Visually impaired children may perform practically all of the same activities and tasks as sighted children, but they must often learn to do so in a different method or with new tools or materials. For example, your child may require braille reading materials rather than print, or she may need to study a live bunny with her hands rather than having to learn from a picture in a book to comprehend what it is. Other ideas include setting up a classroom so your child may sit near a chemistry teacher who is conducting an experiment or giving her extra time to finish a test that the entire class is taking.

Blind vs Low vision

Low vision and blind students are examples of students with visual impairments. Students that are blind can read in Braille. Those  Students with low vision are more likely to read print, use optical equipment, or read braille like their blind colleagues. Both blind and low-vision pupils may need specialized equipment and supplies. The severity of a student’s visual impairment is determined by the condition of his or her eyes. Poor lighting, light glare, or weariness can also cause vision to varying or be impacted. As a result, no “average” vision-impaired student exists. The enormous amount of visual material to which visually impaired students are constantly exposed in the science educational environments, such as books, outlines, class schedules, whiteboards, writing, models, photographs, and other graphic materials, etc., is a big difficulty. Furthermore, the increased usage of movies, videos, computers, and tv programs increases the volume of visual content to which they have limited access. Unique and personalized solutions based on that student’s specific visual impairment and communication media are necessary to assist in educating a student with a visual impairment. (For example, Braille and what’s known as speed listening). 

Tips and teaching strategies for vision impaired students

Students with any form of vision impairment will be able to access the learning materials in some way. It may be a laptop with zoom text, a desk-mounted magnifier, a tool like join.me that allows students to see what’s on the teacher’s laptop on their own laptop, expanded text, or something that makes the subject more accessible to them. If you have a student who requires this level of assistance, the case manager should contact you before the start of school to let you know what will be required in the classroom. 

Tactile models are frequently beneficial. Apply a little layer of adhesive to all drawings so that the pupil can feel what they’re viewing. If the field of vision is narrow, the student will be aware that the diagram continues beyond their area of vision. Many students with vision impairment experience eye fatigue and find it much more difficult to read information by the end of the day. If the sequence of the classes can be changed, this could have an impact. Also keep in mind that this learner will frequently be ignorant of visual signals that you utilize, and don’t realize that you use. 

Most early childhood teaching systems rely heavily on visual signals. Consider how many school lessons include pupils writing on the chalkboard or reading from photocopied handouts. Reading and writing are required in every discipline, from algebra to spelling to geography. 

As a result, whether a low vision student’s visual impairments are moderate, severe, or profound, they frequently interfere with their ability to participate in typical classroom activities. 

Previously, kids with vision problems were placed in special institutions or programs; but, today, the majority of visually impaired pupils are educated in the same classroom as normal children. 

There are a variety of reasons for this, including both practical and social factors, such as acclimating a child to the independent education systems they may encounter in future high school, college, and university studies. Students with low vision or visual impairments can feel “just like everyone else” by attending regular classes. 

That is why it is critical for parents, educators, and experts to comprehend how low vision students might succeed in the classroom. There are many resources and materials available to help these students participate in reading and writing activities. 

Children with visual impairments can gain the same early reading skills as their classmates and develop the coping skills they need to navigate around their disabilities with the correct instruction and resources. 

Teaching groups vs individuals with vision impairments

There are a variety of inclusive teaching and assessment practices that can help all students learn, but there are also specific strategies that are beneficial for educating a group of students who have vision impairment.  If your teaching setting has multiple visually impaired students it may be beneficial to group them with similar students so they can share devices and resources. 

Different techniques for different conditions

The nature and extent of vision loss will have a significant impact on learning: some students will have been born without vision, while others will have gradually lost it; some students will have no vision at all, while others will have some sight, be light-sensitive, or have reduced peripheral vision. It’s also likely that your vision and light sensitivity will change over time. 

Some pupils may require the assistance of a guide dog or a white cane for mobility, while others have enough residual eyesight to navigate around on their own. Assistive technology for visually impaired students in the classroom may be required for students to get access to education. Although a minor change such as moving to the front of the class can help, most students rely on assistive technology (such as closed-circuit television, screen magnification, or screen-reading software) to read and use the internet.

Classroom activities for visually impaired students

Visual impairments can make typical reading and writing tasks, reading at a distance, differentiating colors, recognizing forms, and participating in gym games that demand acute vision, such as softball and kickball, challenging in a school setting. 

Low-tech methods, such as high-intensity lighting and bookstands, are frequently used to help children with vision impairments learn to read and write. Computer typing and reading programs, as well as screen magnification, are sometimes employed. Low vision kids may learn to read using the Braille system rather than text, or a combination of both. 

As students grow through the early grades and their reading and writing tasks become more demanding, regular literacy skills assessments are necessary to ensure that additional resources and adaptive method training are offered to match their requirements. 

Using technology to help children with visual impairments who may not know Braille is critical. In reality, most skilled Braille readers prefer to read for pleasure on computers or tablets. Students learning to use a computer not only find it easier to accomplish their assignments, but they also tend to become faster readers. 

For students with low vision, using a computer and word processor is just more efficient than reading physical books and handwriting. This is especially true in high school when reading and writing assignments become longer and more difficult. 

Touch-typing allows pupils to explore computers with ease and keep up in a busy educational environment. It has been established that educating youngsters as young as 6 and 7 years old on how to operate a keyboard can make a difference. 

This is due to the fact that typing is a low-tech method that gives low-vision pupils a great deal of control over how they use technology. 

Students can work through a touch-typing course at their own pace because it is divided into different stages. There’s also the sense of accomplishment and pride that comes with being able to touch-type faster than their colleagues. 

The Touch-type Read and Spell course has been effectively used in teaching students with low vision to touch-type due to its inherent flexibility. Text size, font, and background color can all be customized. 

Educators who have not had specialized training in supporting children with visual impairments frequently ask how they may adapt their teaching to help students succeed in the classroom. 

It can be humiliating and needless to single out a kid with low vision and make them sit in a specific seat because you believe it will provide them the best view of the whiteboard. Allow students with poor eyesight to take charge of their education and determine the optimal learning setting for them. 

To assist visually impaired pupils who may be struggling to read the writing, teachers should vocalize the material they write on a blackboard, whiteboard, or smartboard. To make it easier for students to follow along without getting tired, provide a paper handout of things that are presented on the board, or an electronic copy with the text enlarged. 

Many activities and materials for elementary school students are duplicated and distributed as paper handouts. To make it easier for the visually challenged learner to read them, make sure they are printed with strong contrasting colors rather than faded greys. Additionally, handouts can be forwarded in an email to a child who can benefit from text-to-speech capabilities. 

Educators, optometrists, parents, and visually impaired kids can collaborate to develop an educational plan. Setting up an individualized education program (IEP) or a 504 plan to assist children to realize their full potential is one example. A classroom aide or someone to help with note-taking may be included in the plans. This plan will evolve as the youngster develops.

Resources for visually impaired students and their teachers.

The Association for Education and Rehabilitation of the Blind and Visually Impaired is a professional development organization for teachers. They frequently hold STEM-related presentations. 

The Division on Visual Impairments of the Council for Exceptional Children is a physician organization that promotes professional development for teachers. They have STEM-related talks as well. 

This Physically Blind Resource Guide is an annotated list of organizations that provide assistance, recommendations, and additional information about blindness to persons who are blind or visually impaired. 

Access AdobeA is a resource meant to assist people with visual difficulties in using Adobe Acrobat Software more efficiently. 

The American Printing House for the Blind (APH) is the world’s biggest non-profit organization dedicated to developing educational, employment, and lifestyle products and services for persons who are blind or visually impaired. 

L&H Kurzweil 3000 is a developer of reading technology for those who are blind or have difficulty reading. 

The Louis Database of Accessible Materials for People Who Are Blind or Visually Impaired is currently housed at the American Printing House for the Blind (APH). Louis provides information on tens of thousands of titles of accessible works from over 170 agencies across the United States, including braille, big print, sound recordings, and computer files.

Helen Keller National Center For Deaf-Blind Youth and Adults

This center provides a comprehensive network of field services for deaf-blind individuals and families, along with public and private service providers and experts, across the country. 

The National Federation of the Blind has a division called the National Association of Blind Students (NABS). NABS, which was founded in 1967, is a group of blind high school and college students dedicated to altering negative views and prejudices regarding blindness in order to ensure equality and opportunity for all blind students. 

National Library Service for the Blind and Physically Handicapped

Persons with verified visual or physical impairments can get free recorded and Braille reading materials from the Library Service. 

1. Hoffman and E. Kitchel (2006). Adapting Science for Visually Impaired Students: A Handbook for Classroom Teachers and those that teach students with visual impairments. The American Printing House for the Blind is a publishing house for the blind. 
2. Koenig and M. Holbrook (eds). (2000). Volume II of the second edition of Foundations of Education: Instructional Strategies for Teaching Children and Youths with Visual Impairments. AFB Press, New York 
3. Wild and K. Koehler (2008). Students with visual impairments are taught science.  Penguins and Polar Bears.

NFB Youth SlamStudent-produced video showcasing a STEM-focused camp for students with visual impairments. Students are interviewed and demonstrated working on various projects. There are several Youth Slam Videos from various years that feature various STEM initiatives. 

NFB Blind Driver Challenge

The author discusses the technology utilized to create a car for blind people. On this subject, there are numerous videos available.

FAQ’s

How do you adapt a classroom for visual impairment?

The answer isn’t clear-cut. It will depend on how many students you have with low vision, to what degree, and from what cause.

Where are the devices found for low vision students?

The students may already have their own devices, if not many of the resources listed above can help provide low vision aids for schools. Information about low vision aids can be found on this site also.

What are the different types of vision conditions students may have?

• Amblyopia
• Optic nerve hypoplasia
• Nystagmus
• Color blindness
• Stargardt’s disease
• Trauma- retinal detachments
• Congenital cataracts

How can a  low vision specialist help a child with visual impairment in the classroom?

One example would be to prescribe a pair of bioptic telescope glasses that allows the student to sit where they like and still be able to see the writing on the board. There are many low vision devices that will aid the student in the classroom to accomplish their tasks.  The low vision specialist will know which ones will be best suited for the individual and their condition.