By: Carmen Willings
teachingvisuallyimpaired.com
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Students who are blind or visually impaired will have unique visual needs that need to be communicated to all team members during eligibility, at the beginning of each school year, and when there is any change in the student's unique needs. Although this information can be found in the Functional Vision Evaluation report and within the IEP, I write the information in a separate sheet (ideally just one or two pages) so it can be a quick reference to team members. I include my contact information as well as a brief summary of the student's visual impairment. The following is a list of just some unique needs the student may have. 

Unique Visual Needs for Students Following Standard Course of Study

Visual Functioning

  • Visual performance may fluctuate due to changes in light, fatigue, or illness.
  • The student may experience eye fatigue and may need extra testing time. Extra time is defined as (e.g. time and a half, double time, etc.). The student should notify the teacher when eye fatigue occurs and he should be given a break, if needed.
  • Allow the student extra time and/or breaks as need to process visual information and reduce visual fatigue.

Seating Placement

  • The student should have preferential seating (*define) in the classroom. The student should be encouraged to move to a better location, if necessary.
  • The student should have preferential seating for all films and assemblies, and demonstration lessons. Please allow the student to be accompanied by a peer to avoid social isolation.
  • When possible, the student should be permitted to lean in or move closer for visually challenging activities. Permit student to sit or stand near any demonstrations or where visual material is being presented.
  • The student should face away from windows.
  • Extra storage space and/or desk surface for assistive technology/devices.

Board Presentation 

  • The student should be given copies of distance presentation activities (e.g. Active Board, dry erase board, chalkboard, etc.) to be viewed at his/her desk as needed.
  • The teacher or presenter should verbalize all information as it is written on the board or overhead and be as descriptive as possible in your presentations.
  • Information presented on the board should be in a high contrast color. For example, white chalk on a green board, black or dark colored markers on a white board.
  • Vary the methods of presentation using concrete objects and descriptive language as much as possible. If the use of real objects is not possible, make use of realistic models (e.g. animals, people, objects).
  • During movies, videos or Active Board presentations, allow student to sit as close as necessary to the screen or arrange for screen sharing.
  • To the extent possible, keep the board clean to maximize contrast.

Demonstration Lesson

  • Student should be permitted to handle the materials before, during and after the demonstration.
  • Do not stand with your back against the window when presenting.
  • The student should be allowed to move about the room as needed to see information presented away from his/her desk.

Lighting

  • Avoid glare in general from overhead lights.
  • Provide adequate lighting for activities, particularly when lights are dimmed for Active Board presentations.

Safe Travel

  • Familiarize the student to new environments, with special attention to surface level changes, at school (pay particular close attention to novel playgrounds) and during field trips. 

Material Adaptations

  • Worksheets should be bold and of good copy quality.
  • Avoid visually cluttered materials.
  • Permit the student to use optical devices to access information at near and distance.  
  • The student should be permitted to write directly on a test. No Scantron tests.
  • Use of auditory text as needed.
  • Provide adaptations or avoid tasks that are dependent on color vision.
  • Permit and encourage the student to use low vision tools to complete tasks.
  • Provide large print math worksheets and maps for labeling.
  • Provide the student with a reading guide to assist in keeping place while reading and completing worksheets.
  • Allow students to use (bold marker, 20/20 pen, mechanical pencil, or other unique writing tool) to complete assignments.
  • Preferential locker position and locks with keys vs. combination locks.

General Classroom Adaptations

  • Allow the student extra time to process visual information
  • Modified assignments (when appropriate and needed) to accommodate for visual fatigue (extended time and/or shortened amount of assignments).
  • When using a computer, the screen should be tilted to avoid glare.  Mouse pointer speeds may need to be slowed.  Mouse pointer may need to be enlarged.  Screen may need magnification.

Responsibilities that the teacher should encourage the student to assume

  • The student must wear prescribed glasses for all academic activities.
  • The student needs to wear a hat and/or sunglasses during outdoor play on sunny days as well as days that are bright or produce a glare.

When taking the class on field trips, be aware that

  • The field trip site should know that a student with a visual impairment will be in the group in case extra assistance will be necessary
  • The student will need sighted guide or support personnel in unfamiliar areas particularly when adjusting to changes in lighting or weather conditions.

Patching Program 

  • Be aware that the student participates in a patching schedule that potentially changes every 3 weeks.  Therefore, during these periods she has no vision in her patched eye producing a field loss.  Parents will keep teachers informed of changes to the patching program. 
  • Replace the patch if it becomes soiled or wet/sweaty.  A supply of “back-up” patches will be provided by the parents.

Handling of Contact Lenses

  • The student wears contact lenses.  If there is an issue with the contacts (such as one coming out), the teacher will need to collect the lens, if found place it in solution, and contact the parents immediately.  A case and solution will be provided by the parents and will remain at school and stored according to the school’s procedures.  Keep in mind that without the contact in place, the student’s vision is SIGNIFICANTLY reduced.
  • Be aware that with the wearing of contacts, the student is especially sensitive to granules of sand or other eye irritants sticking, or becoming lodged behind the lens.  If it is noticed that granules/irritants are in the student’s eyes, the student’s eyes should be rinsed with a solution designed for contact lenses as other solutions may contaminate her lenses.  Parents should be contacted immediately if the student’s eyes are washed so contacts can be inspected and removed if necessary.
  • The student’s parents should be contacted immediately if any child or teacher in the class, or that she has been in direct contact with, develops pink eye or other contagious eye disease.

Unique Visual Needs for Students following a Modified Curriculum 

Visual Functioning

  • Be aware that the student’s visual functioning may differ from one time to another or from one environment to another. Differences in visual functioning are due to a variety of factors, such as the student’s physical state, the particular materials used, and how those materials are presented. 

Minimize Glare

Glare is a constant consideration for all individuals with low vision.  Glare can create discomfort or inhibit visual functioning depending on the source or type of glare experienced.  Highly reflective surfaces – including flooring, walls, ceilings, work and play surfaces, and instructional and play materials (particularly those that have been laminated) – can all be sources of glare for individuals with low vision.  The following suggestions can be helpful in minimizing glare for children with low vision:
  • When selecting positioning for the student, avoid creating shadows and reflecting light directly into the student’s eyes
  • Care should be taken to select materials that maximize light absorption (for example, matte-finish rather than glossy finish photos)
  • Be sensitive to changing lighting conditions outdoors as well.  Sunglasses, visors or hats with a minimum three-inch brim can help to eliminate some of the glare experienced outdoors.

Space

Space is an important organizer of visual perceptions for individuals with low vision.  The following considerations will help in planning positive visual experiences:
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  • Simple and regular patterns are more easily viewed than complex ones.
  • Provide appropriate and regular spacing between items to avoid visual clutter and overwhelming sensory input for the student.  Objects placed too close together may be difficult for the student to distinguish from one another.

Time

Individuals who are visually impaired may require additional time to complete tasks that require the use of vision or when adjusting to changes in lighting.  The student may need additional time to complete tasks that depend on the use of vision.  With regard to time, the following approaches may help young children feel more confident and complete tasks more successfully:
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  • The student should be given extra time to complete visual tasks.
  • The student will likely be more successful in tracking a slow-moving target than a fast-moving target because he will have more time to do so.
  • Allow The student adequate time to adjust to changes in lighting prior to asking him to negotiate obstacles or stairs or complete part of a daily routine.

Contrast

Maximizing contrast between objects and work and play surfaces can help children who have low vision maintain a greater sense of control over the items that they manipulate.  Contrast can be enhanced through the use of increased illumination, careful choice of colors, or selection of black and white materials.  Higher-contrast items are easier to locate, distinguish, and keep track of.  The following approaches can be used to enhance contrast:
  • Contrasting mats on the tabletop help children to define their space and to locate items more efficiently.
  • Present items against a plain background; do not hold them up in space, as this tends to make them appear to “blend in” to the background.
  • Use a good contrast background for items in order to help the student visually detect and fixate on them.

Visual Attention

  • Encourage the student to visually fixate on items before giving them to her.
  • When attempting to gain the student’s visual attention, place items in her visual field and move them slightly if necessary.
  • The student needs longer than average time to visually attend to materials/toys.
  • Familiarity and hands on experience with items will increase the student’s ability to understand what they are visually.  Imbed visual tasks into functional routines (feeding, diapering, dressing, etc.)

Positioning 

  • Remember that comfortable positioning is important for visual alertness.  

TVI Role as Facilitator

  • The TVI acts as a facilitator, encouraging the student to assume more and more responsibility and thereby to gain more independent control over the visual environment.   In this process of gradual naturalization, the student moves from activities in an artificial, highly controlled environment to those in a natural environment in which he can tolerate distraction and multiple features.  The goal should be to expand the individual’s visual capacity and potential.  Older and more capable students can learn to adapt their own visual environment, but they must first recognize the advantages of the adaptations.

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This form identifies possible recommendations for accommodations that can be beneficial for students with visual impairments or blindness that have multiple disabilities. Select those that are appropriate for the student. 
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This form identifies possible recommendations for accommodations that can be beneficial for students with visual impairments or blindness that is following the standard course of study. Select those that are appropriate for the student. ​