By: Carmen Willings
teachingvisuallyimpaired.com

The school will need to ensure that there are special considerations for students who are blind or visually impaired. These include providing ADA signage, playground and other school campus adaptations. The following suggestions and strategies will help you adapt the school campus in order to assist the student who is blind or visually impaired.

​ADA Braille Signs

ADA braille signs are not only helpful in your buildings, but are also required by federal law under the Americans with Disabilities Act. They are not just helpful for the braille reader. The words are in large print, and simple pictures, the signs are uniform and do not have visual clutter making them also beneficial to students with low vision as well as students with cognitive disabilities in general. All signs with any characters or numbers written on them must have a translation in braille. Signs are required for classroom identification, restrooms and directional signage and at elevators. Room identification signs must be placed on the wall next to the latch to allow a person to read it without the safety risk of getting in the way of the door opening.

​The Lunchroom

Students who are blind or visually impaired will need special considerations in the lunchroom which can be difficult to navigate. If the class eats in a lunchroom, an initial orientation (and in some cases, several opportunities) to the lunchroom may be necessary so the student with a visual impairment can learn where trays are located, where lines form, and so forth.  Peers or staff members may need to give the student physical assistance or verbal directions to get to an empty seat until the student develops a routine.  It is helpful to encourage cafeteria staff to remind the student, if necessary, about the day’s food selections.  Encourage the highest level of independence possible for each student. Students should be encouraged to carry a tray even at first there is only an unopened milk carton on the tray. The goal is for the student to eventually become independent. Gradually add more unbreakable and non-spill items to the students' trays until the student can be completely independent. To learn more about how to promote mealtime independence, read Mealtime Independence. ​

​Fire Drills & Emergencies and Safety

For fire drills, the student will most likely not be able to access diagrams posted near doors. The Orientation and Mobility Specialist (O&M) may work with the student on learning routes from the classroom and from other locations in the building, ideally in advance. However, during an emergency, the mobile student should be instructed to take hold of the nearest moving adult or student and quickly and quietly follow others. Assigning one student the job of being the student’s regular guide in emergency situations may not be a good idea because the assigned student may be absent or may panic in an emergency.  It is also a good idea to consult with the school administrators regarding fire and other emergency evacuation procedures.

General Safety Tips

  • Throughout the building, be sure to cover sharp corners on furniture to prevent injuries if a student bumps into the edge. You may choose to purchase edge and corner protectors such as these, or cut foam pipe covers or pool noodles to cover corners and edges.
  • Make sure furniture is stable and won’t be easily knocked over if a student runs into it.
  • Secure rug edges to the floor to prevent slips/trips.
  • ​​Be cautious of overhangs (upper cabinet doors, things hanging from the ceiling, fire extinguishers, drinking fountains, phone booths, sinks on pedestals) as the student may not have enough vision to detect them and duck down.
  • ​Keep doors wedged fully open or firmly shut as a student who is blind could walk into the edge of a half-open door or trap their fingers in the hinge while feeling their way around.  Use a door stop or door wedge to keep the door in a fully open position.
  • ​Consider keeping electrical outlets covered, particularly with younger students or students with multiple disabilities that are curious and frequently tactually explore their environment.
  • ​Be sure to tape down any electrical cords lying on the floor to prevent trips or falls.
  • Avoid clutter scattered around the floor and in the hallways. Instead, encourage students to put toys an belongings away when they are done playing with them.  Cluttered hallways can be a particular problem in the winter when students leave boots scattered by the walls in hallways. Encourage students to keep their boots up close to the wall or in classrooms if possible.
  • ​Be cautious of stairs and drop-offs. Add visual adaptations such as painting color contrasting strips on stairs; and/or add tactual cues such as non-slip mats, adhesive tread strips or different type of flooring by stairs or drop-offs.

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