Additional Adaptation Resources...
Increase Visual Clarity
Tactual Graphics Materials
Making iOS Device Accessible
Apps for Communication
Apps for Accessing Books
Navigation & Location Apps
Cause & Effect Apps
Apps for Children
School Campus Adaptations
Classroom Design Tips
Movies & Assemblies
Lectures & Instruction
Non-Optical Low Vision Devices
Optical Devices for Near
Optical Devices for Distance
Screen Enlargement & Readers
Auditory Access Devices
Low/Medium Tech Tactual Devices
The Daily Schedule
Music & Movement
Songs that Teach Concepts
Phonics & Phonemic Aware.
Objects & Containers
Numbers & Counting
Geometry & Spatial Sense
Measurement & Data
Social Studies Materials
Recreation & Leisure Resources
Leisure Time Adaptations
Not all students in the classroom will have the same needs as lighting that is comfortable to one person may not be comfortable to another person. The following suggestions will help you discover ways to reduce glare and make lighting adaptations. Keep in mind that each student will have their own unique visual needs and you will need to adjust accordingly.
The ideal situation is for light to be distributed on the visual task in equal amounts from all angles with none of it reflected back toward the face.
Reduce glare from windows and lights, as much as possible (using blinds, shades, curtains, etc.)
Cover shiny tabletops with light-absorbing materials. Also, avoid shiny surfaces on pages, desks, and blackboards.
Yellow filters or acetate can be placed over work (these can be specially ordered or you can use yellow tinted portfolio covers and are available at office supply stores).
When choosing paper, avoid a glossy finish as it can lessen legibility and can produce glare.
For students that need higher levels of lighting to see best, consider using task lighting. When using task lighting, light directed on the task should come from opposite the dominant hand and directed only onto the task. Other students may be sensitive to high levels of light and the lighting will need to be controlled to assist them in using their vision. Lamps with controls to vary the intensity of light (a rheostat control) can provide the additional or dimmed illumination.
Lighting should be of sufficient clarity to enable the student to see materials and to perform the necessary visual tasks in the most comfortable visual environment.
Depending on the student’s visual needs, lighting may need to be increased or decreased. Any extra light should be diffused and indirect in order to minimize glare.
When talking, the teacher or instructor needs to position themselves so that the student is not looking toward windows or other light sources.
Students who are light sensitive (have photophobia) may need to block out some of the light and glare around them.
Permit students who are sensitive to light to wear a hat or a visor to help reduce glare and visual discomfort.