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Visual impairments vary greatly. Most persons who are legally blind have some vision. Those with low vision may rely on residual vision and adaptive equipment.
Students who have visual impairments should participate fully in classroom activities and group work. Obstacles in laboratory classes, field trips, and internships can be minimized with planning and adaptive equipment.
Adaptive or specialized equipment may be needed for notetaking (i.e., audio recorder, pocket Braille, or laptop computer)
Provide course materials in alternative formats in advance so students can transfer items into alternative formats.
Seat the student in the front of the class.
Face the class when speaking.
Convey in spoken words whatever is on the chalkboard, overhead, or video monitor.
Provide copies of lecture notes where appropriate, and/or permit note-taking devices.
If a student cannot carry out a specific task, consider an alternative assignment.
Plan field trips and special projects well in advance and alert the fi eld supervisor to any necessary adaptations.
Help arrange testing accommodations (i.e., readers, scribes, enlarged print, or computer software with speech access).
Request a classroom with a white board and use black markers.
Assist student with emergency evacuation, if needed.
Note-takers, readers, scribes, or tape recorders in class
Assistance obtaining recorded textbooks, other class materials
Classroom relocation, if needed
Use of manipulative learning aids whenever possible
Use of black markers with white boards
Classroom adaptations and technology
Exam accommodations (extended test time, readers, scribes, and/or appropriate assistive technology equipment)
Audio tape: Text books on tape from Recordings or the Blind & Dyslexic or from ODS.
Large Print: Materials can be enlarged on a copier (use 11X17 paper).
Digital copy of printed material.
Braille. Check with the ODS at your institution, as advanced notice is required. Always ask the student which format they prefer.