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Students with a Visual Impairment

The definition of legal blindness is a broad one. It ranges from visual acuity of 20/200 (10% vision) to no sight. Depending on the severity of disability, a student's needs may be accommodated in a number of ways—from sitting at the front of your classroom, to relying on Braille, note takers or tape recorders.

People who are classified as "legally blind" may be better described as having "low vision," but even that term is not a generic one. Some are able read the blackboard or textbook with magnifying glasses, others can only discern colors or shapes. Although most sighted people associate Braille with visual impairment, not all visually impaired students are proficient with Braille. Most use adaptive equipment such as taped books, scanners or screen-reading computer systems such as Jaws in lieu of Braille.

Of those students who are legally blind, only some are totally blind. Legal blindness in Canada is defined as a range of vision from the perception of light up to 10 percent vision. Other visual impairments include color blindness, tunnel vision, night blindness, and a lack of visual acuity.

Those persons who have some residual vision prefer to be called visually impaired or partially sighted. Some people are born blind but the majority of persons who are blind have acquired sight problems as adults. There are a few conditions that cause blindness at or before birth. Accidents, viruses, infections and cancer can cause partial or complete blindness at any age. Some students who are visually impaired may use a white cane or a guide dog for mobility purposes.

Teaching Students with a Visual Impairment:

For people who are blind or visually impaired, reading print is only possible through adaptive technology, closed circuit reading systems, or a scanner that changes print into synthesized speech. Text books may need to be audio-taped. All of these methods are time-consuming. It is absolutely essential for students who are visually impaired to have the required and supplemental reading list BEFORE the term begins, whenever possible. Late changes made in readings can be costly and potentially disastrous for students who are blind or visually impaired.

In class, the student may not be able to take adequate notes on their own. Taping of lectures, digital copies of overheads, power points and notes or accessing note takers may be recommended.

Any use of visual aids should be accompanied by verbal descriptions to ensure full understanding of the content. Also, it is useful to avoid saying "this" or "that" while pointing to one part of the diagram. These indicators may confuse the student who is blind. Identifying the name of the object is more useful.

People who are blind or visually impaired do not rely on body language, gestures or facial expressions, so your speech needs to be clear. Students may pick up meaning in the content and tone of your speech.

Instructional Strategies

  • Students should be permitted to sit near the front, if they request
  • Material written on the board should be read aloud
  • Provide your name, phone number, e-mail and office hours verbally
  • In case of cancelled class, call the student at home
  • Provide syllabus and course outline as early in term as possible for taping or alternate format production services
  • Provide digital formats of course material to student by email or on disc
  • Try to provide verbal explanations of any graphs, charts, or pictures used in class
  • Put tape recorder on podium if possible
  • Do not talk with your back to the class. Students taping will be at a disadvantage
  • In a lab setting, pair student with sighted partner
  • If student reads Braille, label equipment with Braille.
  • Use good contrast in printed handouts
  • Avoid excessive use of overheads or provide digital formats of lectures to students before class
  • Use verbal descriptions instead of gestures
  • Do not avoid words like "see," l ook" in the presence of a visually impaired student. Talk and act naturally
  • In inclement weather, ask student if they have transportation home
  • Talk to visually impaired student directly

Exam Accommodation

It is important to know that a visual disability does not mean the student is impaired in any other way, either intellectually or emotionally The instructor should discuss with the student what evaluation accommodation will be needed.

  • Student may use scribe or computer for exams
  • Exams may be converted into an alternate format for visually impaired students to write
  • Consider oral assignments to essays, if requested by the student
  • Extended time for exams or assignments may be requested
  • Exams may have to be read aloud by an invigilator
  • Breaks may be needed during exams

Guide Dogs

Some visually impaired students may have guide dogs to assist them through their daily activities. Guide dogs are highly trained, selected for their intelligence and placid nature. In the classroom, they will usually lie quietly at their owner's feet. It may be helpful to the student (after discussing this with them) if an announcement is made to the class early in the term that the dog is a working dog, not a pet, and should not be petted or distracted when it is in harness.

Guiding a Blind Person

Ask the student if they require assistance; if so, offer your arm. Walk at a normal speed; slow your pace if you are approaching steps or other obstacles, telling them why you are doing so. Inform them if you are ascending or descending steps. Use words like north, south, left, right. If you are approaching a door indicate if it is open or shut.