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Visually Imapaired

This document provides instructional and behavioral strategies for common disabilities in academics, social/school skills, and behavior/organization. For academics, it recommends providing materials in advance electronically, describing visual aids, and using peer learning. For social skills, it suggests peer learning strategies, asking privately how to assist, offering colored overlays to all students, and team building activities. For behavior/organization, it advises making early field trip arrangements ensuring accommodations, reserving front row seats, using positive self-talk, and pairing vision-impaired students with sighted volunteers.

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72 views2 pages

Visually Imapaired

This document provides instructional and behavioral strategies for common disabilities in academics, social/school skills, and behavior/organization. For academics, it recommends providing materials in advance electronically, describing visual aids, and using peer learning. For social skills, it suggests peer learning strategies, asking privately how to assist, offering colored overlays to all students, and team building activities. For behavior/organization, it advises making early field trip arrangements ensuring accommodations, reserving front row seats, using positive self-talk, and pairing vision-impaired students with sighted volunteers.

Uploaded by

api-325887051
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Common Disability Characteristic

Instructional or Behavioral Strategies

Academic
A) May miss instructions that involve
gestures

B) Hear well, but may misinterpret the


unknown

A-1) Provide hand-outs (preferably


electronically) in advance of lectures and
seminars, and allow audio-taping where
possible to assist review of notes. Some
students may need handouts and tests on
colored paper to reduce glare.
A-2) Give verbal description of visual aids or
writing on whiteboard or slides, and spell
aloud difficult words or names. Talk through
calculations or procedures as they are
carried out.
B-1) Peer assisted learning strategies are
beneficial for these students because they
have an extra chance to absorb information
from a peer.
B-2) In lecture/discussion classes, take care
over seating arrangements and encourage
people to take turns to speak. Work with the
student on strategies to help them
participate fully and find out if they wish any
other adjustments, such as people
introducing themselves before speaking.

Social/ School (skills)


A) May be isolated and appear uninterested

B) Limited friendship because of a unique


need for specialty items

A-1) Peer assisted leaning strategies help a


student interact and learn more while
socializing. Student interests in the material
increases because they are having an easier
time understanding the material and are
doing it in a fun way.
A-2) When in doubt about how to assist the
student, ask him or her as privately as
possible without drawing attention to the
student or the disability.
B-1) Offer colored overlays to all the students
in the class. Overlays help to filter out
fluorescent lights so the symptoms students
face are reduced or completely removed.
Since not all students have the same
sensitivity level, particular colors can help
differently for each student.

B-2) Students with a visual impairment would


benefit from team building. Team building
activities promote cooperation and
communication among students. They help
establish a positive classroom environment
and create a sense of community. Students
will feel safe and will be more willing to
interact with one another.
Behavior/ Organization
A) Difficulty getting around

A-1) Make field trip arrangements early and


ensure that accommodations will be in place
on the given day (e.g., transportation, site
accessibility). Provide plenty of warning so a
personal assistant or adaptive equipment
can be arranged as appropriate for
laboratory work and field trips.
A-2) Keep a front row seat open for a student
with a vision impairment. A corner seat is
especially convenient for a student with a
dog guide.

B) Difficulty with everyday life activities

B-1) The use of positive self-talk can be a


motivator for a visually impaired students to
help with motivation to complete everyday
life activities
B-2) When appropriate, ask for a sighted
volunteer to team up with a vision-impaired
student for in-class assignments.

http://www.ferris.edu/htmls/colleges/university/disability/facultystaff/classroom-issues/vision/vision-strategy.htm

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