Promoting Academic Success
By Cynthia Fellerman,
Students with visual impairments are often mainstreamed into regular classes. If you're a general education teacher, there are people you can turn to and a lot of information and resources that can help. Children with special needs have an Individual Education Plan (IEP) along with other evaluations that can detail the student's specific requirements. And don't forget that the student, his or her parents, and the assigned vision teacher can work along with you to ensure a positive learning experience. The following information will get you on your way to making your classroom accessible and productive for everyone.
Curriculum Accessibility
- Make sure a current learning media assessment is on file to advise you of the most appropriate accessible formats needed by the student.
- It's possible that the student may need different formats (large print, audiocassette or braille) depending on the assignment.
- Utilize slant boards or tabletop adjustable easels to present materials at different angles to accommodate eyesight.
Seating
- If glare is a problem, seat the student away from windows.
- Children with right field loss should be seated on the right side of the room, and those with left field loss, on the left. This enables the student to direct their good visual field toward the classroom.
- Children with central field loss should sit on either side of the room rather than in the center.
- Seating close to or further away from the blackboard can vary depending on visual function. Talk with the student and experiment if necessary.
Environmental Cues
- Label the student's cubby, locker, desk, and chair. Make sure that labels are appropriate for the child's vision and age. For example, Legos, which are tactile, can be used for preschool children. Use colored tape or a braille label for an older child.
- Bulletin boards should be clutter free and decorated with high contrast materials.
Lighting
- Dim lights can provide the best contrast when showing materials on a large screen. However, some students do not do well in low-light conditions and others may have difficulty adapting to changes in lighting: for example, going from dark to light or vice versa, so be attentive to lighting needs.
- Students sensitive to glare may have difficulty with overhead lighting and may need to be seated in a spot away from overhead lights.
- An adjustable arm lamp can direct lighting to the task at hand. Discuss this with students, as appropriate.
Print Accessibility
- Use bold print markers rather than crayons or red ink when grading papers or making corrections.
- Choose black lead rather than regular pencils for better contrast.
- Materials can be transformed with tactile notations or raised lines using puffy or fabric paint or bump or locators dots.
Computers
- Computers should be situated away from windows, which can cause screen glare. Talk to the vision teacher about methods to shield the screen, if needed.
- Utilize accessibility features on the computer including;
- FilterKeys -- allows keeping one's finger on a key for a longer period of time without repeating the keystroke.
- ToggleKeys -- turns on tones to alert the user when number lock, scroll lock or cap lock is activated.
- MouseKeys -- enables the user to control the pointer using key strokes rather than a mouse.
- Display Options -- provides options to alter color, fonts and contrast.
Cynthia Fellerman,