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Adaptations

Students who are blind or visually impaired require adaptations to the environment, materials, and instruction. Each student will have his or her own unique visual needs based on the student's visual impairment as well as other disabilities. It is important to understand each student’s visual diagnosis and the implications concerning functional vision to make the appropriate adaptations to maximize the students use of vision and access the same assignments as their sighted peers. ​

Home Adaptations

Helping your family members stay safe and complete activities independently is important. There are simple adaptations you can make throughout your home that can help your family member achieve independence. Within this section you can learn more about: ​

Environmental Adaptations

School and classroom environmental adaptations can help the student who is blind or visually impaired move safely and efficiently through their environment. This page identifies how to make adaptations to the environment including school campus, school safety, classroom design, labeling, and lighting. Within this section you can learn more about: ​

Core Curriculum Adaptations

There are adaptations that can be made to the core curriculum that allow students who are blind or visually impaired to fully access the curriculum. These pages provide suggestions and strategies for adapting the core curriculum. Within this section you can learn more about: 

Material Adaptations

Students who are blind or visually impaired will typically need adaptations to access printed information that will allow the student to access all areas of the curriculum. This page provides a suggestion on increasing size, contrast, clarity as well as reducing visual clutter and making tactual adaptations. Within this section you can learn more about: 

Instructional Adaptations

Students who are blind or visually impaired will most likely need instructional adaptations to access the curriculum. This page provides information on the role of the classroom teacher, making movies and assemblies accessible, adapting lectures and instruction as well as field trip considerations. Within this section you can learn more about: 

Early Childhood Adaptations

Preschool and Kindergarten are the formative years for developing language, social skills, concepts, and to learn how to follow routines and rules. This page provides suggestions and strategies for adapting the early childhood program to meet the needs of students with students visual impairments. Within this section you can learn more about: ​

Adaptations to the Arts

Individuals who are blind or visually impaired may need instructional and material adaptations to participate in art. Within this section you can learn more about: 

Recreation & Leisure Adaptations

   Materials should be adapted only to the extent necessary for efficient learning. If regular materials can be used in conjunction  with environment adaptations or low vision devices, such an approach is preferable to using specialized materials. ​- J.M. Stratton: JVIB, Jan 1990 (84) 3-5
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