Supporting Students with Visual Impairments: A Practical Guide for Teachers
EA230 Students with Visual
Impairments -blog. Seoyoon Lee
Supporting Students with Visual
Impairments: A Practical Guide for Teachers
Introduction
Welcoming a student with a visual
impairment into your classroom is both an exciting and challenging experience.
While teachers may feel some initial uncertainty, this opportunity can enrich
teaching practices and promote a truly inclusive learning environment. With the
right knowledge, collaboration, and strategies, teachers can create classrooms
where students with visual impairments can thrive academically, socially, and
emotionally.
1.
The Nature and Degree of
Visual Impairment
Visual impairment refers to significant
vision loss that cannot be corrected with glasses. It ranges from low vision
(where some sight is usable) to blindness. Students may be born with
visual impairments (congenital) or acquire them later in life (adventitious).
Each student’s functional vision is unique—two children with the same diagnosis
may still experience and learn very differently.
2. Educational Implications of Vision
Loss
Vision loss affects many areas of
development, including concept formation, communication, life skills,
orientation, mobility, and academics. Students may require extra time to learn
concepts such as spatial awareness or body orientation. Beyond academics,
teachers play a vital role in supporting students’ self-image, independence,
and interpersonal skills, helping them develop confidence and resilience.
3. Needs of Students with Visual
Impairments
Students need to feel welcome, included,
and safe in their school environment. They benefit from:
- Participation in social activities, clubs, and group projects.
- Opportunities for experiential learning through labs, field
trips, and drama.
- Appropriate orientation to the school environment for
independent movement.
- Access to suitable lighting, technology, and learning
resources.
Above all, students need teachers who
understand the educational implications of vision loss and can adapt teaching
accordingly.
4. Students with Visual Impairments –
Expectations
Like their peers, these students should be
expected to assume responsibilities, follow classroom rules, and communicate
effectively. They are encouraged to:
- Develop independence and adaptability.
- Use residual vision and technology effectively.
- Maintain a positive self-image and self-care.
- Plan ahead for meaningful careers through early exploration of
goals.
- Advocate for themselves with confidence.
5. Orientation and Mobility
Orientation and Mobility (O&M) training
teaches students how to navigate safely and independently. With specialist
instruction, students learn to adapt to routine changes, move confidently in
hallways, and participate in classroom transitions. Teachers can support this
by reinforcing O&M skills and inviting specialists to demonstrate sighted-guide
techniques for peers.
Assistive Technology for Students with
Visual Impairments
YouTube AdaptED:
SPED & Therapy
6. Safety and Environment
Students with visual impairments may face
challenges in everyday school activities, from gym class to fire drills.
Teachers must plan for safety in:
- Emergency procedures.
- Movement through hallways and class changes.
- Accessing the library, playground, and specialty rooms (science
labs, art studios).
- Using washrooms and change rooms independently.
A safe and accessible environment fosters
both confidence and independence.
7. Teaching Tips
- Plan ahead: Provide reading
materials early so they can be Brailled, enlarged, or taped.
- Use a buddy system: For board work,
labs, and group tasks.
- Talk through teaching: Describe
visual cues, transitions, and classroom routines aloud.
- Use hands-on materials: Concrete
and tactile experiences bridge abstract concepts.
- Check for understanding: Quietly
confirm comprehension rather than asking, “Can you see this?”
8. Planning
An Individual Education Plan (IEP)
should outline goals and adaptations. Teachers can support learning by:
- Giving advance copies of handouts and assignments.
- Ordering accessible textbooks in large print, audio, or
Braille.
- Using flexible classroom arrangements and peer support.
9. Instruction
Instruction should include verbal
explanations, concrete examples, and real-life applications. Teachers
should:
- Narrate non-verbal classroom cues.
- Provide tactile materials for kinesthetic learning.
- Offer individual clarification when needed.
- Help students connect new knowledge with prior experiences.
Walk the Talk - Perkins Orientation and Mobility
Specialists
https://youtu.be/iiCWH5N7u-I?si=e5D6FHsxRAyN6LBS
10. Assessment
Assessment should be flexible. Options
include:
- Extended time for assignments and tests.
- Fewer written questions with equal weight.
- Oral assessments or use of a scribe.
- Allowing technology such as recorders or computers.
The goal is to measure knowledge, not
vision.
11. The Print User
Students with low vision may still rely on
print but need accommodations:
- Extended time for reading.
- Access to taped versions of texts.
- Clear outlines and key points to avoid fatigue.
- Permission to skip unnecessary details.
- Computers for typing instead of handwriting when needed.
12. The Braille User
Students using Braille follow a different
literacy pathway. While classroom teachers are not expected to teach Braille,
they should be aware that:
- Literacy development occurs in a different order and pace.
- Written work takes longer, emphasizing quality over quantity.
- Taped books or electronic Braille devices support access to
curriculum.
- Collaboration with a Braille specialist is essential.
13. Aids Your Student May Need
How Assistive Technology is Transforming
the Lives of People with Visual Impairments
Abilities in Motion
A wide range of tools can support learning,
including:
- Paper: Bold-lined or graph paper.
- Books: Large print, Braille, or
audio versions.
- Equipment: Tilt-top desks, CCTV
magnifiers, line markers, and Braille writers.
- Technology: Computers with screen
readers, Braille note-takers, and text-to-speech software.
Teaching students to select and use the
right aid is as important as providing access to the aid itself.
Conclusion
Supporting a student with visual impairment
requires more than accommodations—it requires a mindset of inclusion,
collaboration, and respect. By planning ahead, communicating openly with
families and specialists, and maintaining high expectations, teachers can
empower students to reach their full potential. With the right strategies and
resources, classrooms can become spaces where all learners, regardless of
vision, can belong, succeed, and grow.
https://youtu.be/_mzhn7InWDg?si=Qp4jJdK2W74soiQ3
Braille: What is it like to read without
sight? – BBC REEL
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