Visually impaired students (VIS) are comprised of those who are blind and those who have low vision. The latter group can make limited use of printed materials on a pear pad, but may require special equipment to do so. It is difficult to talk about a typical VIS because there are so many variables that affect teaching strategies. Some of these variables include the degree of blindness, the age and physical condition of the student, the student’s inventory of skills such a Braille-reading or speed listening, and many more. Nonetheless, there are a core set of special considerations that may be applied beneficially when teaching VIS.
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Courtesy and Empathy
If you are teaching a class that includes VIS, you should always announce your arrival in class and describe what you are doing as you do it. Always address students by name and make sure to identify yourself. Use specific words to describe objects in relation to the student, such a “straight ahead” or “to the left”. When appropriate, let VIS feel and/or smell materials used in teaching. If you are on a field trip, maintain a running description of where you are and what you are seeing. Since a VIS cannot pick up visual cues, be explicit about ending a conversation or moving to another location.
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Daily Strategies
The usefulness of different strategies depends directly on the impairment and skills of a VIS. You may have to assist VIS to take notes or tests. It is always a good strategy to discuss visually impaired role models, such as scientists and athletes, when the topic warrants. Make use of the wide variety of magnifying devices that can help many VIS make use of visual materials. In some cases, a screen reader and a set of headphones attached to a computer can provide access to written information. Always try to be descriptive in your language, especially regarding pictures, charts and displays.
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Presentation
When introducing new technical words, spell them out. If appropriate, you may be able to provide large print materials for VIS with partial sight. Another possibility is using an overhead projector and/or opaque projector to create large images. If you are using objects in your lesson plan, make sure they have been labeled with a Braille label maker or encoded in some way. Keep up a verbal description of all that is happening in the classroom, including any material being written on the board. If possible, prepare Braille versions or enlarged text copies of class handouts. Allow VIS to tape record your lesson for later use.
There are many more suggestions possible, but in general the strategy is to be aware of how things must seem to VIS and try to accommodate their unique needs.