctuate or may be influenced by factors such as inappropriate lighting, light glare, or fatigue. Hence, there is no “typical” vision impaired student. The major challenge facing visually impaired students in the science educational environment is the overwhelming mass of visual material to which they are continually exposed viz., textbooks, class outlines, class schedules, chalkboards writing, etc.

In addition, the increase in the use of films, videotapes, computers, laser disks, and television adds to the volume of v visual material to which they have only limited access. To assist in overcoming a students’ visual limitation requires unique and individual strategies based on that student’s particular visual impairment and his/her skill of communication (e.g., Braille, speed listening, etc.). (After: “The Mainstream Teaching of Science: A Source Book”, Keller et al.)

General Courtesy

  • Speak to the class upon entering and leaving the room or site.
  • Call the student with a visual impairment by name if you want his/her attention.
  • Seat the student away from glaring lights (e.g. by the window) and preferably in front of the class.
  • Use descriptive words such as straight, forward, left, etc. in relation to the student's body orientation. Be specific in directions and avoid the use of vague terms with unusable information, such as "over there", "here", "this", etc.
  • Describe, in detail, pertinent visual occurrences of the learning activities.
  • Describe and tactually familiarize the student to the classroom, laboratory, equipment, supplies, materials, field sites, etc.
  • Give verbal notice of room changes, special meetings, or assignments.
  • Offer to read written information for a person with a visual impairment, when appropriate.
  • Order the appropriate text books for the students in their preferred medium.
  • Identify yourself by name; don't assume that the student who is visually impaired will recognize you by your voice even though you have met before.
  • If you are asked to guide a student with a visual impairment, identify yourself, offer your services and, if accepted, offer your arm to the student's hand. Tell them if they have to step up or step down, let them know if the door is to their left or right, and warn them of possible hazards.
  • Orally, let the student know if you need to move or leave or need to end a conversation.
  • If a student with a visual impairment is in class, routinely check the instructional environment to be sure it is adequate and ready for use.
  • When communicating with a student who has a visual impairment, always identify yourself and others who are present.
  • Do not pet or touch a guide dog. Guide dogs are working animals. It can be hazardous for the visually impaired person if the dog is distracted.
  • Be understanding of the slight noise made by a portable translator.
  • Also use an auditory or tactile signal where a visual signal is normally used.
  • It is not necessary to speak loudly to people with visual impairments.
  • Always notify changes of class schedule in advance.

Teacher Presentation

  • By verbally spelling out a new or technical word, you will be helping the student with a visual impairment, as well as for other students.
  • An enlarged activity script, directions, or readings of a detailed lesson can be used for a low vision person and for use in describing tactile 3D models.
  • Use an overhead projector to show step-by-step instructions. Mask all the instructions except the one(s) that you want to present.
  • Use an opaque projector whenever possible to enlarge a text or manual.
  • All colored objects used for identification related to a lesson, experiment, or other directions should be labeled with a Braille label maker or otherwise tacitly coded for most students with vision impairments.
  • Describe, in detail, visual occurrences, visual media, and directions including all pertinent aspects that involve sight.
  • Use a sighted narrator or descriptive video (preferably the latter) to describe aspects of videos or laser disks.
  • Describe, in detail, all pertinent visual occurrences or chalkboard writing.
  • Where needed, have lesson or direction materials Brailed, use an enlarged activity script, or recorded ahead of time, for class handouts.
  • Have tactile 3D models, raised line drawings, or thermoforms available to supplement drawings or graphics in a tactile format when needed.
  • Whenever possible, use actual objects for three dimensional representations.
  • Modify instructions for auditory/tactile presentation.
  • Use raised line drawings for temporary tactile presentations.
  • Use an overhead projector, chalkboard, graphs, or slides as you would normally, but provide more detailed oral descriptions, possibly supplemented with thermoforms where appropriate.
  • Allow student to use a tape recorder for recording classroom presentations or the text.
  • Make all handouts and assignments available in an appropriate form: e.g., regular print, large print, Braille, or on a cassette, depending on the students’ optimal mode of communication.
  • Use a monocular or a private eye (electronic miniature television) or similar devices for long range observations of chalk board or demonstration table presentations.

Text Reading Systems

Paid or volunteer readers or writers can assist a student with a visual impairment with texts, materials, and library readings.

Offer to read, or arrange to have read, written information for a person with a visual impairment, when appropriate.

Arrange, ahead of time, for audio book acquisition of the text or other reading materials through the Talking Book Service, Recordings for the Blind and Dyslexic, text reading systems, or audio output devices.

Various Braille devices can be used to assists vision impaired students when reading.

Testing

  • Make arrangements for tactile examinations, if touch is not normally permitted (say, in a museum) then contact the curator for tactile access to a museum display items or say, in a zoo for access to a plant/animal species and/or collection).
  • Place the student being tested close to the activity if tactile examination is necessary.
  • Present examinations in a form that will be unbiased to visually impaired students. Ask the student for the approach he/she finds to be most accessible.
  • One possible accessible method is to record test questions on tape and have the students record their answers on tape in an area which has minimal disturbance for other students.
  • Use an enlarged activity script, directions, or readings to go along with the testing material.
  • Allow more time.
  • Allow calculators to be used during the test.
  • Make use of larger print (e.g. 14 pt; 20 pt sized or as needed).
  • Make use of visual magnification (magnifier or magnifying machine), audiocassette, Braille/Braille graphs/Braille device for written responses, large block answer sheet.