​Fostering Inclusion and Social Belonging

While students with visual impairments often require specific seating for optimal lighting, proximity, or access to outlets, care should be taken to avoid social isolation.
  • If students are seated in clusters or groups, include the student with visual impairments within those clusters when possible.
  • Avoid placing the student apart from their peers unless absolutely necessary for accessibility.
  • Use strategic peer pairing to foster connection and support.

​Hands-On Access During Demonstrations

Active participation enhances learning:
  • Allow the student to explore materials before, during, and after demonstrations.
  • Use tactile materials and real-life objects whenever possible.
  • Supplement demonstrations with descriptive language and verbal cues.
  • Incorporate multisensory approaches to instruction (e.g., sound, touch, smell, movement).

Flexible Seating and Positioning

Optimal seating depends on the student’s specific visual condition:
  • Students who need to see the board clearly may need to sit near the front.
  • Students with field loss or light sensitivity may need to sit off to the side or away from direct sunlight.
  • The instructional area may shift in flexible classrooms, so allow students to change seats as needed.
  • The TVI can help determine best placement and guide environmental modifications.

​Lighting and Glare Considerations

Lighting needs vary greatly:
  • Reduce glare using window shades, blinds, or curtains.
  • Watch for glare from shiny surfaces such as desks, laminated papers, or whiteboards.
  • Some students may wear sunglasses or visors indoors to manage glare and sensitivity.
  • Provide task lighting for students who benefit from extra illumination.
    • Direct light should come opposite the dominant hand to reduce shadows.
    • Use dimmable lamps for students sensitive to bright light.
  • Consult with the TVI about individual lighting preferences.

​Use of Low Vision Devices

​Encourage the use of prescribed tools for accessing visual information:
  • Devices may include monoculars, telescopes, or electronic magnifiers.
  • These tools are best for spot viewing, not extended reading or copying.
  • Students may need practice and support using these devices in classroom settings.
  • The TVI can help train students in the effective use and identify optimal seating for device use.
Tip: It’s unrealistic to expect students to repeatedly switch from viewing with a monocular to writing notes; consider alternate solutions.

​Provide Accessible Notes and Materials

Note-taking can be time-consuming and frustrating without accommodations:
  • Share teacher notes in advance via email or a learning platform.
  • Provide notes in preferred formats (digital text, large print, braille, or audio).
  • In math or science, step-by-step instructions are especially critical.
  • Work with the TVI to ensure braille materials are provided well in advance.
Not all students will benefit from full notes; some may prefer guided notes or interactive formats that promote engagement.

​Screen Sharing for Interactive Boards

Interactive whiteboards can pose access barriers, but screen sharing helps:
Apps such as Zoom, Microsoft Teams, or JoinMe allow students to view board content directly on their device:
  • Teacher initiates a session and shares the screen.
  • Student joins using a device (iPad, Chromebook, laptop, etc.) with the code or link.
  • This gives the student real-time access to the digital board, which they can magnify or adjust based on preferences.
This is especially helpful when using SMART Boards, Promethean Boards, or PowerPoint slides.

​Verbalize All Written Content

​Whenever writing on the board, say aloud exactly what you are writing:
  • Describe each item, equation, or chart in detail.
  • Explain drawings, diagrams, and visual cues.
  • Don’t rely on pointing; use clear verbal directions (e.g., “In the upper right corner of the board, you’ll see the formula for…”).
This practice supports students who are blind, those with low vision, and students with auditory learning preferences.

Quick Reference: Instructional Accessibility Checklist

  • Social Inclusion: Seat student with peers when possible to avoid isolation
  • Demonstrations: Provide hands-on access to materials and use rich descriptive language
  • Seating: Allow flexible positioning based on lighting, board location, and vision
  • Lighting: Reduce glare, use adjustable lighting, consider student preferences
  • Low Vision Devices: Encourage use for spot viewing; consult TVI for setup and training
  • Notes: Share in advance in accessible formats; prep braille with TVI if needed
  • Screen Sharing: Use apps like Zoom, Microsoft Teams, JoinMe for access to digital board content
  • Verbal Cues: Describe all board content and visuals aloud during instruction

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Full Article List

Guide: Start Here
Tools (VI Basics)
Plan: Referrals & Eligibility
Referral & Eligibility​ ​Medical Vision Information 
FVLMALow Vision Evaluations
Other Evaluations
Plan: IEP Planning
Plan: Collaboration & Accessibility
​Collaboration Accessible Materials ​Classroom Access Instructional Access Technology Access ​Additional Supports Service Delivery Models  ​
Teach: Compensatory Skills
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​​​Tactile Graphics ​Print Concepts ​​Abacus  ​​Organization Skills​ ​​Study Skills ​​Time Management
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​Auditory & Listening Skills ​​Visual Efficiency Skills ​​Optical Device Use ​Tactile Readiness
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AT Overview ​AT Use & Maintenance Braille AT ​iOS Instruction Audio Access​ ​Video Magnifiers ​​​Basic Computer Use Computer Access ​Productivity
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