Pictures & Worksheets

By: Carmen Willings
teachingvisuallyimpaired.com
June 17, 2025
Students with low vision require access to high-quality, thoughtfully designed worksheets and instructional materials that cater to their unique visual needs. Special attention must be given to picture quality, contrast, font clarity, and layout to ensure accessibility.

Picture Use

Pictures are commonly used in classrooms to enhance instruction, illustrate concepts, and support early literacy. However, students with significant visual impairments may struggle to access visual information, even with optical devices.
When images are critical to comprehension (e.g., in early readers where the text depends on illustrations), consider the following:
  • Pair pictures with real objects or tactile models for students who cannot access images visually.
  • Use raised-line drawings for students who understand two-dimensional tactile representations.
  • Ensure all visual content is verbally described or supplemented with alternative formats as needed.

Selecting Worksheets and Pictures

Choose worksheets and instructional materials that are:
  • High quality, with clear, unfaded lines and bold visuals.
  • Free of bleed-through from copied materials on thin paper.
  • Printed in a simple, bold font that is appropriate in size for the student’s visual needs.
  • Designed with ample space for responses, especially for math computations or writing in larger print.
Avoid:
  • Worksheets with abstract, cluttered, or low-contrast images.
  • Aged or outdated educational games with obscure, overly detailed, or unfamiliar visuals.
  • Fonts or layouts that use dark text on dark backgrounds (e.g., black on navy blue).
Instead:
  • Choose uncluttered illustrations or, ideally, photographs with strong contrast.
  • Look for phonics manipulatives and alphabet cards that use clear, simple fonts.
  • Prioritize visually simple materials that minimize distractions.

Figure-Ground and Visual Scanning Activities

Activities requiring figure-ground discrimination—such as word searches, hidden pictures, or busy diagrams—can be especially challenging. These should be avoided unless they are part of targeted instruction in:
  • Visual perception skills,
  • Use of magnification tools, or
  • Training in systematic visual scanning.
If such materials are used:
  • Ensure the student has appropriate support and that the activity’s purpose aligns with their learning goals.
  • Consider adapting maps or diagrams to include only essential information, removing decorative elements.

​Selecting Picture Books

When choosing books for students with low vision:
  • Look for books with clear, simple illustrations or high-contrast photographs.
  • Avoid glossy pages; opt for books with a matte finish to reduce glare.
  • Select books where the text is placed on a solid background, not written across pictures or patterns.

​Material Suggestions and Adaptations

  • ​APH Word PlayHouse Kit is useful for teaching beginning phonics. For students prone to bending tiles, consider using commercially available plastic letter tiles. You can:
  • Add braille labels without covering print.
  • Apply Velcro to the back for use on a Velcro-compatible board, such as the APH Velcro board, which provides contrast and helps reduce clutter.
  • The APH Tri-fold Board makes an excellent high-contrast word wall background.
  • The APH Picture Maker Felt Board and textured strips are useful for creating build-a-word and build-a-sentence activities.
DIY Alternative: If APH materials aren’t available, create your own felt board using foam-backed cloth (commonly found on car ceilings and sold at auto supply stores). This material is durable and doesn’t fuzz like traditional flannel boards.
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