VI ELL Challenges

English Language Learners (ELLs) with visual impairments face unique challenges due to the combination of language acquisition and a disability.These students often require specialized instruction and accommodations to succeed, including accessible materials, alternative learning strategies, and assistive technology. 

• Dual Needs:
  ELLs with visual impairments have both language development needs and specific needs related to their vision. 

• Difficulties with Traditional Materials:
  Reliance on visual materials in the classroom can be problematic for students with visual impairments. 

• Communication Barriers:
  Students may struggle with expressing their needs and accessing information due to communication barriers related to both language and vision. 

• Assessment Challenges:
  Standard English language proficiency tests may not be accessible for students with visual impairments. 

Potential Solutions:

• Accessible Materials:
  Provide materials in Braille, large print, or digital formats accessible with screen readers. 

• Alternative Instructional Strategies:
  Utilize audio-assisted reading, rhyming, and tactile learning to support language acquisition. 

• Assistive Technology:
  Explore assistive technology options like handheld digital devices for reading, computer software for writing, and screen readers. 

• Collaboration:
  Work with teachers of the visually impaired (TVI) and assistive technology specialists to determine appropriate accommodations. 

For English Language Learners (ELLs) who are blind or have low vision, accommodations focus on providing accessible instruction and materials. This may include using Braille or large print, employing audio resources, and ensuring effective communication strategies. Collaborating with specialists, including ELL teachers and Teachers of Students with Vision Impairement (TSBVI), is crucial for tailoring instruction to the individual needs of the student. 

Important Considerations:

• Individualized Approach:
  Each student with a visual impairment and who is an English language learner has unique needs, so a personalized approach is crucial. 

• Early Intervention:
  Early identification and intervention can make a significant difference in the student's academic and social-emotional development. 

• Ongoing Support:
  ELLs with visual impairments often require ongoing support and accommodations throughout their educational journey. 

Specific strategies for teaching blind and low vision ELLs include:

1. Prioritize auditory input

• Use screen readers (like JAWS, NVDA) and audio books.

• Provide oral instructions, verbal feedback, and audio-recorded lessons.

• Encourage listening activities: podcasts, dialogues, storytelling.

2. Tactile and hands-on learning

• Use Braille materials if the student reads Braille.

• Introduce tactile graphics (raised maps, diagrams) for vocabulary like shapes, places, and directions.

• Let them physically manipulate real objects to build vocabulary.

• Label objects and items around the room in large print or braille.

3. Structured, clear communication

• Speak clearly and explicitly; avoid pointing or saying “over there.” Give specific directions.

• Describe visual cues in words: (“His eyebrows are down and he has a frown. That shows he’s mad.”).

4. Use of assistive technology

• Tools like refreshable Braille displays, voice-to-text apps, audio dictionaries, OCR readers (like Seeing AI).

• Text-to-speech and speech-to-text software help with both input and output.

• Google Translate may be helpful. 

• Use enlargement tools such as magnifiers, video magnifiers, and software such as Zoomtext.

5. Pre-teaching vocabulary and concepts

• Introduce key vocabulary before lessons.

• Teach new words using multi-sensory methods: sound, touch, movement.

• Utilize their best sensory media to help the student learn new vocabulary. This may be clear, large pictures or on a CCTV with a student with low vision.

6. Collaborative learning

• Set up peer partners: someone who describes visuals, helps with activities.

• Practice oral language skills through partner work or group discussions.

7. Simplify and adapt materials

• Provide large print, Braille, or audio versions of texts.

• Describe images verbally or with tactile alternatives.

8. Routine and consistency

• Predictable classroom routines help reduce confusion and build language naturally.

9. Cultural sensitivity

• Be mindful of how vision loss and language learning may interact culturally for the student.

• Include items, flags, artwork, etc. from the student's culture.

• Include twin vision books and/or dual language books in your classroom library.

10. Focus on Strengths:
Recognize and leverage the student's strengths, which may include strong language abilities or other skills. 

11. Parent Involvement:
Involve parents in the process, especially if English is their second language, and ensure they understand their rights and the support available. 

TIPS AND TRICKS

INFO FROM THE WEB

The following information is devoted to resources and ideas you can find on the web about English Language Learners (ELL). Details following websites are quoted from their corresponding website. Please follow the links for full information and content.

"Steps in selecting an EL strategy for your blind or low vision student:

1. Who will you need to collaborate with?

   • If you have an EL specialist at your school that is ideal. You can work together to find what works best.

   • Think of your students other needs. Do you need to bring in a language pathologist? Can the family provide information on what motivates a student? Is this a transition student that has specific career goals?

2. Find an EL Strategy

   • Find a strategy that is either specific to English learners or a strategy or curriculum used with blind and low vision students. Many EL strategies out there are evidence based. I suggest looking through the following resources:

     • Colorin Colorado: ELL Strategies and Best Practices

     • Dr. Mora-Flores Resources (under English Language Development or ELD strategies)

     • Evidence Based Practices for English Learners: by the CEEDAR Center

3. Ask yourself: Can this strategy be done…

   • In my student’s reading medium (braille, large print, electronically, with audio)

   • With real tangible materials

   • With tactile graphics

   • With key words in my student’s home language

   • With audio

   • With the support of assistive technology on their devices

4. Can this strategy be incorporated into the student’s regular lessons or does it require direct instruction?

   • Some strategies are great tools to use with our students to support them in their general content areas. While some require direct and individual instruction or some pre-teaching. Figure out how the strategy will need to be delivered and if you can deliver it, or provide it to a general education teacher to incorporate into their lessons. 

5. What adaptations will you need to make to this strategy, if at all?

   • Will this strategy require you to make a new accessible document? Will this strategy require you to take some of the images and present them in a different format? If your student ready to be exposed to this strategy?

6. Ask yourself:

   • Will this strategy be meaningful to my student?

   • Will this meet the activity/goal I am trying to achieve? This can be language acquisition, participation in a general education activity, a writing prompt, etc. "

Resources

• 10 Things a Teacher Can Do to Improve Instruction for ELL Students (Paths to Literacy Tip Sheet)

• Resources for Teaching English as a Second Language to Learners with Blindness or Visual Impairment (Paths to Literacy)

• Second Language Acquisition and Children with Visual and Hearing Impairments

• Do’s & Don’ts for Teaching English-Language Learners (Edutopia)

• Spanish/English IEP Terms (Developed by Maria Estela Esqueda for CETYS University – Mexicali Baja California)

• Resources for Teaching English Language Learners (TVI Portal Maryland)

• Instructional Strategies for Braille Literacy. AFB Press. Chapter 6: “Teaching Braille Reading and Writing to Students Who Speak English as a Second Language”.

• Beginning with Braille. AFB Press. “Teaching Braille to English Language Learners” (pp. 302-309)

• Guinan, H. (1997). ESL for students with visual impairments. Journal of Visual Impairment and Blindness, 91(6), 555-563.

• Munoz, M. L. (1998). Language Assessment and Intervention with Children who have Visual Impairments: A guide for speech-language pathologists. Austin, TX: Texas School for the Blind and Visually Impaired.

• Snyder, T. (1972). Teaching English as a second language to blind people. New Outlook for the Blind, 66(6), 161-166.

• Williams, C. B. (1991). Teaching Hispanic deaf students: Lessons from Luis. Perspectives in Education and Deafness, 10(2), 2-5.

 “Language learning is a journey of self-discovery and empowerment.”