Students who are blind or visually impaired must be explicitly taught how to understand their disability and how it affects them, advocate for the supports they need, solve problems independently, and access tools, resources, and strategies to support full participation in school and life.

​Understanding One’s Disability and Needs

Students need to develop a clear understanding of their visual impairment and any additional disabilities they may have. This foundational knowledge empowers them to respond to questions, explain their needs, and build self-confidence.
Teach students to:
  • Politely answer questions about their vision.
  • Describe their visual diagnosis in age-appropriate, easy-to-understand language.
  • Explain the purpose of services or accommodations they receive (e.g., orientation and mobility, assistive technology, or vision services).
  • Name and describe their specific visual condition, including how it affects their daily functioning.
  • Communicate any restrictions they may face in activities such as sports or navigating unfamiliar environments.
To deepen understanding:
  • Encourage exploration of eye anatomy using a mirror or a tactile "pull-apart" eye model.
  • Discuss the structure and function of the eye, reinforcing how their specific condition impacts vision.
  • Adapt activities based on the student’s cognitive and developmental level.

​Advocating for One’s Needs

Teaching students to advocate for themselves is essential for developing independence and confidence. Advocacy includes expressing needs clearly, requesting accommodations, and asserting when assistance is or isn’t needed.
Students should learn how to:
  • Seek help by:
    • Politely requesting assistance in new environments.
    • Identifying appropriate people to ask for help.
    • Communicating when they can complete a task independently and prefer not to receive help.
    • Using gestures such as raising a hand to gain attention.
  • Request adaptations such as:
    • Asking for materials in accessible formats (e.g., braille menus, large print, digital files).
    • Expressing preferences for specific learning tools or presentation methods.
  • Seek accommodations by:
    • Letting teachers know when eye fatigue sets in or when additional time is needed.
    • Requesting changes in the learning environment to reduce distractions (e.g., quiet space for testing).
    • Communicating when they don’t understand instructions or content and need clarification.

​Problem Solving

Problem-solving is a life skill that fosters independence. Students with visual impairments must learn to recognize barriers and devise strategies for overcoming them.
Teach students how to:
  • Identify steps to take when encountering visual or access-related issues.
  • Ask a peer for appropriate support (e.g., to be a reader, take notes, or help locate materials).
  • Know when and how to request teacher or staff assistance.
  • Move closer to a visual presentation or request to do so when necessary.
  • Use compensatory strategies such as:
    • Optimal lighting or seating.
    • Highlighting or using a line guide.
    • Using a peer reader or magnification tools.
  • Explain when a visual aid or assistive device isn't working and suggest alternatives.
  • Troubleshoot equipment malfunctions (e.g., refreshable braille displays, screen readers, magnifiers).
  • Reflect on their own learning and adjust strategies as needed.
​Fostering self-determination takes time and practice but leads to students becoming confident, proactive, and independent participants in their education and beyond. These skills are foundational for success in school, future employment, and lifelong advocacy.

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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
Compensatory Skills
Concept Development ​Alternative Communication ​Emergent Literacy ​Braille Code
​Beginning Braille ​ Braille Fluency & Comprehension  Writing Braille ​​​Nemeth Code Instruction 
​​​Tactile Graphics ​Print Concepts ​​Abacus  ​​Organization Skills​ ​​Study Skills ​​Time Management
Teach: Sensory Efficiency Skills
​Auditory & Listening Skills ​​Visual Efficiency Skills ​​Optical Device Use ​Tactile Readiness
Teach: Assistive Technology 
AT Overview ​AT Use & Maintenance Braille AT ​iOS Instruction Audio Access​ ​Video Magnifiers ​​​Basic Computer Use Computer Access ​Productivity
Teach: Social Skills
Social Skill Basics​
Non-Verbal Skills​​​​ Verbal Communication Skills Cooperative Skills Identity & Self-Awareness ​Interactions & Relationships Managing Challenges & Safety
Teach: Self Determination
Teach: Independent Living Skills
Personal Care ​Hygiene & Grooming ​Personal Health Mealtime Skills ​​​ Food Preparation
Household Skills Clothing Management ​Money & Budget Shopping & Consumerism Phone Use ​Safety & Emergency Preparedness ​​Services & Community Resources
Teach: Orientation & Mobility
Teach: Recreation & Leisure
Teach: Career & Vocational
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Social Skills Printables
Self Determination Printables
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Career & Vocational Printables
Evelyn Jane Stories 
Learn: Teaching Strategies & Planning
Learn: ​ECC Units
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Learn: ​Interactive Activities
Learn: Recorded Presentations
Learn: Complete Set Bonus ​