Students with visual impairments are constantly challenged by classroom instructional strategies. Although they can easily hear lectures and discussions, it can be difficult for them to access class syllabi, textbooks, overhead projector transparencies, maps, videos, written exams, demonstrations, and films. A large part of traditional learning is visual; fortunately, many students with visual disabilities have developed strategies to learn.

These students vary considerably. For example, some have no vision; others are able to see large forms; and still others can see print if magnified. They use a variety of accommodations, equipment, and compensatory strategies based upon their widely varying needs. Many make use of taped textbooks, extended time for exams or projects, a reader/scribe during exams, large print books, adaptive transportation, and Brailled materials.

For many students, advancements in modern technology have made learning much more accessible. Visually impaired students can utilize enlarged print or synthesized voice adaptations on the computer. Machines are available to enlarge the print of any printed material, to convert printed material to Braille, or convert printed material into a synthesized voice. Some students also use talking calculators or a tape recorder.

Students with visual impairments are usually aware of the equipment and services available on campus. If you notice that a student seems confused, or if you would like clarification or assistance in instructing or accommodating a student with a visual disability, please talk to the staff in the Office for Disability Services.

The following is a list of suggestions that may assist you in instructing students with visual disabilities.

Visually impaired students may need preferential seating. Your student should be seated near the front of the class to hear clearly what is being presented and to see as much as possible. However, the student should be allowed the same anonymity as other students. Avoid pointing out the student or the alternative arrangements to the rest of the class.

Get to know your visually impaired student early in the semester. Meet with him or her and find out what, if anything, she/he can see. Approximately 80% of visually impaired students have some usable vision. Like everyone, students with vision impairments appreciate being asked if help is needed before it is given. After you ask, wait for a response before acting.

Provide a thorough orientation to the physical layout of the room, indicating the location of all exits, desks, raised floors, low-hanging objects, and your lecture position. When giving directions, say "left" or "right," "step up" or "step down." Convert directions to the visually impaired student's perspective.

Although it is unnecessary to rewrite the entire course, you can help a visually impaired student by modifying the presentation of material to make it accessible. Allow the student to tape-record lectures or use a note-taker. Pace the presentation of material; if referring to a textbook or handout, allow time for students to find the information.

Visually impaired students usually need extended time for their exams and possibly a reader/scribe for assistance in reading and writing. Either the faculty member or the Office for Disability Services can provide exam accommodations.

You should not modify academic standards for visually impaired students. All students must meet the required level of understanding and performance competencies for the course, although there may need to be modifications in the evaluation or testing method.

When there is a blind student in the classroom, remember not to use phrases that require sight to understand, like "this and that." However, words and phrases that refer to sight, such as "I'll see you later," are commonly used expressions and usually go unnoticed by visually impaired students. Don't be self-conscious; students with vision loss can still "see" what is meant by such expressions.

By using enhanced verbal descriptions in your class, blind students as well as sighted benefit. In making comparisons or analogies, use familiar objects that don't depend on prior visual knowledge. Foods or objects found around the house are useful.

If a student has a harnessed guide dog, it should be considered a working animal and should not be petted.

Partially sighted students should not be overlooked. They sometimes have greater difficulty in college than do totally blind students, partly because they often try to "blend in" without using special assistance or asking questions.

If you have problems when teaching a student who is blind or visually impaired, first decide if the problem is related to the disability or is a problem that any student could have. Consult with the student if you have concerns about accommodations or his/her learning. Other resources to assist you in working with the students with vision loss include: the Office of Disability Services, faculty who have worked with other visually impaired students, and professional and state organizations, including the Special Education Department and the Massachusetts Commission for the Blind.

Adapted from OSU Handbook 1999.

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